• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.4
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• pp.37-48
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• 2016

This study explored how university entrepreneurial education service quality affects education satisfaction, entrepreneurial capability, and entrepreneurial intention. Although the various university entrepreneurial educations have been provided, current state of education support for entrepreneurial achievement is quite insufficient. In order to analyze factors for the entrepreneurial achievement enhancement, this study examines how university entrepreneurial education service quality affects education satisfaction, entrepreneurial capability, and entrepreneurial intention, as follows. First, in order to measure the entrepreneurial education service quality on the basis of theoretical background of the service quality, we set twenty one (21) questions for five (5) factors as follows: materiality, reliability, reactivity, certainty, consensuality. And then, impact of the entrepreneurial education service quality on education satisfaction and entrepreneurial capability was evaluated based on the survey results. Second, on the basis of previous studies of customer satisfaction, we gave the definition of education satisfaction for students in entrepreneurial education, and analyzed the causation that affects some elements of entrepreneurial capability (i.e. fulfillment capability, capacity of creativity, conceptualization capability, and social competence) by the aforementioned definition. Third, we analyzed the causation that affects entrepreneurial intention by education satisfaction and entrepreneurial capability. As a result, unlike the previous studies, there are only four (4) factors were confirmed for the entrepreneurial education service quality because the materiality and the reliability were founded as single element under the analysis. And it was identified that the entrepreneurial education service quality which is comprised of four (4) factors affects the education satisfaction and the entrepreneurial capability. In addition, as a result of the analysis under defining four (4) factors of entrepreneurial capability, the fulfillment capability and the capacity of creativity were founded as single element, and it was confirmed there is only three (3) factors, including the conceptualization capability and the social competence. With this result, it was confirmed that the entrepreneurial education service quality is influenced by the education satisfaction. Therefore, although the entrepreneurial intention is influenced by the entrepreneurial capability, it is not directly affected by the education satisfaction. These results showed that the education satisfaction affects indirectly to the entrepreneurial intention through the entrepreneurial capability that affected by the education satisfaction.

• Korean Journal of Organic Agriculture
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• v.26 no.3
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• pp.327-349
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• 2018

The purpose of the study focuses on the agriculture education services in the changing rural areas conditions such as population decline, aging society, and returning farmers. The study reviews the effects of agricultural education services on returning farmers and local residents for satisfaction, intention for recommendation, and intention to continue participation. Further, the study aims to investigate any difference in the level of satisfaction for two groups. The results suggested that there is a meaningful difference between return-farmers and local residents. Among the demographic variables, age and income showed a notable difference. However, sex, level of education and type of household did not suggest noticeable differences. In addition, the study accessed agricultural education from a service perspective and analyzed its service quality and customer satisfaction, loyalty and relationship using a service profit chain model. Like the result of most other studies, the analysis showed that these had positive relationships. While the study focused on the efficiency of agriculture education training program in agriculture technology centers, the study carries a meaningful value in that it discovered a meaningful difference in the satisfaction level between returning farmers and locals despite the fact that agriculture education was applied as a part of service. In practical terms, the study pointed out the need for consumer-centered education that reflects the characteristics of the groups rather than standardized education.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.9
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• pp.439-453
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• 2020

The purpose of this study is to investigate the impacts of business service quality on satisfaction, commitment, performance, and loyalty in higher education. A survey was given to undergraduates involved in business through employment and start-up companies at a private university in Korea. With 252 respondents, this study used exploratory factor analysis and reliability analysis to verify the reliability and validity of measured variables. Multiple regression was employed as a statistical method for the hypotheses of the study. The research questions were: 1) How do education SERVQUAL factors (tangibles, responsiveness, reliability, assurance, and empathy) affect customer satisfaction? 2) How do education SERVQUAL factors affect customer commitment? 3) How does customer satisfaction or commitment affect education performance? 4) How does customer satisfaction, commitment or performance affect their loyalty in higher education? The findings show that most dimensions of business service quality have effects on satisfaction and commitment, and satisfaction and commitment have a positive effect on performance. Additionally, satisfaction, commitment and performance all have an effect on loyalty. This study confirmed the need for the improvement of business service quality in a private university. Additionally, it highlighted the importance of user satisfaction, commitment and performance in order to increase the loyalty level of undergraduate students.

