【作者】 漆新贵；

【导师】 周鸿；

【作者基本信息】 西南大学 ， 高等教育学， 2013， 博士

【摘要】 当前,高等教育正在从公益性事业走向具有投资和消费属性的服务领域,正在从卖方市场走向买方市场。伴随学生在高等教育服务市场主体地位的确立,高等教育正在深刻转变为具有鲜明服务性质的实践活动,高校与学生之间正在形成一种新型的平等的教育供求关系。学生作为高等教育服务最基本、最直接的消费者,强烈要求高校为其消费效用的最大化提供公平的、满意的教育服务。然而,高等教育服务公平与否,学生是否满意,不是由高校决定的,而是由学生的感知和体验决定的。又因为学生的感知和体验模式是由学生的文化价值观决定的,因此,研究高等服务公平性与学生满意度的关系,一个无法回避的要素就是学生的文化价值观。服务公平性是影响顾客满意度的一个重要因素。但是,现有对服务公平性和顾客满意度的研究主要集中在管理学和服务营销学领域,还少有学者从教育学的视角对高等教育服务公平性与学生满意度的关系进行研究；现有研究也仅限于高等教育服务公平研究和高等教育服务质量满意度研究,没有学者对高等教育服务公平性与学生满意度的关系做过定性与定量相结合的研究,更没有学者从理论分析和实证研究两个角度探讨文化价值观对高等教育服务公平性与学生满意度关系的调节作用。本研究“以学生为关注焦点”,着眼于“和谐高校”建设以及“办人民满意的教育”,把文化价值观和学生满意度质量观应用到高等教育服务领域,从理论分析和实证研究两个角度探讨高等教育服务公平性与学生满意度的关系,以及文化价值观对高等教育服务公平性与学生满意度关系的调节作用,比较文化价值观、高等教育服务公平性和学生满意度在人口统计变量特征上的差异,并以此为基础研究高校如何为不同文化价值观的学生提供定制化的教育服务,对高校加强教育服务公平性建设,最大限度地提高学生满意度具有重要理论和实践意义。本研究属于高等教育服务管理研究的范畴,是一个崭新的、具有挑战性的课题。本研究主要采取理论分析和实证研究相结合的方法。首先,在对文化价值观、高等教育服务公平性和学生满意度理论进行综述的基础上,建立研究的理论模型,并提出相应的研究假设；其次,根据研究的理论模型和假设,设计调查问卷,并对问卷进行信度和效度检验；再次,运用SPSS17.0和LISREL8.7统计软件和对调研数据进行统计分析,以验证相关假设；最后总结研究结论,并依据研究结论对高校如何加强教育服务公平性建设,提高学生满意度提出建议。本研究的结果基本上验证了研究的相关假设,得出的主要研究结论有：(1)文化价值观由个人主义与集体主义、权力距离、不确定性规避、长期取向与短期取向、男性气质与女性气质、放纵与克制六个维度构成,根据这六个结构维度编制的文化价值观问卷具有良好的信度和效度,可以作为测量文化价值观的工具。(2)学生满意度由学生预期、感知质量、感知价值、学校形象、学生满意和学生忠诚六个维度构成,根据这六个结构维度编制的学生满意度问卷具有良好的信度和效度,可以作为测量学生满意度的工具。(3)文化价值观、高等教育服务公平性和学生满意度在学校类别、学科、性别、生源地等人口统计变量特征上存在着显著差异。其中,不同类型高校学生在文化价值观、高等教育服务公平性感知和学生满意度体验上存在极其显著的差异；不同学科的学生在高等教育服务公平性感知和学生满意度体验上具有极其显著的差异；不同生源地的高校学生在文化价值观、高等教育服务公平性感知和学生满意度体验上存在显著差异。(4)高等教育服务公平性对学生满意度有着显著的正向影响。其中,高等教育服务公平性的信息公平、结果公平和交往公平对学生满意度有显著的预测作用,而程序公平的影响较弱；高等教育服务公平性是通过学生预期、感知质量、感知价值、学校形象、学生满意和学生忠诚这六个中介变量间接地影响学生满意度的。(5)文化价值观对高等教育服务公平性与学生满意度的关系有一定的调节作用。其中,文化价值观的权力距离、不确定性规避、个人主义与集体主义维度对高等教育服务公平性与学生满意度的关系起调节作用,而男性气质与女性气质、长期取向与短期取向、放纵与克制在两个变量间没有调节作用。本研究不仅在研究命题和研究层面上拓展了“服务管理领域研究”的范围,而且也深化了对高等教育服务公平和学生满意度的研究。本研究的学术贡献主要体现在以下几个方面：(1)以文化价值观理论和学生满意度理论为基础,构建了文化价值观、学生满意度各自的理论维度,并据此编制了文化价值观问卷和学生满意度问卷,对两个问卷进行了信效度检验,结果表明都有良好的信效度,从而开拓性地实现了对大学生文化价值观和学生满意度的测量,为该领域开展定性和定量相结合的研究工作奠定了坚实的基础。(2)通过实证研究的方式首次探讨了高等教育服务公平性与学生满意度的关系,证实了高等教育服务公平性是影响学生满意度的重要因素,并发现高等教育服务公平性是通过学生预期、感知质量、感知价值、学校形象、学生满意和学生忠诚这六个中介变量间接影响学生满意度的,这个“影响模式”为高校加强教育服务公平性建设,最大限度地提高学生满意度提供了理论依据。(3)运用统计分析法,探讨了文化价值观对高等教育服务公平性与学生满意度之间关系的作用机制,验证了文化价值观对高等教育服务公平性与学生满意度之间的关系有一定的调节作用,发现了文化价值观维度中对高等教育服务公平性与学生满意度之间关系产生调节作用的主要因素(权力距离、不确定性规避、个人主义与集体主义),这为高校如何根据学生文化价值观差异提供定制化的教育服务具有重要启示意义。本文依据研究结论,对高校加强教育服务公平性建设,提高学生满意度提出以下对策建议：第一,营造公平与公正的教育服务环境,大力推进“和谐高校”建设：第二,以学生为关注焦点,努力创造满足学生学习、成长和发展需求的高等教育服务体系；第三,正视学生文化价值观差异,有针对性地为学生提供定制化的高等教育服务；第四,强化教育服务公平观念,有效提升学生对高等教育服务结果公平、交往公平和信息公平的感知水平；第五,持续改进高校与学生的关系质量,不断增强学生对学校的满意度、信任度和忠诚度。更多还原

【Abstract】 At present, higher education in China is changing from public welfare undertakings to property investment and consumption of services, from seller’s market to buyer’s market. Along with the establishment of the main position of students in higher education service market, higher education has been transformed into a service market. The relationship between universities and students is forming a new kind of equal relationship of education supply and demand. Students, as the direct and basic consumers of higher education, strongly require colleges or universities to provide satisfactory education service. However, higher education service fairness and students satisfaction are not determined by the colleges or universities, but decided by the perception and experience of students. And the mode of the students’perception and experience is decided by their cultural values. Therefore, the study of the relationship between higher service fairness and student satisfaction should take the impacts of students’cultural values into account.Service fairness is an important factor affecting customer satisfaction. However, the existing research of service fairness and customer satisfaction mainly focuses on the fields of management and service marketing. There are few scholars studying the influence of higher education service fairness on students’satisfaction from the perspective of pedagogy. Existing research is limited to the studies of higher education service fairness and