| 摘要註: |
在競爭激烈的高等教育環境下,大學的行政部門訂定行政服務品質衡量指標,定期辦理行政服務品質衡量,是促進校內行政服務革新的動力來源。亦是各大學不斷提昇服務品質,創造市場競爭的優勢,達到永續發展的作為。回顧有關探討服務品質之相關文獻,至今已累積相當豐富的研究文獻,但仍未發展出一套完整衡量「大學院校行政服務品質」的量表;因此,本研究期望建構出大學院校行政服務品質之衡量量表。本研究以Parasuraman, Zeithaml and Berry 於1985年所提出的服務品質五構面作為問卷建構之基礎,再運用嚴謹的量表建構程序,參酌國內外學者相關的文獻歸納,與大學院校學生、老師、行政人員之問卷搜集,發展出大學院校服務品質之五個不同的初步構面,共計發展出40餘個問項。本研究採用問卷調查法,以高雄某國立大學為教職員生三者不同對象,有效回收問卷共871份,分別教師141份、職員177份及學生553份,並以敘述統計、相關分析、因素分析及IPA分析等統計分析工具進行分析,分析結果顯示如下:一、教職員生三者不同人口統計變項對學校行政服務品質的期望與實際感受部份達顯著差異。二、學校行政服務品質期望與實際感受部份達顯著差異。 In a highly competitive environment of higher education, the university administration establishes indicators to regularly measure its service quality, which is the dynamic source of promoting administrative service innovation within the campus. This undertaking is also regarded by various universities to continuously improve service quality, create competitive advantages, and achieve sustainable development.In a review of literatures on service quality, there are many publications on this subject. Nevertheless, a comprehensive scale to measure “administrative service quality for higher education” has not yet developed. Therefore, the main purpose of this study is to setup such a measurement scale. The five dimensions of service quality in Parasuraman, Zeithaml, and Berry's article published in 1985 will serve as a basis of designing a survey questionnaire used in this study. In addition, a consultation with university professors, students, and administrative staff and other references are also taken into account to finalize the questionnaire, which consists of five different dimensions with a total of 40 questions. A total of 871 valid questionnaires have been received from the survey. Of this total, 141 came from faculty members, 177 from administrative staff, and 553 from students. By undertaking IPA and statistical analysis, the major findings are summarized as follows: 1.Three demographic variables: teachers, administrative staff, and students, on school administrative service quality expectations and actual experience are partially significantly different. 2.The school administrative service quality expectations and actual experience is partially significantly different. |