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An Exploratory Use of the Stakeholder Approach to Defining and Measuring Quality: The Case of a Cypriot Higher Education Institution

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Title: An Exploratory Use of the Stakeholder Approach to Defining and Measuring Quality: The Case of a Cypriot Higher Education Institution
Language: English
Authors: Iacovidou, Melpo, Gibbs, Paul, Zopiatis, Anastasios
Source: Quality in Higher Education. Jul 2009 15(2):147-165.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2009
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Higher Education, Program Effectiveness, Foreign Countries, Educational Quality, Private Colleges, Educational Legislation, Educational Change, Case Studies, Teacher Attitudes, Student Attitudes, College Faculty, Educational Facilities, Student Evaluation, Teaching Methods, Student Personnel Services, College Students
Geographic Terms: Cyprus
DOI: 10.1080/13538320902995774
ISSN: 1353-8322
Abstract: Cyprus has recently adopted laws to allow for the provision of private higher education. This case study concerns one such institution that is developing its understanding of quality through the eyes of two of its key stakeholders, staff and students. This empirical study is nested within the literature that advocates community-wide acceptance of quality assessment structures that reflect the views of the stakeholders. The purpose of this empirical study has been to define and assess quality in a Cypriot university using dimensions of quality as identified by two stakeholders (students and teachers) and the perceptions of the stakeholders. Importance-performance analysis was also used as a tool for identifying and prioritizing areas for quality improvement purposes. The results identified a stakeholder-defined conceptual framework of quality dimensions. In addition, the results indicated a mismatch in student and teaching staff perceptions regarding the importance of factors in what constitutes quality higher education provision. The key differences are that students consider the programmes and courses of study offered by a higher education institution and the teaching and learning that takes place in the institution as the most important dimensions of quality higher education provision. Teaching staff, though, consider the student support services, the teaching and learning facilities and student examination and assessment as the most important dimensions. (Contains 6 tables, 2 figures and 1 note.)
Abstractor: As Provided
Number of References: 42
Entry Date: 2009
Accession Number: EJ865079
Database: ERIC
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  Data: An Exploratory Use of the Stakeholder Approach to Defining and Measuring Quality: The Case of a Cypriot Higher Education Institution
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  Data: <searchLink fieldCode="SO" term="%22Quality+in+Higher+Education%22"><i>Quality in Higher Education</i></searchLink>. Jul 2009 15(2):147-165.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Facilities%22">Educational Facilities</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: 10.1080/13538320902995774
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  Data: Cyprus has recently adopted laws to allow for the provision of private higher education. This case study concerns one such institution that is developing its understanding of quality through the eyes of two of its key stakeholders, staff and students. This empirical study is nested within the literature that advocates community-wide acceptance of quality assessment structures that reflect the views of the stakeholders. The purpose of this empirical study has been to define and assess quality in a Cypriot university using dimensions of quality as identified by two stakeholders (students and teachers) and the perceptions of the stakeholders. Importance-performance analysis was also used as a tool for identifying and prioritizing areas for quality improvement purposes. The results identified a stakeholder-defined conceptual framework of quality dimensions. In addition, the results indicated a mismatch in student and teaching staff perceptions regarding the importance of factors in what constitutes quality higher education provision. The key differences are that students consider the programmes and courses of study offered by a higher education institution and the teaching and learning that takes place in the institution as the most important dimensions of quality higher education provision. Teaching staff, though, consider the student support services, the teaching and learning facilities and student examination and assessment as the most important dimensions. (Contains 6 tables, 2 figures and 1 note.)
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        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Cyprus
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