<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "Prioritizing\r\nservices and facilities in a higher education institution Importance-satisfaction quadrant and gap\r\nanalyses"^^ . "Purpose – The purpose of this paper is to identify the “selling points” for Open University Malaysia\r\n(OUM) to be used in its marketing activities and the “critical points” that OUM should focus on for further\r\nimprovements in providing its services to its students. These selling and critical points are derived from\r\nthe analysis of the importance and satisfaction data collected from OUM’s postgraduate students.\r\n\r\nDesign/methodology/approach – This study employs a two-dimensional, i.e., Importance-Satisfaction\r\nSurvey which consists of 47 items, categorized under eight dimensions. Items are phrased as positive\r\nstatements and students are asked to indicate how important it is to them using a seven-point Likert scale\r\nranging from not at all important (1) to very important (7). They are then asked to rate their level of\r\nsatisfaction, using the same scale from very dissatisfied (1) to very satisfied (7). A total of 709 postgraduate\r\nstudents responses were used in this study. A multiple regression analysis was conducted to explain the\r\nrelationship between the dependent variable, overall satisfaction and eight independent variables.\r\nThe “selling points” and “critical points” are determined by combining the quadrant and gap analyses. The\r\n“selling point” items are the high-importance-high-satisfaction (HIHS) items with relatively small gap scores while the “critical points” are those in the high-importance-low-satisfaction and HIHS quadrants with\r\nrelatively large gap scores.\r\n\r\nFindings – The overall results of the Importance-Satisfaction Survey showed that the postgraduate\r\nstudents are generally satisfied with OUM’s programmes and services. The multiple regression analysis\r\nof all dimensions against overall satisfaction as the dependent variable showed that the five dimensions\r\nof facilitator, curriculum, faculty, support services and learning centre account for 75.7 per cent of the\r\nvariation in overall satisfaction. The selling points include: the learning management system (MyVLE),\r\nonline registration, course contents, modules and facilitators. The critical points include those related to facilitator interaction and feedback, students’ sense of connectedness with the faculty staff, timely\r\nresponses to enquiries and complaints and accessibility to digital library and learning centre staff.\r\n\r\nPractical implications – Importance-Satisfaction Surveys can be used to help an institution to\r\nidentify the services and facilities that can be marketed and also those that need to be improved in\r\norder to better meet its students’ expectations.\r\n\r\nOriginality/value – While many similar studies had been conducted elsewhere, this study had\r\nidentified the “selling points” and “critical points” which are unique to OUM. In addition, most previous\r\nstudies were focused on conventional institutions, carried out in many different countries with differing\r\nlearning environments and cultures. [Abstract by authors]"^^ . "2016" . "11" . "1" . . "The Asian Association of Open Universities (AAOU)"^^ . . . "Asian Association of Open Universities Journal"^^ . . . "24146994" . . . . . . . . . . . . . ""^^ . "Latifah Abdol Latif"^^ . " Latifah Abdol Latif"^^ . . ""^^ . "Ramli Bahroom"^^ . " Ramli Bahroom"^^ . . ""^^ . "Mohamad Afzhan Khan Mohamad Khalil"^^ . " Mohamad Afzhan Khan Mohamad Khalil"^^ . . "Open University Malaysia (OUM)"^^ . . . . . . "HTML Summary of #1071 \n\nPrioritizing \nservices and facilities in a higher education institution Importance-satisfaction quadrant and gap \nanalyses\n\n" . "text/html" . . . "LC5201 Education extension. Adult education. Continuing education"@en . . . "LC5800 Distance education"@en . .