The Experts below are selected from a list of 7638 Experts worldwide ranked by ideXlab platform
John Davies - One of the best experts on this subject based on the ideXlab platform.
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understanding student satisfaction and dissatisfaction an interpretive study in the uk higher education context
Studies in Higher Education, 2015Co-Authors: Jacqueline Douglas, Alex Douglas, Robert J Mcclelland, John DaviesAbstract:This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study. The data were captured and analysed using the qualitative Critical Incident Technique to capture the voice of the student and identified the Critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; a...
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using Critical Incident Technique cit to capture the voice of the student
The Tqm Journal, 2009Co-Authors: Jacqueline Douglas, Robert J Mcclelland, John Davies, Lyn SudburyAbstract:Purpose – The aim of this paper is to compare the use of Critical Incident Technique (CIT) for gathering student feedback in higher education (HE) with the more traditional and commonly used questionnaire survey method.Design/methodology/approach – The investigation involved a Critical evaluation of the standard self‐completion, multi‐question “tick‐box” quantitative survey questionnaire traditionally employed to collect student feedback in HE, against the more qualitative Critical Incident Technique that was tested within the HE context. This evaluation was supported by a review of the extant literature to determine the advantages and disadvantages of both feedback methods and a comparison of the data gathered from university students using both survey instruments. Conclusions were then drawn regarding the value of both methods. The criteria used for the comparison were the design and administration of the survey instruments, analysis and quality of the data collected, and finally, the potential usefulne...
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the development of a conceptual model of student satisfaction with their experience in higher education
Quality Assurance in Education, 2008Co-Authors: Jacqueline Douglas, Robert J Mcclelland, John DaviesAbstract:Purpose – The purpose of this paper is to introduce a conceptual model of student satisfaction with their higher education (HE) experience, based on the identification of the variable determinants of student perceived quality and the impact of those variables on student satisfaction and/or dissatisfaction with the overall student experience. The paper will also identify those determinants most likely to have either a positive or negative impact on subsequent student loyalty behaviours.Design/methodology/approach – This paper reports the results of a study of 163 undergraduate students at Liverpool John Moores University in the UK, which utilised Critical Incident Technique (CIT) as the method that encouraged the recording of situations that the students themselves perceive as Critical Incidents. It is envisaged that these situations have occurred in their experience of HE teaching, learning and assessment and their experience of other university ancillary service aspects, i.e. within and beyond the classr...
Jacqueline Douglas - One of the best experts on this subject based on the ideXlab platform.
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disruptive students within the higher education classroom constructions of natural justice
Toulon-Verona Conference "Excellence in Services", 2015Co-Authors: David Moyes, Meg Dunn, Jacqueline DouglasAbstract:Service quality research has until recently neglected the impact of fellow customers upon the service experience of other customers. However, it is increasingly recognised that the behaviour of such ‘jay’ customers can have a significant impact on service utility evaluations. This behaviour is not necessarily criminal in nature or even overt; therefore, it can quite easily pass unnoticed by the service provider. But, service quality is defined as the difference between customers’ expectations and perceptions and it has been shown to be closely linked to loyalty behaviours such as the giving of positive or negative word-of-mouth and to return intentions. Therefore, it is important for service providers to manage ‘jay’ behaviour effectively. The challenge for service providers lies in resolving the issue satisfactorily without losing either the affected, or the ‘jay’ customers. The Critical Incident Technique was used with almost 200 students in a Scottish university who were asked to tell us what behaviours affect them and what they believe tutors should do in order to resolve jay behaviour. We contribute to the development of this emerging field by developing dimensions of jay behaviour and rich insights into students’ perceptions of natural justice.
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understanding student satisfaction and dissatisfaction an interpretive study in the uk higher education context
Studies in Higher Education, 2015Co-Authors: Jacqueline Douglas, Alex Douglas, Robert J Mcclelland, John DaviesAbstract:This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study. The data were captured and analysed using the qualitative Critical Incident Technique to capture the voice of the student and identified the Critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; a...
