Students satisfaction and
Upcoming SlideShare
Loading in...5
×
 

Students satisfaction and

on

  • 654 views

 

Statistics

Views

Total Views
654
Views on SlideShare
654
Embed Views
0

Actions

Likes
0
Downloads
8
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Students satisfaction and Students satisfaction and Document Transcript

  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION International Journal of Marketing Research July 2013 VOL.1, No,5 Students Satisfaction and Service Quality: Emphasis on Private Universities in Bosnia and Herzegovina Mersid Poturak International Burch University Faculty of Economics, Management Department, Francuskerevolucijeb.b. 71200 Sarajevo, BiH Accepted 24 July 2013 Abstract The purpose of this study is to examine overall service quality of private higher education institutions in Bosnia and Herzegovina and its affect on students satisfaction. Questionnaire was designed and delivered to a sample of 300 respondents from four higher education institutions. Data were future more statistically analyzed by performing descriptive statistics in order to get students perceptions about service quality in these institutions. In general the results show that the students have slightly positive opinion about the service quality at these private institutions. The institutions that are used as a sample in this research have to design and put into practice quality standards and system and constantly check it with the aim to raise the quality of education and achieve competitive advantage on quickly rising institutions in private sector . Key words: Students, Students Satisfaction, Service Quality, Private Education Institutions 1. Introduction Selection of the university is one of the most important life decisions among young people. With a continually rising assortment of educational options, future students look for institutions that will provide them a distinctive educational knowledge that they will keep in their minds for a life time. Also, students usually seek an educational program that will prepare them for a successful profession and that will provide them profitable employment. In order to satisfy mention needs, private higher education institutions have to do constant research in the area of student satisfaction and they have to find ways how to increase service quality that will bring them new students every year. Although in developed countries the state still plays a dominant role in the “production” of primary and secondary education, in higher education, the private sector is gradually becoming ever more important. The development of the market, science and technology has led to an increase in demand for education and professional quality experience that are generally acquired in the private higher education institutions. In transitional societies reception of new value takes place slowly. There is obviously distrust, in the Bosnian society, in newly opened private universities and colleges. The transition actually allows for a large number of private higher education institutions of questionable quality for which the public discourse prevailing opinion that private education in Bosnia and Herzegovina is a simple form of taking diploma in a easier way(Mehmedić-Džonlić, 2012). As a response to the global economic challenges, the European countries have developed the Bologna Process which is mainly based on the underlying principle to initiate the research and development of society with the ability to make stronger the international competitiveness of the European economy. Furthermore, the Bologna Process may especially become a significant chance to transition countries such as Bosnia and Herzegovina to bring up to date its higher education, therefore investing in the development of its human resources. European Union countries tend to have 30 percent of the population to be higher educated, while in Bosnia and Herzegovina, bellow 5 percent of the population has a university degree. Moreover, there are more important questions such as whether and how quality of our high education institutions lags 127
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION behind the European. These and many other questions are the questions that higher education institution and government representatives have to think about. Unlike Europe and the United States, Bosnia and Herzegovina imposes another dilemma - private or public university. According to experts, this dilemma does not exist because there is room for one and other and in equal competition game students can only be beneficial. Today's academic environment is constantly changing and becoming more and more competitive, where future students have numerous opportunities available to them. Knowing this fact higher educational institutions have to find ways haw to attract and keep existing students and how to develop stronger relationships with them. Higher education institutions that want to gain competitive advantage, they have to take student satisfaction as the main source of competitive advantage. If they succeed to satisfy their customers (students), this satisfaction will bring student retention, new students will be also attracted and positive word of mouth about institution will be spread as well.