• Journal of information and communication convergence engineering
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• v.19 no.4
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• pp.284-289
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• 2021

This study attempted to identify the service satisfaction with the 119 emergency service and the factors that affect it based on the responses of subjects who used the service. Data collection was conducted from February 11 to March 11, 2021, using convenience sampling. A total of 1842 subjects who used emergency medical services using 119 ambulance in 2020 participated. For the collected data, frequency, percentage, mean, and standard deviation were calculated, and t-test, analysis of variance, and multiple regression analysis were performed using SPSS 23.0. Based on these results, to further enhance the satisfaction of users of the 119 emergency service and the quality of emergency medical services, it is important to improve the quality of paramedics through education and systems. In addition, to increase user satisfaction, efficient and systematic communication education is required. The quality of emergency medical services will increase only when communication skills required for explanations and promoting understanding are improved.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.12 no.2
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• pp.95-103
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• 2017

In this study, explored how university entrepreneurial education service quality affects Satisfaction of Entrepreneurship education and entrepreneurial intention. Real-Time Entrepreneurship Education is being Promoted through Professional Entrepreneur in the field of Entrepreneurship Education. It is necessary to study the ways of establishment of university Entrepreneurship through Ground Theory. on the basis of previous studies, three factors were university entrepreneurial education service quality : materiality, consensual, differentiation. First, in this study is university entrepreneurial education service quality(materiality, consensual, differentiation) of entrepreneurial education specialist utilization was evaluated on the survey results. Second, in this on the influence of Satisfaction of Entrepreneurship education of entrepreneurial intention. Third, regarding how university entrepreneurial education service quality affects the entrepreneurial intention, this study was intended to verify the mediating effects of entrepreneurial education specialist utilization. First, This study on the influence that materiality, consensual, differentiation of Satisfaction of Entrepreneurship education. Second, entrepreneurial Satisfaction of Entrepreneurship education have an effect on the entrepreneurial intention. Third, This study on the influence consensual, differentiation has been verified to have mediating effects of entrepreneurial intention of Satisfaction of Entrepreneurship education. materiality, entrepreneurial intention of entrepreneurial education specialist utilization has no mediating effect. This result, It was found that the practical education related to entrepreneurship contributed to the revitalization of the university, such as the interest for the students and the educational goal for the entrepreneurship rather than the convenience facilities and establishment of good environment for entrepreneurship education. factors for Satisfaction of Entrepreneurship education were found that consensual and differentiation on entrepreneurial intention. For this study, question and result of the study were obtained for the students who start-up course of K engineering university.

• The Journal of the Korea Contents Association
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• v.19 no.8
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• pp.584-597
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• 2019

The purpose of this study is to find out constitutions of education service quality in NCS based education and to investigate the effects on vocational key competence, loyalty to college and self-confidence in getting job of college students as important performance variables. The results of this study are as follows. In the NCS based education, five dimensions of education service quality were teaching-learning-lecture, reputation, education program, administrative service and facilities. It is analyzed that the teaching-learning-lecture and administrative service have a great influence on vocational key competence of students. In addition, education service quality and vocational key competence were analyzed as important factors for student's loyalty to college and self-confidence in getting job and proved to be important performance variables.

• Culinary science and hospitality research
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• v.20 no.4
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• pp.86-99
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• 2014

The purpose of this study was to analyze the causative relationship of small business start-up education service quality with 'learner satisfaction' and 'willingness to start a business(start-up intension)'. This study was conducted to provide a basis for satisfying the desire of small business start-up entrepreneurs for high quality startup education service and seek the suggestions in terms of selection and concentration of the business start-up education program. The results of this study based on the outcomes derived from the empirical analysis can be summarized as follows: First, the quality of small business start-up education service was found to have a significant effect on the relationship with learner satisfaction. Next, the quality of small business start-up education service was found to have a significant effect on the relationship with start-up intension. Last, it was found that learner satisfaction had a significant effect on start-up intension.

• Journal of the Korean Applied Science and Technology
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• v.36 no.4
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• pp.1327-1337
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• 2019

