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題名:社區大學教育服務品質與長期學習意向之關係研究—以知覺需求滿意度為調節作用
作者:呂榮傑
作者(外文):LU, JUNG-JEI
校院名稱:大葉大學
系所名稱:管理學院博士班
指導教授:謝龍發
學位類別:博士
出版日期:2017
主題關鍵詞:成人教育教育服務品質長期學習意向知覺需求滿意度調節作用Adult EducationEducational Service QualityPersistence Learning IntentionPerceived Need SatisfactionModerating Effect
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自1998年教育部命名該年為“終身學習年”,並成立第一所社區大學之後,政府教育部門努力鼓勵成年人參與終身學習或繼續學習教育。雖然社區大學與傳統大學經營理念與體制不同, 屬於非營利機構,但他們也應該和企業一樣具備生存競爭能力和永續經營意識,特別是品質的概念。為吸引更多成年人參與課程學習,社區大學應考慮如何加強和改進教育服務品質以滿足學習者的需求。
本研究的目的是在探討教育服務品質,長期學習意向和知覺需求滿意度之間的關係。研究問卷是參考相關期刊論文、HEdPER和HEDQUAL等用於衡量教育服務品質的量表發展而成。總共有720位台灣中部社區大學的成年學生接受問卷調查,並獲得了698份有效樣本
。使用結構方程分析法和回歸分析法來分析收集到的樣本數據。這項研究結果顯示,教育服務品質對長期學習意向有顯著正相關影響;知覺需求滿意度對於教育服務品質影響長期學習意向的正相關性有正向的調節作用,尤其是在知覺需求高滿意度的受訪者組群。
這些研究結果還顯示,構成教育服務品質所包含的五個構面都與長期學習意向有顯著正相關,其中最首要的關鍵影響因素是教學品質,其次為學校行政服務品質,多元化課程,學校輔助性服務品質和學校相關便利性。
根據研究結果,本研究問卷可提供並作為檢測成年學習者對教育服務品質知覺滿意度的衡量工具,為本研究的貢獻之一。此外,本研究釐清了教育服務品質,長期學習意向與知覺需求滿意度之間的相關聯性。本論文相關的理論架構、實務意涵、研究限制和未來研究建議都被證實且詳加討論。
Since 1998, the year was named the “lifelong learning year” by Taiwan Ministry of Education and the first one of community colleges was established. The Government education-related departments had being strived to encourage adults to participate in lifelong learning or recurrent education.
Therefore, community colleges differ from traditional universities belonging to non-profit institutions, but they should have the awareness of competitive pressure of survival as well as the enterprises in the business operation, especially the concept of quality. For attracting more adults to participate in programs, the educational service quality provided by community colleges should be considered how to be enhanced and improved to meet learners’ requirement.
The aim of this study is trying to examine the relationship among educational service quality, persistence learning intention, and perceived need satisfaction. The structured questionnaire is developed by reviewing the related literature, and adapted from HEdPERF and HEDQUAL scales. 720 adult learners are surveyed and 698 valid samples obtained. Structural equation model (SEM) analysis and regression analysis are used to analyze the collected data.
In the results of this research reveal that educational service quality significantly influences persistence learning intention, and perceived need satisfaction moderates the positive effects of educational service quality on persistence learning intention, especially in the high satisfaction
respondent group.
These findings also present that five dimensions of educational service quality proposed are all significantly associated with persistence learning intention, the most critical influence factor is teaching quality, followed by administrative service quality, curriculum diversity, supportive service quality, and related access.
Based on the research results, the scale of this research is verified that it is working for adult learners to examine the quality of educational services of community colleges is one of the contributions of this study. Furthermore, this study clarifies the correlation between educational service quality, persistence learning intention, and perceived need satisfaction; and the theoretical framework of this study, practical implications, research limitations, and future suggestions are all identified and discussed.
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