higher education service quality satisfaction. Presently no scholars have studied the influence of the higher education service fairness on the students’ satisfaction from both qualitative and quantitative aspects. Even no scholars, from theoretical and empirical aspects, have studied the regulation functions of cultural values on the relationship of higher education service fairness and students satisfaction.This study, based on’student focus’, tries to build’harmonious colleges and universities’and’run people’s satisfactory education’. With the application of cultural values and quality of students satisfaction in the field of higher education services, the thesis, from the aspects of theory and practice, explores the influence of higher education service fairness on the students satisfaction, as well as the effects of cultural values on the relationship higher education service fairness and students satisfaction. And the study also tries to find the differences of demographic variable characteristics among cultural values, higher education service fairness and students satisfaction. And on this basis, the author has studied how to provide customized education services for students with different cultural values. The study is also very important in theory and practice for colleges and universities to strengthen the construction of education service fairness and to maximize customer satisfaction. This study, belonging to the category of the study on higher education service management, is a new and challenging subject.This research mainly adopted the methods of theoretical analysis and empirical study. First of all, based on the summarization of fairness of the cultural values, higher education service and students satisfaction theory, the author set up a theoretical model and put forward the corresponding hypotheses. Secondly, according to the theoretical models and assumptions, the author designed the corresponding questionnaires and tested the reliability and validity of the questionnaires. Thirdly, the author, with the help of SPSS17.0and LISREL8.7, made a statistical analysis of the data to verify the hypotheses. Finally the thesis summarized on the research and offers a proposal about how to strengthen the construction of education service fairness and the improvement of students satisfaction.The results of this study are mainly consistent with the assumptions. And the main research conclusions are as following:(1) Cultural values consisted of six dimensions, individualism and collectivism, power distance, uncertainty avoidance, long-term orientation and short-term orientation, masculinity and femininity, indulgence and restraint.(2) Higher education students satisfaction had six dimensions, students’ expectation, perceived quality, perceived value, school image, students satisfaction and loyalty. The students satisfaction questionnaire concerning with the six dimensions has good reliability and validity, and can be used as a tool of measuring students’ satisfaction.(3) Cultural values, higher education service fairness and students satisfaction had significant demographic differences in college or university category, subject, gender, and students’ native place. Students of different universities or colleges had significant differences in cultural values, higher education service fairness perception and experiences on students satisfaction. Students of different disciplines or subjects had significant differences in higher education service fairness perception and experiences on their satisfaction. Students of different native places also had apparent differences in cultural values, higher education service fairness perception and experience on their satisfaction.(4) Higher education service fairness had a significant positive impact on students satisfaction. Information equity, outcome fairness and communication fair had significant positive predictive effects on students satisfaction, and the effect of procedural justice was weak. Higher education service fairness had indirectly influences on students satisfaction through the six intermediary variables (students’expectation, perceived quality, perceived value, college or university image, students’satisfaction and loyalty).