| Summary: | 碩士 === 大葉大學 === 休閒事業管理學系碩士在職專班 === 94 === ABSTRACT
This study applies the concept of P.Z.B. model of service quality to construct the school service quality model, by using SERVQUAL scale and employing the empirical investigation through developing the “Technology school service quality questionnaire” to understand the students’ thoughts toward school service quality in Chienkuo Technology University. According to the results of study, we provide some suggestions for school improvements.
The research focused on the differences between expectations and receptions of school service in Chienkuo Technology toward variety of background students. 750 respondents were selected by stratified random sampling, an 85% returned-rate which counts for 636 valid subjects. Statistics methods included of description analysis, t-test analysis of variance, ANOVA test, Scheffe post test, correlation analysis and regression analysis, the Importance Performance Analysis (I.P.A.) method was conducted to clarify the relationships between the service quality and students’ satisfaction. Results were significant and concluded as followings:
1. Elements in the school service quality content in Chienkuo Technology University are four constructive dimensions; “confidence”, “communication”, “content” and “safety”.
2. Students’ expectations of school service quality are vary and significant in sex and grades, especially in the constructive factor of “content” and “safety”.
3. Students’ receptions for school service quality are vary and significant in sex and grades, especially in the constructive face of “communication”.
4. Overall students’ satisfaction are vary and significant in different grades and colleges.
5. There are significant differences between students’ expectation and receptions toward school service quality.
6. There are significant correlations among expectation, receptions for school service quality and overall satisfaction.
7. Students showed dissatisfied with the service quality dimension of “content”, which confirmed by I.P.A. method and required to be greatly improved.
According to the results of study, we recommend following conclusions and suggestions:
1. Maintaining study periodically, increasing teachers’ professional abilities in teachings, counseling and complementing the school teaching infrastructures.
2. Keeping the communication channels fluently, understanding students’ needs and helping students to resolve problems.
3. Be aware of the students’ background differences, in order to provide different teachings and services.
4. Building the data base center for school service quality improvement and conducting an assessment for school service quality periodically.
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