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Purpose: This paper aims to investigate the relationship between prospective teachers' cultural profiles and service quality expectations in a pedagogical training program in Greece. Design/methodology/approach: Using the EppekQual scale and an alternative Hofstede's cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis. Findings: Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals' prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture's emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension. Practical implications: Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested. Originality/value: This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context. [ABSTRACT FROM AUTHOR]

Purpose: Primary education (PE) forms the foundation of high-quality education systems, but it is often underestimated. This paper aims to develop and empirically validate a measurement instrument to study the current stage of total quality management (TQM) implementation in PE. Design/methodology/approach: This study developed a seven-dimensional and a 37-item instrument administered to education professionals at public PE institutions in Greece to determine the current stage of TQM implementation at their institution; 2,088 responses were received in total. Principal component analysis, confirmatory factor analysis and structural equation modeling were adopted to test the research instrument. Findings: The findings supported the validity and reliability of the instrument and demonstrated that the proposed measures represent actual dimensions that can be used to explore the implementation of TQM in PE. Results also showed that the respondents rated highly the positive impact that TQM can have on their schools, although nonhuman resources have been found inadequate and problematic. Practical implications: The field of TQM in PE lacks empirical evidence; this paper provides deep insight into the elements that demonstrate the perception and status of TQM implementation and can support quality implementation plans. Originality/value: This study adds value to the TQM literature by developing an instrument for use in PE educational institutions and validating it in a real environment. Practitioners and researchers are thus supplied with the means to facilitate TQM practices, identify weaknesses and opportunities and contribute to social empowerment. [ABSTRACT FROM AUTHOR]

Purpose: Primary education (PE) forms the foundation of high-quality education systems, but it is often underestimated. This paper aims to develop and empirically validate a measurement instrument to study the current stage of total quality management (TQM) implementation in PE. Design/methodology/approach: This study developed a seven-dimensional and a 37-item instrument administered to education professionals at public PE institutions in Greece to determine the current stage of TQM implementation at their institution; 2,088 responses were received in total. Principal component analysis, confirmatory factor analysis and structural equation modeling were adopted to test the research instrument. Findings: The findings supported the validity and reliability of the instrument and demonstrated that the proposed measures represent actual dimensions that can be used to explore the implementation of TQM in PE. Results also showed that the respondents rated highly the positive impact that TQM can have on their schools, although nonhuman resources have been found inadequate and problematic. Practical implications: The field of TQM in PE lacks empirical evidence; this paper provides deep insight into the elements that demonstrate the perception and status of TQM implementation and can support quality implementation plans. Originality/value: This study adds value to the TQM literature by developing an instrument for use in PE educational institutions and validating it in a real environment. Practitioners and researchers are thus supplied with the means to facilitate TQM practices, identify weaknesses and opportunities and contribute to social empowerment.

