대학교육서비스 품질이 학생만족, 대학이미지 및 행동의지에 미치는 인과모형연구

다국어 초록 (Multilingual Abstract)

In this research, I applied SERVQUAL five levels (Tangibles, Reliability, Responsiveness, Assurance, Empathy) of PZB (1988) which represent process levels of education service quality after changing them to be appropriate for university characteristic but I assessed education service quality in terms of process and outcome by adding decision making promotion model of Kuh (1981) as a variable of outcome. The subjects were 500 students
from 5 universities in Seoul.
As a result of reliability analysis to research model, eight levels were extracted, five ones from SERVQUAL model (reliability figure α＝0.9344) and three ones from Kuh s model(α＝ 0.9030). I can say that reliability is rather excellent because reliability to overall service quality is α＝9030, reliability to students satisfaction is α＝0.9243, reliability to university image is α＝8795, reliability to positive behavior intention is α＝0.8845. In order to verify validity to research model, I did exploratory factor analysis. The result was that explationary power of five levels of SERVQUAL model was 67.33% and explationary power of three levels of Kuh was 70.13%. So validity appeared to be relatively good.
I analyzed covariance structural equation model in order to verify the hypothesis to research model (using AMOS 4.0 statistics package). Even though fitness to whole model was 0.71 and it didn t come up to 0.9, it was proved to be relatively good. RMR(Root Mean Square Residual) was 0.05 which was close to 0. So fitness was proved to be good. As a result of hypothesis test, the hypothesis 1(H1) was supported as tangibles, responsiveness, input
indicator at the statistical significance level of P<0.05 and contextual indicator at the statistical significance level of P<0.1 has plus causal relationship with education service quality. It implicates that the following levels such as tangibles (physical conditions such as atmosphere and facility appropriate for classes), responsiveness (prompt response and solution to the student needs), input indicator (support of the activities of student clubs, professor s
efforts to be familiar with students), contextual indicator (universities offer various programmes to students to promote their aptitude and character) have relatively important effect on education service quality.
Hypothesis 5(H5) was supported at the statistical significance level of P<0.1 and Hypothesis 6(H6) at the statistical significance level of P<0.05. In other words, it was proved that the satisfaction of students had plus causal relationship with positive behavior intention of students and the image of university had also plus causation with positive behavior intention.