(Arambewela & Hall, 2009) In order to perform Bologna Process and ensure the high quality education the private universities should be aware of current situation that is related to students’ satisfaction and quality of the services. The reason for conducting this study was because, Bologna Process requires quality of service and student’s perception on quality service at private universities is valuable data. Specifically, we can say that the purpose of this study is to examine overall service quality of private higher education institutions in Bosnia and Herzegovina and also to get students perceptions on University services such as Academic and Administration Staff services as well as their perception on facilities and equipment adequacy. In following sections basic definitions of customer satisfaction, brief summary of relevant literature on this topic as well as background of the private higher education in Bosnia and Herzegovina will be presented. How data were collected for this study will be presented in methodology section. Collected data, from 300 surveyed students will be analyzed by performing descriptive statistics. As last part of this study, results from descriptive analyzes will be presented together with the conclusion section were different suggestions for private higher education institutions’ representatives will be provided, in order to improve quality of the service as well as building good relationships with their customers. 2. Literature Review The topic of service quality in higher education institutions and students satisfaction has been widely explored in the literature. Satisfaction and motivation of students play important role in determining education quality. The most important purpose in education sector is to satisfy students. Students that are satisfied with the service quality of their institution will become a basis of competitive advantage. Moreover, satisfied students will provide word of mouth marketing for higher educational institutions. Since students are direct recipients of university services, students’ perceptions about service quality of higher education institutions become significant issue for universities and their top management representatives. (Brochado, 2009) Measuring the quality of services was a focus to a big number of the practitioners and researches in past decades because of its intangible and compound character as well as because of rivalry between the educational institutions and the tendency for excellence in education(Ramseook-Munhurrun, Naidoo, &Nundlall, 2010). Service quality of higher education institution is basically defined considering students overall assessment on the services they received that is actually element of their learning experience (Asaduzzaman, 2013).This covers a diversity of educational behavior both within and outer the classroom such as satisfaction with an academic staff, staff services, satisfaction with a campus and dormitory, overall services, different programs organized by university, personal development, education facilities, etc. There are many definitions about satisfaction in literature that is related to service as well as to consumer behavior. In his study Oliver defined satisfaction as a pleasing accomplishment of needs and wants. On the other hand student satisfaction is a bit compound experience and it has special dimensions (Richardson, 2005). Elliott & Shin, (2002p.198), Defined student satisfaction as; “the favorability of a student’s subjective evaluation of the various outcomes and experiences associated with education. Student satisfaction is being shaped continually by repeated experiences in campus life”. 128
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Alves & Raposo (2010) in their study found that positive perceptions of service quality has a important power on student satisfaction and therefore satisfied student would spread positive word-of-mouth which will attract more students. Both academic performances of the higher education institution representatives as well as the administrative efficiency of the institution can lead to the fact that students are more motivated or inspired therefore more satisfied with the service. (Asaduzzaman, 2013) In their study (Abbasi, Malik, Chaudhry, & Imdadullah, 2011)used ten major constructs i.e. teaching, administrative/management support, transportation, library, computer labs & general labs, accommodation, medical; sports, prayer/religious facilities, and class room facilities to measure students satisfaction in Pakistan Universities. Findings showed that students are dissatisfied with many core services and facilities like teaching, administrative support, library, labs, accommodation, medical, and sports, while they are satisfied only in three augmented areas like transportation, class room and prayer facilities. 