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using Critical Incident Technique cit to capture the voice of the student
The Tqm Journal, 2009Co-Authors: Jacqueline Douglas, Robert J Mcclelland, John Davies, Lyn SudburyAbstract:Purpose – The aim of this paper is to compare the use of Critical Incident Technique (CIT) for gathering student feedback in higher education (HE) with the more traditional and commonly used questionnaire survey method.Design/methodology/approach – The investigation involved a Critical evaluation of the standard self‐completion, multi‐question “tick‐box” quantitative survey questionnaire traditionally employed to collect student feedback in HE, against the more qualitative Critical Incident Technique that was tested within the HE context. This evaluation was supported by a review of the extant literature to determine the advantages and disadvantages of both feedback methods and a comparison of the data gathered from university students using both survey instruments. Conclusions were then drawn regarding the value of both methods. The criteria used for the comparison were the design and administration of the survey instruments, analysis and quality of the data collected, and finally, the potential usefulne...
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the development of a conceptual model of student satisfaction with their experience in higher education
Quality Assurance in Education, 2008Co-Authors: Jacqueline Douglas, Robert J Mcclelland, John DaviesAbstract:Purpose – The purpose of this paper is to introduce a conceptual model of student satisfaction with their higher education (HE) experience, based on the identification of the variable determinants of student perceived quality and the impact of those variables on student satisfaction and/or dissatisfaction with the overall student experience. The paper will also identify those determinants most likely to have either a positive or negative impact on subsequent student loyalty behaviours.Design/methodology/approach – This paper reports the results of a study of 163 undergraduate students at Liverpool John Moores University in the UK, which utilised Critical Incident Technique (CIT) as the method that encouraged the recording of situations that the students themselves perceive as Critical Incidents. It is envisaged that these situations have occurred in their experience of HE teaching, learning and assessment and their experience of other university ancillary service aspects, i.e. within and beyond the classr...
Robert J Mcclelland - One of the best experts on this subject based on the ideXlab platform.
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understanding student satisfaction and dissatisfaction an interpretive study in the uk higher education context
Studies in Higher Education, 2015Co-Authors: Jacqueline Douglas, Alex Douglas, Robert J Mcclelland, John DaviesAbstract:This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study. The data were captured and analysed using the qualitative Critical Incident Technique to capture the voice of the student and identified the Critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; a...
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using Critical Incident Technique cit to capture the voice of the student
The Tqm Journal, 2009Co-Authors: Jacqueline Douglas, Robert J Mcclelland, John Davies, Lyn SudburyAbstract:Purpose – The aim of this paper is to compare the use of Critical Incident Technique (CIT) for gathering student feedback in higher education (HE) with the more traditional and commonly used questionnaire survey method.Design/methodology/approach – The investigation involved a Critical evaluation of the standard self‐completion, multi‐question “tick‐box” quantitative survey questionnaire traditionally employed to collect student feedback in HE, against the more qualitative Critical Incident Technique that was tested within the HE context. This evaluation was supported by a review of the extant literature to determine the advantages and disadvantages of both feedback methods and a comparison of the data gathered from university students using both survey instruments. Conclusions were then drawn regarding the value of both methods. The criteria used for the comparison were the design and administration of the survey instruments, analysis and quality of the data collected, and finally, the potential usefulne...
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the development of a conceptual model of student satisfaction with their experience in higher education
Quality Assurance in Education, 2008Co-Authors: Jacqueline Douglas, Robert J Mcclelland, John DaviesAbstract:Purpose – The purpose of this paper is to introduce a conceptual model of student satisfaction with their higher education (HE) experience, based on the identification of the variable determinants of student perceived quality and the impact of those variables on student satisfaction and/or dissatisfaction with the overall student experience. The paper will also identify those determinants most likely to have either a positive or negative impact on subsequent student loyalty behaviours.Design/methodology/approach – This paper reports the results of a study of 163 undergraduate students at Liverpool John Moores University in the UK, which utilised Critical Incident Technique (CIT) as the method that encouraged the recording of situations that the students themselves perceive as Critical Incidents. It is envisaged that these situations have occurred in their experience of HE teaching, learning and assessment and their experience of other university ancillary service aspects, i.e. within and beyond the classr...
Thilo Kroll - One of the best experts on this subject based on the ideXlab platform.
