Continuing Education Services: Perceived Service Value and Related Constructs
This article examines the perceived service value and related constructs such as satisfaction and willingness to pay for educational services. Data was collected from 661 students in New Zealand (The University of Auckland and The University of Waikato) and Austria (Uni for Life Graz and University of Teacher Education Styria). Based on former and present research results, a conceptual framework for the measurement of perceived service value was developed for the special situation of further educational services provided by universities. Results are interpreted by means of the multidimensional construct of perceived service value in four value dimensions. Significant differences across nations are highlighted and the implications for service providers are explored. The examination of related constructs of perceived service value led to interesting results that counter the common assumption that satisfaction influences willingness to pay for education. The present model is theoretically grounded, modified and revised and aims to help educational service providers to better analyse consumer perceived value in their fields of activities.
|This chapter was published in: Otto Krickl & Susan Geertshuis , , pages 225-237, 2012.|
|This item is provided by International School for Social and Business Studies, Celje, Slovenia in its series Knowledge and Learning: Global Empowerment; Proceedings of the Management, Knowledge and Learning International Conference 2012 with number 225-237.|
|Contact details of provider:|| Web page: http://www.issbs.si|
When requesting a correction, please mention this item's handle: RePEc:isv:mklp12:225-237. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Goran Dakovic)
If references are entirely missing, you can add them using this form.