3. Background of the Private Higher Education in Bosnia and Herzegovina Public higher education in Bosnia-Herzegovina is not in good way systematized at the all levels of country structure (state, entity and cantonal levels), while private higher education is not evidently synchronized within the legal context. The authors of the law[s] of the higher education actually did not realize that the contemporary private higher education cannot be controlled by such law(s), which was/were formed with mainly goal to retain the conventionally advantaged position of the public higher education institutions (Dizdar, 2010). In order to confirm the quality of public higher education, Bosnia-Herzegovina has launched an initiative to acquire the sponsorships of the European Commission and the Council of Europe, at the beginning from 2003, By the way, Bosnia-Herzegovina established the Agency for Development of Higher Education and Quality Assurance (HEA) and nearly altogether public universities established Quality Assurance Office with the aim to ensure standards for internal and external quality assurance, but its application is mainly behindhand. Also, it should be noted that for the reason that very deprived quality of education students who complete studies at public universities are not able to respond to the needs of a market because graduates do not own satisfactory practical knowledge and abilities to use modern technology. The curricula and programs at public universities are obsolete and put-upon with the traditional courses that highlight only the theoretical knowledge and neglect handling of new technology. Furthermore, as a implication of the earlier communist system, public universities exaggerate social sciences while natural and technical sciences are overlooked(Mulalic, 2012). Therefore private higher education institutions found the room for their development and for a bit different offer to potential students by providing internships and other distinguish market offerings. 4. Methodology Data for the study were collected through a survey delivered to students in Bosnia and Herzegovina. A total of 300 questionnaires were distributed to students who live in different cities in Bosnia and Herzegovina. Of the 300 questionnaires, 292 were accepted as usable for the study. Pilot test was conducted to ensure consistency and validity of the measures. Data have been analyzed by using SPSS software. For the first part frequency distribution statistics was performed. Future more data were analyzed by performing descriptive statistics. Specifically, this research looks for some empirical evidence that could be used for explaining the students' satisfaction with the private universities in Bosnia and Herzegovina, including components like: Academic staff, Staff Services, Campus, Dormitory, Services, Programs, Personal Development, Education facilities, Cafeteria and etc. Results of these findings will be presented in following section. 5. Results In the following table we can see which faculties as private higher education institutions are used in our study. There were four private higher education institutions and majority of students are coming from Education faculty, 46,23 %. 19,86 are from Faculty of Economics while 16.09 % and 12,67 are from Faculty of Engineering and IT and English Preparation school. Table 1. Private Higher Education Institutions Used in the Study 129 View slide
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Institution Valid Frequency Percent 47 16.09 16.09 Education faculty 135 46.23 46.23 Faculty of Economics 58 19.86 19.86 English Prep. school 38 12.67 12.67 Total 292 100 100 Faculty of Engineering and IT Percent Descriptive statistics was performed for the survey questions number 8, 9 and 10. In table 2 we can see students’ opinion about quality of the institution's services in general, their feelings towards the institution's services and how likely they would recommend the institution to others. Table 2. Descriptive Statistics N the institution's services in general? How likely are you to recommend the institution to others? Valid N (list wise) 1.00 7.00 4.97 1.00 7.00 5.20 284.00 How do you describe your feelings towards Mean 288.00 institution's services in general? Maximum 288.00 How do you rate the quality of the Minimum 1.00 7.00 5.05 284.00 For the question “How do you rate the quality of the institution's services in general?”, we can notice that there are 288 respondents. Minimum value of the scale used is 1 (Very poor) and the maximum value is 7 (Excellent) (seven point scale). The mean value is 4.97. This shows us that there is a slight satisfaction with the quality of the institution’s services in general. For the question “How do you describe your feelings towards the institution's services in general?”, we can notice that there are 288 respondents. The mean value is 5.20. This shows us that there is a slight satisfaction with the feelings about the institution’s services in general. For the question “How likely are you to recommend the institution to others?”, we can notice that there are 284 respondents. The mean value is 5.05. This shows us that there is a slightly positive likeliness of recommending the institution to others. In the following part of the analysis descriptive statistics was performed for the questions related with Academic staff, Staff Services, Campus, Dormitory, Services, Programmes, Personal Development, Education facilities, Cafeteria. Mean values and standard deviation is provided for each question, as well as the number of respondents. Furthermore, overall mean value is provided for each type of the questions. Table 3. Student Satisfaction with Academic Staff at Their Institution Std. N Academic staff deals with me in a caring and courteous manner. Minimum Maximum Mean 287.00 1.00 7.00 5.28 1.62 279.00 1.00 7.00 5.28 1.58 Deviation Academic staffs are never too busy to respond to my request for assistance. 130 View slide
