基于PLS-SEM的中国高等教育学生满意度测评研究
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摘要
随着高等教育的大众化,高等教育质量评估和保障受到了社会的广泛关注。但是由于种种原因,现有的高等教育质量评估主体主要是政府、高等学校、学术权威以及用人单位,惟独学生的“消费者权益”没有引起足够的重视,以大学生为导向的高等教育学生满意度测评模式尚未建立。此外,尽管服务质量的内涵、特性及其顾客满意度的测评模型在商业领域得到了广泛的研究,但是关于高等教育学生满意度及其因果关系的研究则显得十分薄弱。因此,本研究具有重要的理论和实践的意义。
本研究共分四个部分：第一部分,理论研究。通过对高等教育质量观发展的探讨,剖析了高等教育的服务属性、特征和顾客的特殊性,在服务质量和顾客满意理论的基础上分析了高等教育服务质量的内涵与评价方法,深入探讨了高等教育学生满意的内涵以及学生满意度测评及其意义。第二部分,模型研究。借鉴国内外典型顾客满意度指数模型的研究成果,分析了学生满意度的影响因素,构建了符合我国高等教育服务特性的学生满意度指数模型和学生满意度测评指标体系。第三部分,对学生满意度概念模型进行预测试研究。通过对质量感知等变量进行探索性研究,对样本数据进行可靠性分析和多重共线性等检验,以验证影响质量感知等因素的结构模式是否与概念模型中的定义相吻合。第四部分,以江苏省10所高等学校的学生满意度数据为基础,开展学生满意度测评模型的实证研究。依据学生满意度数据呈偏态分布的特点,采用基于PLS技术的结构方程模型对学生满意度概念模型进行估计和检验,计算学生满意度指数并研究潜变量之间的关系以及潜变量与其显变量的关系,通过满意度重要性矩阵分析影响学生满意的主要因素,探讨了模型对各类学生的普遍适用性,最后利用均值结构模型分析学生个人基本属性对满意度模型的影响。
本研究的主要结论是：学校形象对学生期望具有直接影响、对质量感知具有直接影响、对价值感知的直接影响不显著但存在间接影响、对学生满意度具有直接和间接影响,对学生抱怨存在间接的反向影响、对学生忠诚度的直接影响不显著但存在着间接影响；学生期望对质量感知具有直接影响、对价值感知具有直接和间接影响、对学生满意度具有直接和间接影响；质量感知对价值感知具有直接影响、对学生满意度具有直接和间接影响：价值感知对学生满意度具有直接影响；学生满意度对学生抱怨具有反向的直接影响、对学生忠诚具有直接和间接影响。学生期望、质量感知和价值感知均对学生抱怨具有反向的间接影响、对学生忠诚度具有正向的间接影响；在影响满意度的因素中,学校形象排第一位,其次是质量感知,接下来是价值感知。大学生个体基本属性对高等教育学生满意度模型中的各个潜变量具有不同程度的影响。本研究提出的概念模型对各类学生样本具有一定的普遍适用性。
根据本研究的结论,我们认为高等学校应该从构建重视学生满意度测评的制度环境、重视高等教育学生感知服务质量、加强高等学校形象建设与有形展示、进一步改革教学和管理模式等方面入手,有效提高高等教育的学生满意度和忠诚度,增强高等学校办学的竞争力。
With the popularization of higher education, higher education quality assessment and protection has been given wide concern by the society. However, for various reasons, the existing quality assessment entities in higher education are mainly Government, universities, academic authorities and the employment. The students' "consumer rights" haven't been paid enough attention to, neither has higher education student satisfaction model based on college students themselves been established. In addition, while the measurement model of service quality connotation, characteristics and customer satisfaction has been extensively researched in the commercial field, the study on higher education student satisfaction and its causality is very weak. Therefore, this research is of great theoretical and practical significance.
