대학교육서비스 품질이 학생만족, 대학이미지 및 행동의지에 미치는 인과모형연구

Causal Model Study on the Effect of Eduation Service Quality on Students Satisfaction, University Image and Behavior Intention

우리나라 대학은 대학시장의 급류와 함께 학령인구의 감소로 인한 교육서비스 수요의 감소, 교육시장의 개방, 대학특성화 지원사업 및 대학구조 개혁 등과 같은 거시적인 교육환경이 빠르게 변함에 따라 대학은 무한 경쟁으로의 패러다임 이전을 요구받고 있다. 이에 본 연구는 대학교육서비스 품질, 학생만족, 대학이미지 그리고 긍정적 행동의지에 대한 인과관계를 파악하기 위하여 구조방정식 모형을 개발하고 이를 검증한 것이다. 조사대상은 서울 소재 4년제 대학교 5곳에서 대학생 500명이며, 자료수집에 사용된 측정문항의 신뢰도(Cronbach α)는 SERVQUAL 측정문항(과정차원) .93, Kuh측정문항(성과차원) .90, 전반적 서비스품질 문항 .90, 학생만족 문항 .92, 대학이미지 문항 .88, 긍정적 행동의지 문항 .88로 비교적 양호하게 나타났다. 연구모형에 대한 가설검증을 위해 공분산 구조방정식 모형을 분석한 결과, 전체모형에 대한 적합도(GFI)는 .71, RMR은 .05로 모형의 적합성은 비교적 좋은 것으로 나타났다. 가설검증결과 유형성, 응답성, 투입지표, 상황지표 요인은 “대학교육서비스 품질”과 정(＋)의 인과관계를 가지며, 또한 “학생만족”과 “대학이미지”가 각각 대학생들의 “긍정적 행동의지”에 정(＋)의 관계를 가진다는 사실이 검증되었다

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.