Prioritizing services and facilities in a higher education institution Importance-satisfaction quadrant and gap analyses

Latifah Abdol Latif, and Ramli Bahroom, and Mohamad Afzhan Khan Mohamad Khalil, (2016) Prioritizing services and facilities in a higher education institution Importance-satisfaction quadrant and gap analyses. Asian Association of Open Universities Journal, 11 (1). pp. 64-77. ISSN 2414-6994

Full text not available from this repository.
Official URL:


Purpose – The purpose of this paper is to identify the “selling points” for Open University Malaysia (OUM) to be used in its marketing activities and the “critical points” that OUM should focus on for further improvements in providing its services to its students. These selling and critical points are derived from the analysis of the importance and satisfaction data collected from OUM’s postgraduate students. Design/methodology/approach – This study employs a two-dimensional, i.e., Importance-Satisfaction Survey which consists of 47 items, categorized under eight dimensions. Items are phrased as positive statements and students are asked to indicate how important it is to them using a seven-point Likert scale ranging from not at all important (1) to very important (7). They are then asked to rate their level of satisfaction, using the same scale from very dissatisfied (1) to very satisfied (7). A total of 709 postgraduate students responses were used in this study. A multiple regression analysis was conducted to explain the relationship between the dependent variable, overall satisfaction and eight independent variables. The “selling points” and “critical points” are determined by combining the quadrant and gap analyses. The “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 relatively large gap scores. Findings – The overall results of the Importance-Satisfaction Survey showed that the postgraduate students are generally satisfied with OUM’s programmes and services. The multiple regression analysis of all dimensions against overall satisfaction as the dependent variable showed that the five dimensions of facilitator, curriculum, faculty, support services and learning centre account for 75.7 per cent of the variation in overall satisfaction. The selling points include: the learning management system (MyVLE), online 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 responses to enquiries and complaints and accessibility to digital library and learning centre staff. Practical implications – Importance-Satisfaction Surveys can be used to help an institution to identify the services and facilities that can be marketed and also those that need to be improved in order to better meet its students’ expectations. Originality/value – While many similar studies had been conducted elsewhere, this study had identified the “selling points” and “critical points” which are unique to OUM. In addition, most previous studies were focused on conventional institutions, carried out in many different countries with differing learning environments and cultures. [Abstract by authors]

Item Type: Article
Uncontrolled Keywords: Gap analysis, Importance-satisfaction quadrant analysis, Selling points and critical points
Subjects: L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
L Education > LC Special aspects of education > LC5800 Distance education
Divisions: Institute of Quality, Innovation and Research
Depositing User: Shahril Effendi Ibrahim
Date Deposited: 24 Feb 2017 00:16
Last Modified: 24 Feb 2017 00:16

Actions (login required)

View Item View Item