Purpose – This paper aims to investigate whether educational leadership in Greece implements the values of total quality management and contributes to the improvement of the educational process, and to offer proposals for a framework of total quality management that would contribute to an improvement in the overall quality of the education process. Design/methodology/approach – The paper is based on theoretical analysis and on the current legislative framework. Three different aspects of the Greek education system are critically reviewed and discussed. Findings – This study recognises that, due mainly to the lack of a long-term educational strategy, the absence of an educational leadership development programme and limited financial support, the Greek educational system needs to review its structure and procedures - even those that are "taken for granted". Research limitations/implications – Given the differences between education and industry, and the fact that only three different aspects of the Greek education system are investigated here, more research and analysis would be required in this field. Practical implications – The paper is useful to educational planners and policy makers. From the perspective of total quality management, there may be a substantial impact on the improvement mechanisms and outputs in education, contributing to a country's social and economic well-being. Originality/value – The paper contributes to the better understanding of the value of total quality management in education, and offers recommendations that may be more widely adopted, and may contribute to an enhancement of overall educational quality. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece. Design/methodology/approach: SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale. Findings: The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy. Research limitations/implications: Generalization of results should be attempted with concern. The type and severity of disability should be considered in future use of the scale. The construct of training for students with disability needs to be further investigated. Practical implications: SVE-Service-Quality Scale may be used in SVE settings highlighting areas of improvement or as an instrument for the assessment of implemented interventions. Social implications: Participatory research may serve as an empowerment opportunity for students with disability, whose active engagement in the research design allows for a small-scale yet valuable social impact, promoting emancipation for people with disability. Originality/value: The study draws attention on the field of SVE service quality where research is scarce, introducing SVE in the discussion about educational service quality assessment. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore the perceptions of pre-school educators for the application of total quality philosophy in kindergartens in the prefecture of Corinthia, Greece. Dimensions, such as the adoption of quality philosophy in the pre-school unit by the superiors, the active participation of teachers in decision-making and human resource management parameters, are examined. Design/methodology/approach: The methodological approach of qualitative research was selected for the collection, processing and analysis of data based on the methodological tools of the interview with a semi-structured questionnaire and deliberate random sampling of kindergarten teachers serving in public units where they have teaching and/or administrative tasks. Findings: The analysis of the data shows that there is no particular familiarity with the basic parameters of total quality philosophy in pre-school education and is related to empirical planning and lack of long-term vision. However, participatory decision-making and emotional intelligence are found as essential elements for ensuring an efficient and open-ended school culture. Originality/value: The study is the first of its kind in Greece and abroad and its findings can be used to enrich the thematic scope of application of total quality management dimensions to pre-school education and in particular, those dimensions related to the leadership profile of teachers exercising responsibility tasks. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to identify the quality determinants for education services provided by higher education institutions (HEIs) in Greece and to measure their relative importance from the students' points of view. Design/mthodology/approach – A multi-criteria decision-making methodology was used for assessing the relative importance of quality determinants that affect student satisfaction. More specifically, the analytical hierarchical process (AHP) was used in order to measure the relative weight of each quality factor. Findings – The relative weights of the factors that contribute to the quality of educational services as it is perceived by students was measured. Research limitations/implications – The research is based on the questionnaire of the Hellenic Quality Assurance Agency for Higher Education. This implies that the measured weights are related mainly to questions posed in this questionnaire. However, the applied method (AHP) can be used to assess different quality determinants. Practical implications – The outcome of this study can be used in order to quantify internal quality assessment of HEIs. More specifically, the outcome can be directly used by HEIs for assessing quality as perceived by students. Originality/value – The paper attempts to develop insights into comparative evaluations of quality determinants as they are perceived by students. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate the relationship between prospective teachers' cultural profiles and service quality expectations in a pedagogical training program in Greece. Design/methodology/approach: Using the EppekQual scale and an alternative Hofstede's cultural scale, 113 prospective teachers in a Greek training program were surveyed. The study uses descriptive statistics, correlation analysis and multiple regression, validating measurements through confirmatory factor analysis. Findings: Prospective teachers exhibit a low-power orientation and a preference for feminine values. Rejecting hierarchy correlates with quality expectations, especially in the curriculum dimension, emphasizing student-centric education. A positive correlation with acceptance/avoidance of uncertainty is observed, notably in learning outcomes and administrative services. The cultural aversion to ambiguity shapes individuals' prioritization of all quality dimensions. A realistic long-term perspective correlates positively with expectations in learning outcomes, aligning with Greek culture's emphasis on security. Contrary to expectations, a predilection for feminine values positively impacts service quality expectations, particularly in curriculum, learning outcomes and academic staff dimensions. The hypothesis related to individualism/collectivism is not substantiated, indicating a negative association with the curriculum dimension. Practical implications: Tailoring program designs to embrace student-centric and collaborative learning environments is recommended. Acknowledging cultural aversions to uncertainty, program flexibility and clarity are essential. Integrating career planning and mentorship aligns with realistic long-term perspectives. The need for a balanced approach to personal and intellectual development is also suggested. Originality/value: This study uncovers specific cultural dimensions that shape quality expectations within a Greek teacher training context.

