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Cultural Influence on Global Assessment of Higher Education Service Quality: The Case of Central Queensland University, Australia

Cultural Influence on Global Assessment of Higher Education Service Quality: The Case of Central Queensland University, Australia

Parves Sultan, Ho Yin Wong
Copyright: © 2014 |Pages: 21
ISBN13: 9781466649798|ISBN10: 1466649798|EISBN13: 9781466649804
DOI: 10.4018/978-1-4666-4979-8.ch093
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MLA

Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality: The Case of Central Queensland University, Australia." Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 1637-1657. https://doi.org/10.4018/978-1-4666-4979-8.ch093

APA

Sultan, P. & Wong, H. Y. (2014). Cultural Influence on Global Assessment of Higher Education Service Quality: The Case of Central Queensland University, Australia. In I. Management Association (Ed.), Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications (pp. 1637-1657). IGI Global. https://doi.org/10.4018/978-1-4666-4979-8.ch093

Chicago

Sultan, Parves, and Ho Yin Wong. "Cultural Influence on Global Assessment of Higher Education Service Quality: The Case of Central Queensland University, Australia." In Cross-Cultural Interaction: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1637-1657. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4979-8.ch093

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Abstract

This study compares students’ cultural influence on global assessment of higher education service quality. In particular, this study surveyed the full-time students (that is at least 24 credit points of study in a semester) studying at the Central Queensland University (CQU), Australia. CQU has ten campuses and is one of the largest universities in Australia, with more than 14,000 students, in which 3,000 students are enrolled as full-time students and 11,000 as part-time students. An online survey was undertaken, and 227 responses from full-time students were returned for data analysis. Exploratory factor analysis and confirmatory factor analysis were performed to determine valid and reliable dimensions of perceived service quality. Tests of differences such as ANOVA and t-test were conducted to examine the differences of perceived service quality in terms of four cultural dimensions; namely, power distance, individualism, uncertainty avoidance, and masculinity. Findings show that different cultures perceive service quality differently; especially administrative service quality and physical facilities service quality.

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