SciELO - Scientific Electronic Library Online

 
vol.44 issue1Tales of the unexpected: Integrating career shocks in the contemporary careers literatureThe role of career concerns and workplace friendship in the job embeddedness-retention practices satisfaction link author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


SA Journal of Industrial Psychology

On-line version ISSN 2071-0763
Print version ISSN 0258-5200

Abstract

AYUK, Peter T.  and  JACOBS, Gerrie J.. Developing a measure for student perspectives on institutional effectiveness in higher education. SA j. ind. Psychol. [online]. 2018, vol.44, n.1, pp.1-12. ISSN 2071-0763.  http://dx.doi.org/10.4102/sajip.v44i0.1485.

ORIENTATION: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). RESEARCH PURPOSE: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. MOTIVATION FOR THE STUDY: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI RESEARCH DESIGN, APPROACH AND METHOD: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. MAIN FINDINGS: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. PRACTICAL/MANAGERIAL IMPLICATIONS: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. CONTRIBUTION OR VALUE-ADD: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License