分析服务质量对东爪哇、西爪哇和爪哇中部大学经济学院的影响

Imam Hanafi, Muhammad Nana Trisolvena, None Caroline, Siti Sumiati
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引用次数: 0

摘要

本研究分析了东爪哇、西爪哇和中爪哇省几所大学经济学院服务质量的影响。本研究采用方便抽样法,对3个研究省份100名不同经济学院学生的期望与现实的对应关系进行了评估。研究结果表明,在可靠性方面,期望与现实存在显著差异,表明三省经济学院的服务质量仍未达到学生的期望。在响应性因素方面也出现了类似的现象,突出表明需要提高服务响应性水平。该分析还强调需要改善服务中的信任和同理心元素,因为期望与现实之间存在显著差异。t检验结果证实,服务质量,特别是在可靠性、响应性、可信赖性、共情性和有形性方面,仍然没有完全达到学生的期望。三省经济学院。因此,相关高校应加大力度,在可靠性、响应性、可信度、移情性、有形性等方面进行改进,使学生对所提供的服务更有信心。希望这一步骤能对提高学生的满意度和学业成就产生积极的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analisis Dampak Kualitas Layanan Pada Fakultas Ekonomi Universitas di Provinsi Jawa Timur, Jawa Barat dan Jawa Tengah
This study analyzes the impact of service quality at the Faculty of Economics of several universities in the provinces of East Java, West Java, and Central Java. This study aims to evaluate the correspondence between expectations and reality of 100 students from different Economics Faculties in 3 research provinces using the Convenience Sampling method. Research results show that there is a significant difference between expectations and reality in terms of reliability, showing that service quality at economics faculties in three provinces has still not met students' expectations. A similar phenomenon occurs in relation to the responsiveness factor, highlighting the need to increase the level of service responsiveness. The analysis also highlighted the need to improve trust and empathy elements in services, with significant discrepancies between expectations and reality. T-test results confirm that service quality, especially in the aspects of reliability, responsiveness, trustworthiness, empathy, and tangibility, still does not fully meet students' expectations. Faculty of Economics of three provinces. Therefore, relevant universities should increase efforts to improve the aspects of reliability, responsiveness, trustworthiness, empathy, and tangibility so that students can have more confidence in the services are provided. It is hoped that this step will have a positive impact in enhancing student satisfaction and their academic success.
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