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Academic staff show positive attitude towards students. 284.00 1.00 7.00 5.27 1.58 266.00 1.00 7.00 5.17 1.47 283.00 1.00 7.00 5.11 1.73 284.00 1.00 7.00 5.04 1.67 282.00 1.00 7.00 4.79 1.69 281.00 1.00 7.00 4.64 1.81 282.00 1.00 7.00 4.62 1.64 Academic staffs have the knowledge to answer my questions relating to the course content. When I have problem, academic staffs show a sincere interest in solving it. Academic staffs communicate well in the classroom. Academic staffs provide feedback about my progress. Academic staffs allocate sufficient and convenient time for consultation. Academic staffs are highly educated and experienced in their respective field. Overall Mean Value 5.02 If we look at table 3, we can see students opinions about academic staff at their institution. We can notice that overall mean value is 5.02. This shows that the students slightly agree with the statements from the questionnaire, which implies that they have slightly positive opinion about the academic staff. The highest mean value (5.28) is related with questions: “Academic staff deals with me in a caring and courteous manner” and “Academic staff are never too busy to respond to my request for assistance”. The lowest mean value (4.62) is related with the question: “Academic staff is highly educated and experienced in their respective field.” Table 4. Student Satisfaction with Staff Services at Their Institution Std. N Minimum Maximum Mean 278.00 1.00 7.00 4.76 1.77 282.00 1.00 7.00 4.71 1.83 279.00 1.00 7.00 4.67 1.85 282.00 1.00 7.00 4.67 1.81 Deviation The staffs respect my confidentiality when I disclosed information to them. The opening hours of administrative offices are personally convenient for me. Administrative staff communicate well with students. Administrative staff show positive work attitude towards students. 131
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Administrative staff have good knowledge of the 280.00 1.00 7.00 4.58 1.89 283.00 1.00 7.00 4.55 1.78 277.00 1.00 7.00 4.55 1.79 279.00 1.00 7.00 4.51 1.90 280.00 1.00 7.00 4.51 1.94 283.00 1.00 7.00 4.49 1.82 272.00 1.00 7.00 4.35 1.90 systems/procedures When I have problem, administrative staffs show a sincere interest in solving it. Administrative staffs are never too busy to respond to a request for assistance. Administration offices keep accurate and retrievable records. Students are treated equally and with respect by the staff. Administrative staffs provide caring and individual attention. When the staffs promise to do something by a certain time, they do so. Overall Mean Value 4.58 When we look at table 4 we can notice that overall mean value about student satisfaction with staff services at their institution is 4.58. This shows that the students’ opinion about staff services is between “slightly agree” and “neutral”. This implies that they have slightly positive opinion about the academic staff. The highest mean value (4.76) is related with question: “The staff respects my confidentiality when I disclosed information to them”. The lowest mean value (4.35) is related with the question: “When the staffs promise to do something by a certain time, they do so.” Table 5.Student Satisfaction with Campus Std. N The institution has a professional appearance/ image. The university has an easily accessible location. The university campus has a safe environment. Minimum Maximum Mean 283.00 1.00 7.00 4.97 1.71 283.00 1.00 7.00 4.91 1.75 284.00 1.00 7.00 4.73 1.89 285.00 1.00 7.00 4.49 1.80 281.00 1.00 7.00 4.46 1.99 Deviation The institution has an ideal location with excellent campus layout and appearance. The parking services at the university are adequate. Overall Mean Value 4.66 132
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Table 5 presents student satisfaction with campus. We can notice that overall mean value is 4.66. This shows that the students’ opinion about campus is between “slightly agree” and “neutral”. This implies that they have slightly positive opinion about the academic staff. The highest mean value (4.97) is related with question: “The institution has a professional appearance/ image”. The lowest mean value (4.46) is related with the question: “The parking services at the university are adequate.” Table 6. Student Satisfaction with Services at Their Institution Std. N I feel secure and confident in my dealings with this institution. Minimum Maximum Mean 281.00 1.00 7.00 4.92 1.86 275.00 1.00 7.00 4.64 1.78 279.00 1.00 7.00 4.62 1.76 277.00 1.00 7.00 4.53 1.95 276.00 1.00 7.00 4.52 1.81 276.00 1.00 7.00 4.50 1.81 276.00 1.00 7.00 4.49 1.93 260.00 1.00 7.00 4.43 1.76 282.00 1.00 7.00 4.17 1.86 276.00 1.00 7.00 4.01 1.88 279.00 1.00 7.00 3.87 1.92 Deviation The institution provides services within reasonable/expected time frame. The institution has standardized and simple service delivery procedures. Students are given fair amount