The purpose of this study is to study the relationship between quality of education service in scuba diving and customer satisfaction and willingness to buy again. Scuba of scuba diving in Seoul was selected as a population and a total of 200 questionnaires were distributed using the "conven-ence sampling" among the non-probability sampling methods. A total of 154 data were used as valid samples, except for 46 questionnaires that were found to have been unfaithfully answered. The data processing method was used by the SPSS18.0 program to perform frequency analysis, exploratory factor analysis, correlation, and multiple regression analysis. The results of this study are as follows. First, after analyzing the relationship between the quality of education service and customer satisfaction, the facilities among the quality of education services (β=).349), Program (β=.340) has been shown to affect satisfaction. In addition, if we look at customer satisfaction of the quality of education services, we find that the quality of education has an explanatory power of about 47% of the total quantity of the quality of education services. Second, after analyzing the relationship between the quality of education services and the repurchase, the cost of the quality of education services (β =).215), a program (β=.442) was found to affect repurchase. Also, if we look at the ability to explain the repeat purchase of the quality of education services, it is found that it has an explanatory power of about 53% of the total quantity of the quality of education services. Third, after analyzing the relationship between customer satisfaction and repurchase (β=).555) was found to affect repurchase. In addition, if we look at the explanatory power of resurchasing satisfaction, we find that it has an explanatory power of about 55% of the total quantity.

• Culinary science and hospitality research
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• v.20 no.2
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• pp.165-182
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• 2014

This study has been carried out to provide marketing materials concerning recognition of parents and students for operators of private cooking education institutes and useful information for the parents who are to send their children to such training institutes, by identifying the effects of the quality of educational services and educational environment of cooking education institutes on satisfaction and positive recommendation intention of trainees. Especially, educational services and educational environment of cooking education institutes that provide education to foster skilled workforce in specialized culinary area were analyzed in detail to draw effective data. Firstly, it has been studied if educational services of cooking education institutes such as educational contents, service of instructors and educational service quality had positive effects on the level of satisfaction about the institutes. Secondly, looking into effects of satisfactory environmental service of cooking education institutes, such as educational environment and quality of administration, on behavioral intention, it has been surveyed that all factors affected satisfaction of students. Thirdly, as for the effect of use intention of action of cooking education institute on positive recommendation intention of trainees, it has been shown that satisfaction with educational services and environment had an effect on positive recommendation intention as well as on intention of reregistration. Therefore, it can be suggested that marketing strategies and management strategies need to be established in a way that quality of education services and educational environment provided by cooking education institutes can render positive behavioral intention to customers of cooking education and the education market through differentiated strategy establishment.

• Journal of Distribution Science
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• v.10 no.2
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• pp.43-52
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• 2012

As experiential education services are growing, the need for proper management is increasing. Considering that adequate measures are an essential factor for achieving success in managing something, it is important for managers to use a proper system of metrics to measure the performance of experiential education services. However, in spite of this need, little research has been done to develop a valid and reliable set of metrics for assessing the quality of experiential education services. The current study aims to develop a multi-item instrument for assessing the service quality of experiential education. The specific procedure is as follows. First, we generated a pool of possible metrics based on diverse literature on service quality. We elicited possiblemetric items not only from general service quality metrics such as SERVQUAL and SERVPERF but also from educational service quality metrics such as HEdPERF and PESPERF. Second, specialist teachers in the experiential education area screened the initial metrics to boost face validity. Third, we proceeded with multiple rounds of empirical validation of those metrics. Based on this processes, we refined the metrics to determine the final metrics to be used. Fourth, we examined predictive validity by checking the well-established positive relationship between each dimension of metrics and customer satisfaction. In sum, starting with the initial pool of scale items elicited from the previous literature and purifying them empirically through the surveying method, we developed a four-dimensional systemized scale to measure the superiority of experiential education and named it "Experiential Education PERFormance" (EEPERF). Our findings indicate that students (consumers) perceive the superiority of the experiential education (EE) service in the following four dimensions: EE-empathy, EE-reliability, EE-outcome, and EE-landscape. EE-empathy is a judgment in response to the question, "How empathetically does the experiential educational service provider interact with me?" Principal measures are "How well does the service provider understand my needs?," and "How well does the service provider listen to my voice?" Next, EE-reliability is a judgment in response to the question, "How reliably does the experiential educational service provider interact with me?" Major measures are "How reliable is the schedule here?," and "How credible is the service provider?" EE-outcome is a judgmentin response to the question, "What results could I get from this experiential educational service encounter?" Representative measures are "How good is the information that I will acquire form this service encounter?," and "How useful is this service encounter in helping me develop creativity?" Finally, EE-landscape is a judgment about the physical environment. Essential measures are "How convenient is the access to the service encounter?,"and "How well managed are the facilities?" We showed the reliability and validity of the system of metrics. All four dimensions influence customer satisfaction significantly. Practitioners may use the results in planning experiential educational service programs and evaluating each service encounter. The current study isexpected to act as a stepping-stone for future scale improvement. In this case, researchers may use the experience quality paradigm that has recently arisen.