The study is divided into four parts. The first part is theoretical study. Through the discussion on the development of quality of higher education, analysis of higher education in the service properties, characteristics and particularities of the customer, on the basis of service quality and customer satisfaction theory analysis on the connotation and evaluation of service quality of higher education, had an in-depth discussion on the connotation of higher education students'satisfaction and student satisfaction and its significance. The second part is the research on the model., referencing customer satisfaction index model of typical research results at home and abroad and using customer satisfaction index model research results, analyses the influencing factors of student satisfaction and builds student satisfaction index model and student satisfaction evaluation index system conformed to China's higher education service characteristics. Part III is a pre-testing study on conceptual model of student satisfaction. Through research on variables such as quality perception, reliability analysis of sample data and multicollinearity test, this part verifies whether the structure model of factors affecting quality perception is in line with the conceptual model. Part IV is an empirical research on the model of student satisfaction assessment based on student satisfaction data from 10 universities in Jiangsu province. Judging by the partial distribution feature of the student satisfaction data, using structure equation model on PLS technology, this part estimates and tests the conceptual model of student satisfaction, calculates student satisfaction index, researches the relationship between latent variables and explicit variables, analyses, by virtue of importance matrix, factors affecting student satisfaction, explores the model's general applicability to various students, and lastly, by value structure model, discusses the effect of students' individual basic property on the satisfaction model.
The main conclusions of this research are as follow. School image has direct effect on student expectations and quality perception, insignificant but indirect effect on value perception, direct and indirect effect on student satisfaction, indirect reverse effect on student complaining, and insignificant but indirect effect on student loyalty; student expectations have direct effect on quality perception, direct and indirect effect on value perception and student satisfaction; quality perception has direct effect on value perception, direct and indirect effect on student satisfaction; value perception has direct effect on student satisfaction; student satisfaction has direct reverse effect on student complaining, direct and indirect effect on student loyalty; each of student expectations, quality perception and value perception has indirect reverse effect on student complaining, indirect positive impact on student loyalty; Among factors affecting the satisfaction, school image takes first place, quality perception takes second and value perception third. College students'individual basic property has more or less influence on each latent variable in higher education student satisfaction model. The conceptual model put forward in this study is universally applicable to all categories of student samples.
According to this study, it's firmly believed that higher education should be aimed at constructing the system environment in which student satisfaction assessment is given added weight, stressing service quality of student perception, enhancing image construction and physical evidence, further reforming teaching and management modes and educating students in accordance with their aptitude in order to improve higher education student satisfaction and loyalty, enhance the competitiveness of each higher education institute.
本研究共分四个部分：第一部分,理论研究。通过对高等教育质量观发展的探讨,剖析了高等教育的服务属性、特征和顾客的特殊性,在服务质量和顾客满意理论的基础上分析了高等教育服务质量的内涵与评价方法,深入探讨了高等教育学生满意的内涵以及学生满意度测评及其意义。第二部分,模型研究。借鉴国内外典型顾客满意度指数模型的研究成果,分析了学生满意度的影响因素,构建了符合我国高等教育服务特性的学生满意度指数模型和学生满意度测评指标体系。第三部分,对学生满意度概念模型进行预测试研究。通过对质量感知等变量进行探索性研究,对样本数据进行可靠性分析和多重共线性等检验,以验证影响质量感知等因素的结构模式是否与概念模型中的定义相吻合。第四部分,以江苏省10所高等学校的学生满意度数据为基础,开展学生满意度测评模型的实证研究。依据学生满意度数据呈偏态分布的特点,采用基于PLS技术的结构方程模型对学生满意度概念模型进行估计和检验,计算学生满意度指数并研究潜变量之间的关系以及潜变量与其显变量的关系,通过满意度重要性矩阵分析影响学生满意的主要因素,探讨了模型对各类学生的普遍适用性,最后利用均值结构模型分析学生个人基本属性对满意度模型的影响。
本研究的主要结论是：学校形象对学生期望具有直接影响、对质量感知具有直接影响、对价值感知的直接影响不显著但存在间接影响、对学生满意度具有直接和间接影响,对学生抱怨存在间接的反向影响、对学生忠诚度的直接影响不显著但存在着间接影响；学生期望对质量感知具有直接影响、对价值感知具有直接和间接影响、对学生满意度具有直接和间接影响；质量感知对价值感知具有直接影响、对学生满意度具有直接和间接影响：价值感知对学生满意度具有直接影响；学生满意度对学生抱怨具有反向的直接影响、对学生忠诚具有直接和间接影响。学生期望、质量感知和价值感知均对学生抱怨具有反向的间接影响、对学生忠诚度具有正向的间接影响；在影响满意度的因素中,学校形象排第一位,其次是质量感知,接下来是价值感知。大学生个体基本属性对高等教育学生满意度模型中的各个潜变量具有不同程度的影响。本研究提出的概念模型对各类学生样本具有一定的普遍适用性。
