A Study On Service Quality In Doctoral Education Based On Student Perception

As the highest level of higher education,doctoral education is the main way to train high-level talents,and it is the important pillar of national talent,science and technology competition.The continuous expansion of the scale of doctoral education has brought great challenges and shocks to the quality of doctoral education in China.Meanwhile,the quality of doctoral education has also become the focus of attention.Study on the quality of doctoral education pays more attention to the quality of results than the perspective of the process of doctoral education quality.To understand the doctoral education from the perspective of service is paying attention to the process of education.Starting from the process of doctoral education,we should study the quality of doctoral education and focus on the perception experience of doctoral students in every aspect.Based on the students ' perception of all aspects of doctoral education Service,taking the quality of doctoral education service as the object of study,using the service management theory and IS09000 standard synthetically,the paper establishes the analysis frame of the students ' perceived doctoral education service quality.On the basis of the analysis framework,this paper constructs a five-dimension model of doctoral education service quality and a relationship model based on students ' perceived doctoral education service quality and student satisfaction,and develops questionnaires.Through the empirical research,the author obtains the present situation of doctoral education service quality,analyzes the existing problems and causes in the current doctoral education service quality,and puts forward some strategies and suggestions for improving the quality of doctoral education service in our university.First,this study establishes the analysis frame of the students ' perception of doctoral education service quality.The content includes:the first level,from the difference between service and product of the service management theory,it is expounded that doctoral education can be regarded as the production of special "products" process,and also can be regarded as a service.The two viewpoints have their own focus point and are not mutually exclusive.The doctoral education service is the activity process and result of the university staff to meet the requirements of the relevant regulations and the requirements of doctoral students.Based on the three elements of service,this study analyzes the factors of doctoral education service and summarizes the characteristics of doctoral education service.The second level,according to the doctoral education service characteristics and perceived service quality research results,this study put forward the concept of students perceived doctoral education service quality.By using the definition of "quality" in the IS09000 standard,the connotation of the students 'perception of the educational service quality is defined.According to the basic elements of"quality",this paper analyzes the quality of students ' education service from three aspects:quality characteristics,quality requirements and satisfaction degree.Quality characteristics,quality requirements and satisfaction determine the basic composition of students ' perception of doctoral education service quality.The final level of the analysis frame is to explain the relationship between the students ' perceived doctoral education service quality and students 'satisfaction.Based on the research results of perceived service quality and the core idea of IS09000 quality standard,this study demonstrates the rationality of student satisfaction as one of the criteria for measuring the quality of doctoral education service.According to the causal structure relationship between the two,colleges and universities can improve the service quality of related dimension.Second,this study constructs the five dimension model of the student perceived doctoral education service quality and the relationship model with the student satisfaction degree.Based on the analysis framework of students ' perception of the quality of doctoral education service,this study through literature analysis,qualitative interview,exploratory semi-structured case interview method,divided the student perception of doctoral education service quality into five variables:tangible,reliability,responsiveness,assurance and empathy.The students ' satisfaction was divided into emotional satisfaction and cognitive satisfaction.Through theoretical analysis,this study puts forward a research hypothesis on the relationship between the five dimension model of the student perceived doctoral education service quality and students' satisfaction,including 10 hypotheses,and establishes the model of five-dimensional model of student-perceived education service quality and its relationship with student satisfaction.Third,based on the model of the previous construction and through operational definition of a variable,this study develops and designs a survey questionnaire with 51 items as the main content based on the support of the relevant domestic and abroad literatures.In 30 colleges and universities in China,a questionnaire was issued for the doctoral group,and 1019 effective volumes were recovered.This study reveals the present situation and existing problems of the education service quality of the doctoral students in our country by using SPSS 19.0 and Amos 21.0 software for data statistic analysis and through the analysis and discussion of the descriptive statistic results of the students ' perception of doctoral education service quality and the results of the relationship between five dimensions and satisfaction.In the five dimension of the students ' perception of the quality of doctoral education service,the physical quality is in the above-average level,however information disclosure is not comprehensive.The construction of physical environment in universities needs strengthening.Reliability quality is the key quality and basically meets the relevant regulations and the requirements of doctoral students.However,during the course teaching process,the teachers'teaching method,the frontier of course content and the depth of essence still need to be improved.Responsiveness quality is at the lowest in five dimensional quality.During the interactions between doctoral students in and the staff,they perceive that the timeliness and effectiveness of the staff response are in general level,guaranteed quality is the highest in five dimensions and the overall quality is better,but the friendliness of administrators and logistics staff is slightly lower than that of tutors,teachers and empathy quality is acceptable and there is room for improvement in understanding the needs of doctoral students.Fourth,this study find out the key dimensions of the quality of doctoral education service that affect students ' satisfaction by probing into the relationship between five dimensions of students ' perceived doctoral education service quality and students 'satisfaction.Based on the analysis of present five dimensional quality status of students 'perception of doctoral education service quality,this study proved the relationship between the five dimensions of students ' perception of doctoral education service quality and students' satisfaction.Physical quality,reliability quality,guaranteed quality and empathy quality all have positive influence on students ' satisfaction,however the responsiveness quality only has positive influence on students ' emotional satisfaction and it has no influence on students 'cognition satisfaction degree.Reliability quality is the most critical dimension that affects students ' satisfaction,and universities and colleges need to emphasis on improving it.Finally,based on the model,combined with the actual situation of doctoral education in China,this paper analyzes the causes of the problems in the quality of doctoral education service in China,and puts forward some strategies to improve the quality of education service,which means strengthening the construction of physical carrier in physical quality,improving the quality of academic training in reliability quality,constructing the incentive mechanism of administrative personnel in responsive quality,strengthening the construction of teachers ' morality in guaranteed quality and establishing the "student-centered"consciousness in the empathy quality.