Purpose – The object of this study is to formulate, establish and apply a suitable and reliable tool for measuring the course experience satisfaction of Master graduates. A questionnaire was formulated, based on similar tools, and adjusted to the reality of Hellenic Higher Education, in order to measure the satisfaction of graduates in three Master programmes in the area of health care management. Design/methodology/approach – Master graduates of the study (n=162), 2003-2007 admission years, filled in the questionnaire either electronically (web-based) or by phone interview. The overall response rate was 50.6 per cent. In total, 37 statements were used for the measure of satisfaction while other questionnaire parts recorded the demographic, occupational and educational characteristics of the graduates. Findings – Analysis revealed seven factors, listed as teaching, skills, assessment, feedback, social opportunities, facilities and organization of the course. Gender and first degree content do not affect the produced total satisfaction score. Married participants scored higher than those that are single in three factors and older participants scored higher than younger ones in two factors. The University of Crete's graduates scored higher than other graduates in two factors. Originality/value – The paper is the first attempt to assess satisfaction, based on the grounds of quality, for Master programs in Hellenic State Universities. In this study are presented the first results and conclusions of the application of the developed questionnaire. Further results, relative to graduates' occupational status changes and professional development, are currently under investigation. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to investigate whether educational leadership in Greece implements the values of total quality management and contributes to the improvement of the educational process, and to offer proposals for a framework of total quality management that would contribute to an improvement in the overall quality of the education process. Design/methodology/approach: The paper is based on theoretical analysis and on the current legislative framework. Three different aspects of the Greek education system are critically reviewed and discussed. Findings: This study recognises that, due mainly to the lack of a long-term educational strategy, the absence of an educational leadership development programme and limited financial support, the Greek educational system needs to review its structure and procedures--even those that are "taken for granted". Research limitations/implications: Given the differences between education and industry, and the fact that only three different aspects of the Greek education system are investigated here, more research and analysis would be required in this field. Practical implications: The paper is useful to educational planners and policy makers. From the perspective of total quality management, there may be a substantial impact on the improvement mechanisms and outputs in education, contributing to a country's social and economic well-being. Originality/value: The paper contributes to the better understanding of the value of total quality management in education, and offers recommendations that may be more widely adopted, and may contribute to an enhancement of overall educational quality. (Contains 3 notes.)

Purpose: The aim of this paper is to identify the quality determinants for education services provided by higher education institutions (HEIs) in Greece and to measure their relative importance from the students' points of view. Design/methodology/approach: A multi-criteria decision-making methodology was used for assessing the relative importance of quality determinants that affect student satisfaction. More specifically, the analytical hierarchical process (AHP) was used in order to measure the relative weight of each quality factor. Findings: The relative weights of the factors that contribute to the quality of educational services as it is perceived by students was measured. Research limitations/implications: The research is based on the questionnaire of the Hellenic Quality Assurance Agency for Higher Education. This implies that the measured weights are related mainly to questions posed in this questionnaire. However, the applied method (AHP) can be used to assess different quality determinants. Practical implications: The outcome of this study can be used in order to quantify internal quality assessment of HEIs. More specifically, the outcome can be directly used by HEIs for assessing quality as perceived by students. Originality/value: The paper attempts to develop insights into comparative evaluations of quality determinants as they are perceived by students. (Contains 8 figures and 4 tables.)

Purpose: The purpose of this paper is to describe the development of a scale for the evaluation of the perceived quality of services provided to students with disabilities by Special Vocational Education (SVE) institutions in Greece. Design/methodology/approach: SVE service quality was approached on the basis of the performance-only model. The participatory research paradigm was followed, engaging students with disability and specifically with intellectual disability in several stages of the instrument development. The methodological design included two phases for the establishment and testing of the reliability and validity of the scale. Findings: The findings of the study support a multifactorial construct of SVE service quality consisting of five factors: responsiveness, surroundings, personalization, training and facilities adequacy. Research limitations/implications: Generalization of results should be attempted with concern. The type and severity of disability should be considered in future use of the scale. The construct of training for students with disability needs to be further investigated. Practical implications: SVE-Service-Quality Scale may be used in SVE settings highlighting areas of improvement or as an instrument for the assessment of implemented interventions. Social implications: Participatory research may serve as an empowerment opportunity for students with disability, whose active engagement in the research design allows for a small-scale yet valuable social impact, promoting emancipation for people with disability. Originality/value: The study draws attention on the field of SVE service quality where research is scarce, introducing SVE in the discussion about educational service quality assessment.