根据本研究的结论,我们认为高等学校应该从构建重视学生满意度测评的制度环境、重视高等教育学生感知服务质量、加强高等学校形象建设与有形展示、进一步改革教学和管理模式等方面入手,有效提高高等教育的学生满意度和忠诚度,增强高等学校办学的竞争力。
With the popularization of higher education, higher education quality assessment and protection has been given wide concern by the society. However, for various reasons, the existing quality assessment entities in higher education are mainly Government, universities, academic authorities and the employment. The students' "consumer rights" haven't been paid enough attention to, neither has higher education student satisfaction model based on college students themselves been established. In addition, while the measurement model of service quality connotation, characteristics and customer satisfaction has been extensively researched in the commercial field, the study on higher education student satisfaction and its causality is very weak. Therefore, this research is of great theoretical and practical significance.
The study is divided into four parts. The first part is theoretical study. Through the discussion on the development of quality of higher education, analysis of higher education in the service properties, characteristics and particularities of the customer, on the basis of service quality and customer satisfaction theory analysis on the connotation and evaluation of service quality of higher education, had an in-depth discussion on the connotation of higher education students'satisfaction and student satisfaction and its significance. The second part is the research on the model., referencing customer satisfaction index model of typical research results at home and abroad and using customer satisfaction index model research results, analyses the influencing factors of student satisfaction and builds student satisfaction index model and student satisfaction evaluation index system conformed to China's higher education service characteristics. Part III is a pre-testing study on conceptual model of student satisfaction. Through research on variables such as quality perception, reliability analysis of sample data and multicollinearity test, this part verifies whether the structure model of factors affecting quality perception is in line with the conceptual model. Part IV is an empirical research on the model of student satisfaction assessment based on student satisfaction data from 10 universities in Jiangsu province. Judging by the partial distribution feature of the student satisfaction data, using structure equation model on PLS technology, this part estimates and tests the conceptual model of student satisfaction, calculates student satisfaction index, researches the relationship between latent variables and explicit variables, analyses, by virtue of importance matrix, factors affecting student satisfaction, explores the model's general applicability to various students, and lastly, by value structure model, discusses the effect of students' individual basic property on the satisfaction model.
The main conclusions of this research are as follow. School image has direct effect on student expectations and quality perception, insignificant but indirect effect on value perception, direct and indirect effect on student satisfaction, indirect reverse effect on student complaining, and insignificant but indirect effect on student loyalty; student expectations have direct effect on quality perception, direct and indirect effect on value perception and student satisfaction; quality perception has direct effect on value perception, direct and indirect effect on student satisfaction; value perception has direct effect on student satisfaction; student satisfaction has direct reverse effect on student complaining, direct and indirect effect on student loyalty; each of student expectations, quality perception and value perception has indirect reverse effect on student complaining, indirect positive impact on student loyalty; Among factors affecting the satisfaction, school image takes first place, quality perception takes second and value perception third. College students'individual basic property has more or less influence on each latent variable in higher education student satisfaction model. The conceptual model put forward in this study is universally applicable to all categories of student samples.
According to this study, it's firmly believed that higher education should be aimed at constructing the system environment in which student satisfaction assessment is given added weight, stressing service quality of student perception, enhancing image construction and physical evidence, further reforming teaching and management modes and educating students in accordance with their aptitude in order to improve higher education student satisfaction and loyalty, enhance the competitiveness of each higher education institute.
引文
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