of freedom. The institution operates excellent counseling services. The institution values feedback from students to improve service performance. The institution encourages and promotes the setting up of student’s Union. The university provides services for students with special needs. Inquiries/complaints are dealt with efficiently and promptly. Information services via web-site are adequate. Health services are adequate. Overall Mean Value 4.43 When we look at table 6, we can notice that overall mean value of students’ perceptions about services at their institution is 4.43. This shows that the students’ opinion about services is between “slightly agree” and “neutral”. This implies that they have slightly positive opinion about the dormitory. The highest mean value (4.92) is related with question: “I feel secure and confident in my dealings with this institution.” The lowest mean value (3.87) is related with the question: “Health services are adequate.” 133
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Table 7.Student Satisfaction with Dormitory at Their Institution Std. N Minimum Maximum Mean 252.00 1.00 7.00 4.77 1.78 256.00 1.00 7.00 4.74 1.81 251.00 1.00 7.00 4.74 1.75 249.00 1.00 7.00 4.41 1.85 Deviation The dormitory facilities are usually clean and well taken care of. The dormitory facilities and equipment are adequate. Dormitory staff provides good quality service to students. Dormitory fees are reasonable. Overall Mean Value 4.66 When we speak about the dormitory (table7), we can notice that overall mean value is 4.66. This shows that the students’ opinion about dormitory is between “slightly agree” and “neutral”. This implies that they have slightly positive opinion about the dormitory. The highest mean value (4.77) is related with question: “The dormitory facilities are usually clean and well taken care of.” The lowest mean value (4.41) is related with the question: “Dormitory fees are reasonable.” Table 8. Student Satisfaction with Programs at Their Institution Std. N The institution runs excellent quality programmes. Minimum Maximum Mean 280.00 1.00 7.00 4.67 1.81 281.00 1.00 7.00 4.57 1.78 281.00 1.00 7.00 4.56 1.74 279.00 1.00 7.00 4.54 1.82 272.00 1.00 7.00 4.44 1.76 Deviation The institution offers programmes with flexible syllabus and structure. The institution offers a wide range of programmes with various specialisations. The institution offers highly reputable programmes. The institution’s graduates are easily employable. Overall Mean Value 4.56 Table 8 presents student satisfaction with programs at their institution. We can notice that overall mean value is 4.56. This shows that the students’ opinion about the programs is between “slightly agree” and “neutral”. This implies that they have slightly positive opinion about the programs. The highest mean value (4.67) is related with question: “The institution runs excellent quality programs”. The lowest mean value (4.44) is related with the question: “The institution’s graduates are easily employable.” 134
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Table 9.Student Satisfaction with Personal Development at Their Institution Std. N The university supports students' personal development projects. Minimum Maximum Mean 278.00 1.00 7.00 4.27 1.85 280.00 1.00 7.00 4.17 1.97 280.00 1.00 7.00 4.11 1.96 280.00 1.00 7.00 3.82 1.96 278.00 1.00 7.00 3.78 1.92 Deviation International cooperation programs at the university (student exchange, study visits etc.) are adequate. Extracurricular activities (seminars, workshops etc.) at the university are adequate. Recreation and sport facilities at the university are adequate. Services and facilities of art at the university are adequate (music, photography, painting etc.). Overall Mean Value 4.03 When we speak about the personal development (table 9), we can notice that overall mean value is 4.03. This value is lower than mean values of the other sections. This shows that the students’ opinion about the personal development section is “neutral”. This implies that they neither have positive nor negative opinion about the personal development. The highest mean value (4.27) is related with question: “The University supports students' personal development projects.” The lowest mean value (3.78) is related with the question: “Services and facilities of art at the university are adequate (music, photography, painting etc.).” Table 10.Student Satisfaction with Education Facilities at Their Institution Std. N Class sizes are adequate for high quality education. The labs at the university are adequate for quality education. Academic facilities are adequate for quality education. The institution has up to date equipment. Minimum Maximum Mean 277.00 1.00 7.00 4.83 1.74 275.00 1.00 7.00 4.73 1.69 276.00 1.00 7.00 4.64 1.73 280.00 1.00 7.00 4.63 1.75 278.00 1.00 7.00 4.61 1.77 281.00 1.00 7.00 4.21 1.90 Deviation The university provides up-to-date information technology for students. The library services at the university are adequate. 135
