Compară metode
Examinează metodele selectate una lângă alta; rândurile care diferă sunt evidențiate.
| Scala SERVPERF× | HEdPERF Scara de performanță în învățământul superior× | |
|---|---|---|
| Domeniu | Managementul marketingului | Managementul marketingului |
| Familie | Process / pipeline | Process / pipeline |
| Anul apariției≠ | 1992 | 2003 |
| Autorul original≠ | Joseph J. Cronin Jr., Steven A. Taylor | Ganesan Srikanthan, John F. Dalrymple |
| Tip≠ | Performance-only service quality scale | Multi-dimensional higher education service quality scale |
| Sursa seminală≠ | Cronin, J. J., & Taylor, S. A. (1992). Measuring Service Quality: A Reexamination and Extension. Journal of Marketing, 56(3), 55-68. DOI ↗ | Srikanthan, G., & Dalrymple, J. F. (2003). Developing a Holistic Model for Quality in Higher Education. Quality in Higher Education, 9(2), 123-138. DOI ↗ |
| Denumiri alternative | Perception-Only Service Quality Scale, SERVPERF-Performance Model | HEdPERF, Educational Service Quality Scale |
| Înrudite | 4 | 4 |
| Rezumat≠ | SERVPERF, developed by Cronin and Taylor in 1992, is a streamlined service quality measurement instrument that evaluates perceived service performance only, without the expectation component. Using 22 items identical in content to SERVQUAL but applied to perception alone, SERVPERF reduces survey burden while maintaining dimensional coverage of Tangibles, Reliability, Responsiveness, Assurance, and Empathy. Empirical evidence suggests SERVPERF performs equally well or better than SERVQUAL in explaining overall satisfaction. | HEdPERF is a 41-item scale designed specifically to measure service quality in higher education contexts, developed by Srikanthan and Dalrymple (2003). Extending SERVQUAL's framework to academic environments, HEdPERF captures unique dimensions of educational service: Academic Aspects (teaching quality, curriculum relevance), Non-Academic Aspects (administrative efficiency, physical facilities), Reputation (institutional prestige, employability), Access (availability of information, ease of enrollment), and Programme Issues (program content, skill development). The scale addresses the distinctive characteristics of educational services, which blend academic content delivery with student support and institutional experience. |
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