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disabled women s experiences of accessing and utilising maternity services when they are affected by domestic abuse a Critical Incident Technique study
BMC Pregnancy and Childbirth, 2015Co-Authors: Caroline Adburyjones, Jenna Eckenridge, Joh Devaney, Thilo Kroll, Anne Lazenba, Julie TayloAbstract:Background Women and their babies are entitled to equal access to high quality maternity care. However, when women fit into two or more categories of vulnerability they can face multiple, compound barriers to accessing and utilising services. Disabled women are up to three times more likely to experience domestic abuse than non-disabled women. Domestic abuse may compromise health service access and utilisation and disabled people in general have suboptimal access to healthcare services. Despite this, little is known about the compounding effects of disability and domestic abuse on women’s access to maternity care.
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health professionals beliefs about domestic abuse and the issue of disclosure a Critical Incident Technique study
Health & Social Care in The Community, 2013Co-Authors: Julie Taylor, Thilo Kroll, Caroline Bradburyjones, Fiona DuncanAbstract:Domestic abuse is increasingly recognised as a serious, worldwide public health concern. There is a significant body of literature regarding domestic abuse, but little is known about health professionals' beliefs about domestic abuse disclosure. In addition, the intersection between health professionals' beliefs and abused women's views remains uninvestigated. We report on a two-phase, qualitative study using Critical Incident Technique (CIT) that aimed to explore community health professionals' beliefs about domestic abuse and the issue of disclosure. We investigated this from the perspectives of both health professionals and abused women. The study took place in Scotland during 2011. The study was informed theoretically by the Common Sense Model of Self-Regulation of Health and Illness (CSM). This model is typically used in disease-orientated research. In our innovative use, however, CSM was used to study the social phenomenon, domestic abuse. The study involved semi-structured, individual CIT interviews with health professionals and focus groups with women who had experienced domestic abuse. Twenty-nine health professionals (Midwives, Health Visitors and General Practitioners) participated in the first phase of the study. In the second phase, three focus groups were conducted with a total of 14 women. Data were analysed using a combination of an inductive classification and framework analysis. Findings highlight the points of convergence and divergence between abused women's and health professionals' beliefs about abuse. Although there was some agreement, they do not always share the same views. For example, women want to be asked about abuse, but many health professionals do not feel confident or comfortable discussing the issue. Overall, the study shows the dynamic interaction between women's and health professionals' beliefs about domestic abuse and readiness to discuss and respond to it. Understanding these complex dynamics assists in the employment of appropriate strategies to support women post-disclosure.
Fiona Duncan - One of the best experts on this subject based on the ideXlab platform.
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health professionals beliefs about domestic abuse and the issue of disclosure a Critical Incident Technique study
Health & Social Care in The Community, 2013Co-Authors: Julie Taylor, Thilo Kroll, Caroline Bradburyjones, Fiona DuncanAbstract:Domestic abuse is increasingly recognised as a serious, worldwide public health concern. There is a significant body of literature regarding domestic abuse, but little is known about health professionals' beliefs about domestic abuse disclosure. In addition, the intersection between health professionals' beliefs and abused women's views remains uninvestigated. We report on a two-phase, qualitative study using Critical Incident Technique (CIT) that aimed to explore community health professionals' beliefs about domestic abuse and the issue of disclosure. We investigated this from the perspectives of both health professionals and abused women. The study took place in Scotland during 2011. The study was informed theoretically by the Common Sense Model of Self-Regulation of Health and Illness (CSM). This model is typically used in disease-orientated research. In our innovative use, however, CSM was used to study the social phenomenon, domestic abuse. The study involved semi-structured, individual CIT interviews with health professionals and focus groups with women who had experienced domestic abuse. Twenty-nine health professionals (Midwives, Health Visitors and General Practitioners) participated in the first phase of the study. In the second phase, three focus groups were conducted with a total of 14 women. Data were analysed using a combination of an inductive classification and framework analysis. Findings highlight the points of convergence and divergence between abused women's and health professionals' beliefs about abuse. Although there was some agreement, they do not always share the same views. For example, women want to be asked about abuse, but many health professionals do not feel confident or comfortable discussing the issue. Overall, the study shows the dynamic interaction between women's and health professionals' beliefs about domestic abuse and readiness to discuss and respond to it. Understanding these complex dynamics assists in the employment of appropriate strategies to support women post-disclosure.