Purpose: This paper aims to explore the perceptions of pre-school educators for the application of total quality philosophy in kindergartens in the prefecture of Corinthia, Greece. Dimensions, such as the adoption of quality philosophy in the pre-school unit by the superiors, the active participation of teachers in decision-making and human resource management parameters, are examined. Design/methodology/approach: The methodological approach of qualitative research was selected for the collection, processing and analysis of data based on the methodological tools of the interview with a semi-structured questionnaire and deliberate random sampling of kindergarten teachers serving in public units where they have teaching and/or administrative tasks. Finding: The analysis of the data shows that there is no particular familiarity with the basic parameters of total quality philosophy in pre-school education and is related to empirical planning and lack of long-term vision. However, participatory decision-making and emotional intelligence are found as essential elements for ensuring an efficient and open-ended school culture. Originality/value: The study is the first of its kind in Greece and abroad and its findings can be used to enrich the thematic scope of application of total quality management dimensions to pre-school education and in particular, those dimensions related to the leadership profile of teachers exercising responsibility tasks.

Purpose: The purpose of this paper is to determine the main total quality management (TQM) elements adopted and the respective results achieved by higher education institutions (HEIs) in Greece. Design/methodology/approach: A research study was designed and carried out in private sector Greek HEIs. Fifteen HEIs were approached through interviews based on a structured questionnaire. The measured variables of the TQM elements and results identified in the literature were used as the questionnaire items. Descriptive statistics were applied to determine the TQM elements mostly adopted and the results achieved by the HEIs. Findings: According to the findings, the TQM elements mostly adopted by the Greek HEIs concern the following: student focus, leadership and top management commitment, strategic quality planning, process management and teaching staff and employee involvement. On the other hand, the most significant results achieved by the sample HEIs concern quality performance improvement, teaching staff and employee satisfaction, operational performance improvement and the positive impact on society. Research limitations/implications: The subjective data collection involved chief executive officers of a small sample of HEIs operating in a European Union country. Thus, no advanced statistical methods could be applied. Based on these limitations, future research studies are recommended. Practical implications: By focusing on specific TQM elements, an HEI can develop a robust TQM model, approach business excellence, which can, in turn, help the HEI apply for appropriate quality awards, and finally derive significant benefits. In doing so, an HEI can lay the foundations for being competitive in the current global context that is characterised by an economic downturn. Originality/value: This study contributes to the literature by empirically determining the TQM elements mostly adopted as well as the respective results achieved by Greek HEIs in a period of economic downturn. This is the first research study in the field of TQM in higher education that has been carried out in Greece in a period where many service organisations, whether private or public, are making significant efforts to withstand the current downturn and achieve a sustainable growth.

Purpose - The aim of the present study is to investigate why teachers participate in Information and Communication Technology (ICT) programmes, what their sociological approaches are, and where they focus their attention in order to achieve the objectives of their training in these new technologies. Design/methodology/approach - The sample group of this research consists of 162 teachers who work in primary schools in Northern Greece. There were 70 (43.2 percent) men and 92 (56.8 percent) women. For the fulfilment of the general research an improvised questionnaire was designed concerning the training of teachers in ICT. In total, it comprises 80 questions. Findings - The findings of the research study show that one of the main reasons for primary school teachers' participation in ICT programmes is their interest in exploiting ICT, in both their teaching and in their personal lives. They consider lifelong education as necessary to the practice of teaching and useful in settling educational inequalities, while at the same time they think that in-service education should be in accordance with the requirements of the modern social-cultural environment. Originality/value - This is an interesting research on ICT training of teachers in Greece, developing a critical thinking approach towards ICT in-service training. The article stresses that the in-service training interact and are affected by the social and political orientations that prevail in social and educational policy. [ABSTRACT FROM AUTHOR]