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION Overall Mean Value 4.61 From table 10 we can see student satisfaction with education facilities at their institution. We can notice that overall mean value is 4.61. This shows that the students’ opinion about the programs is between “slightly agree” and “neutral”. This implies that they have slightly positive opinion about the education facilities. The highest mean value (4.83) is related with the question: “Class sizes are adequate for high quality education.” The lowest mean value (4.21) is related with the question: “The library services at the university are adequate.” Table 11.Student Satisfaction with Cafeteria at Their Institution Std. N Minimum Maximum Mean 279.00 1.00 7.00 3.85 2.19 284.00 1.00 7.00 3.61 2.16 283.00 1.00 7.00 3.36 2.02 284.00 1.00 7.00 2.76 1.95 284.00 1.00 7.00 2.24 1.69 Deviation The university cafeteria is usually clean and well taken care of. Cafeteria staffs provide good quality service to students. The university cafeteria provides high quality food and beverages. The food variety is adequate. Prices at the university cafeteria are reasonable. Valid N (list wise) 81.00 Overall Mean Value 3.16 If we speak about the cafeteria (table 11), we can notice that overall mean value is3.16. This shows that the students’ opinion about the programs is between “neutral” and “slightly disagree”. This implies that they have slightly negative opinion about the education cafeteria. The highest mean value (3.85) is related with the question: “The university cafeteria is usually clean and well taken care of.” The lowest mean value (2.24) is related with the question: “Prices at the university cafeteria are reasonable.” 6. Conclusion Over the past decade there have been significant changes in the business of higher education institutions. Higher education institutions are under pressure from society and the state to achieve the best possible relationship between the services provided and the compensation they receive. Since student satisfaction positively influences their decision to continue their education at that institution and the positive buzz that will attract prospective students of higher institutions are making great efforts to ensure a higher quality of education that will meet the social and individual needs of students. Findings show that there is a slight satisfaction with the quality of the institution’s services in general. We could notice that students have slightly positive opinion about the academic staff and between “slightly agree” and “neutral” for staff services, campus, dormitory, services, programs, personal development and education facilities. For cafeteriafindings show that the students’ opinion about the education cafeteria is between “neutral” and “slightly disagree”. This implies that they have slightly negative opinion about the education cafeteria. These findings can help private higher education institutions representatives to have feedback about students’ satisfaction with the services that are provided. The institutions that are used as a sample in this research in order to keep and improve current quality of education and achieve competitive advantage on quickly rising institutions in private sector, they have to design and put into practice quality standards and system and constantly check it. The fact that the results are based on a predefined sample is a constraint in terms of their applicability to theoretical courses that are conducted at other higher institutions. Consequently, recommendation for future research is the extension of the sample to other private higher education institutions in Bosnia and Herzegovina. 136
  • WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION 7. References Abbasi, M. N., Malik, A., Chaudhry, I. S., & Imdadullah, M. (2011). A study on student satisfaction in Pakistani universities: the case of Bahauddin Zakariya University, Pakistan. Asian Social Science, 7(7), p209. Alves, H., & Raposo, M. (2010). The influence of university image on student behaviour. International Journal of Educational Management, 24(1), 73–85. Arambewela, R., & Hall, J. (2009). An empirical model of international student satisfaction. Asia Pacific journal of marketing and logistics, 21(4), 555–569. Brochado, A. (2009). Comparing alternative instruments to measure service quality in higher education. Quality Assurance in Education, 17(2), 174–190. Elliott, K. M., & Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important concept. Journal of Higher Education Policy and Management, 24(2), 197–209. Mehmedić-Džonlić, S. (2012). Private and Public Universities in BiH. Puls Demokratije. Retrieved July 1, 2013, from http://www.pulsdemokratije.net/sadrzaj/privatni-i-javni-univerziteti-u-bih Mulalic, M. (2012). Prospects and Challenges of Private Higher Education in Bosnia and Herzegovina. The Journal of International Social Research, 5(20), 361–372. Oliver, R. L. (2010). Satisfaction: A behavioral perspective on the consumer. ME Sharpe. Retrieved from http://www.google.com/books?hl=hr&lr=&id=IJ5846z99tIC&oi=fnd&pg=PR3&dq=Satisfaction.+ A+Behavioral+Perspective+on+the+Consumer&ots=hweIvEdqB6&sig=yBQFNYWJJ31gtMgLw91 EXPz2U2Y Ramseook-Munhurrun, P., Naidoo, P., & Nundlall, P. (2010). A proposed model for measuring service quality in secondary education. International Journal of Quality and Service Sciences, 2(3), 335–351. Richardson, J. T. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387–415. 137