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Measurement and effects of teaching quality : an empirical model applied to masters programs


  • Lado Couste, Nora Rita
  • Cardone Riportella, Clara
  • Rivera Torres, Pilar


This study applies service quality and customer satisfaction theory to the field of education, and particularly to postgraduate studies. It examines the impact of multiple indicators of teaching quality on student satisfaction. For this purpose, a model is proposed and verified in which the teaching quality indicators are antecedents of the student's satisfaction with the professor and the program. An innovative aspect of the study is the introduction into education of the concept of customer loyalty as a result of satisfaction. In its analysis of these aspects, the study draws on data from a survey conducted among students of two business administration programs. A total of 2,446 valid questionnaires were obtained. In the proposed model, the latent variable, student satisfaction, is considered to be a consequence of the combined effect of satisfaction with certain aspects of teaching quality and the cause of the variation in the indicators on the satisfaction measurement scale. The model was tested by using the MIMIC [Multiple Indicators and Multiple Causes] structural equation technique.

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  • Lado Couste, Nora Rita & Cardone Riportella, Clara & Rivera Torres, Pilar, 2001. "Measurement and effects of teaching quality : an empirical model applied to masters programs," DEE - Working Papers. Business Economics. WB wb013110, Universidad Carlos III de Madrid. Departamento de Economía de la Empresa.
  • Handle: RePEc:cte:wbrepe:wb013110

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    Cited by:

    1. Andres Redchuk & Javier M. Moguerza & Clara Laura Cardone Riportella, 2011. "Academic quality measurement: A multivariate approach," Working Papers 11.07, Universidad Pablo de Olavide, Department of Business Administration.
    2. Jakob Braun & Mohammadali Zolfagharian, 2016. "Student Participation in Academic Advising: Propensity, Behavior, Attribution and Satisfaction," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(8), pages 968-989, December.

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