(5) Cultural values had certain adjustments on the relationship of higher education service fairness and students satisfaction. Three dimensions of cultural values, power distance, uncertainty avoidance, individualism and collectivism played a role in regulating the relationship of higher education service fairness and students satisfaction. And the other three dimensions, masculinity and femininity, long-term orientation and short-term orientation, indulgence and restraint, had no regulating effects on the relationship.This study not only expands the scope of’research on service management field’, but also deepens the research on higher education service fairness and students satisfaction. The academic contributions of this study are mainly manifested in the following aspects:(1) Based on the theories of cultural values and service fairness, it constructed theoretical dimensions of cultural values and students satisfaction in higher education, and on the basis of this, formed the questionnaires of cultural values and students’satisfaction in higher education, and tested the reliability and validity of two questionnaires. The results show that they have high reliability and validity, thus it pioneers the measurement to cultural values of college students and their satisfaction in higher education, laying a solid foundation for the research work combined with qualitative and quantitative in this field.(2) For the first time, the study, by means of empirical study, discussed the influence of higher education service fairness on customer satisfaction. And it indicates that the higher education service fairness is an important factor that affects students’satisfaction, discovering that the higher education service fairness indirectly impacts students’satisfaction through the six intermediary variables:students’expectation, perceived quality, perceived value, college or university image, students’satisfaction and loyalty. This "impact model" provides a theoretical basis for colleges and universities to strengthen the construction of education service fairness and maximize students’satisfaction.(3)Using the method of statistical analysis, the study explored the action mechanism of cultural values to the relationship between higher education service fairness and students satisfaction, and verified that cultural values had certain adjustments to the relationship between higher education service fairness and students satisfaction, discovering the main factors (power distance, uncertainty avoidance, individualism and collectivism) in the dimensions of cultural values that adjusted the relationship between higher education service fairness and students satisfaction. It is important for colleges and universities to provide customized education services, according to students’different cultural values.The thesis, based on the research conclusion, in order to strengthen the construction of education service fairness in colleges and universities and improve students satisfaction, puts forward the following countermeasures:First, create a fair and justice of education service environment and promote the development of "harmonious" colleges and universities; second, focused on students, create a higher education service system meeting students’demands of learning, growth and development; Third, based on the differences of students’cultural values, provide customized higher education services for students; Fourth, strengthen the concept of education service fairness, effectively improve students perception level of the fairness of higher education service results, communication and information; Fifth, continuously improve the quality of the relationship between colleges or university and students, and strengthen students’satisfaction, trust and loyalty to colleges and universities.更多还原