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In order to sustain or improve a position, higher education institutions have to realize that service quality is a critical condition for survival and growth in the education market. Therefore, the purpose of the research presented in this paper is to emphasize quality as a source of competitive advantage of higher education institutions, as well as to identify opportunities for improving service quality. The main objective of the research is to evaluate whether service quality determines students‟ satisfaction. The data provided by empirical research, conducted at universities in Serbia, have been subject to model that is usually used for service quality assessment and evaluation (SERVQUAL model). This model is valuable, but certainly not sufficient for creating an improvement map. Therefore, for identification of improvement priorities, in addition to SERVQUAL model, AHP method, pared t-test, ANOVA and regression analysis have been used. The results of the analysis indicate a gap between service quality that students expect and perceive. In addition, based on quantitative analysis, priorities for improvement of service quality are identified. [ABSTRACT FROM AUTHOR]

This paper reflects on quality assessment and performance evaluation in higher education, namely by analysing the insufficient link between those two aspects. We start by reviewing the current state of the art regarding different processes and mechanisms of quality assessment and performance evaluation and discuss some of the major issues regarding the implementation of some of them. In particular, we analyse the current limitations regarding data collected, available and publicised on the performance of HEIs and the problems those limitations bring to a fair evaluation of higher education. Through this analysis we intend to contribute to a better understanding of the mechanisms of evaluation in higher education and the way these may lead to the promotion of better quality assessment practices and institutional management. [ABSTRACT FROM AUTHOR]

The higher education sector is increasingly reliant upon casual (‘sessional’) staff for teaching and marking purposes. While this practice has been little examined in the past, over the last few years increasing attention has been paid to the quality of marking, mainly because students and academic staff alike are becoming increasingly likely to question examples of poor practice. Hence, many universities in Australia are now attempting to introduce stricter procedures relating to marking. Despite current concerns, there is little published research on marking practices in Australian universities. This paper adds to the body of knowledge by reporting on two pieces of empirical research into the use of casual markers. A project at Charles Sturt University comprised focus groups of, respectively, students, lecturers and markers, and a survey of distance education students. Research at the University of South Australia focused on pedagogical issues relating to marking, comparing the approaches of permanent lecturing staff with those of sessional markers. The results of these projects provide a useful insight into areas of current concern to university staff and management. [ABSTRACT FROM AUTHOR]