An extended framework for analysing higher education performance

Abstract

The purpose of this study is to follow the call by Duque [(2014). A framework for analyzing higher education performance: Students’ satisfaction, perceived learning outcomes, and dropout intention. Total Quality Management and Business Excellence, 25(1–2), 1–21] to further develop her framework for analysing higher education performance which integrates service marketing approaches with the theories of student involvement and retention. More specifically, the framework examines relationships between students’ perceptions and their satisfaction, outcomes, and behavioural intentions. The data for this study were collected from 1454 students from 93 higher education institutions in Croatia. Hypothesised relationships were empirically tested using variance-based structural equation modelling. The results of this study make an important contribution to previous research by extending previous frameworks for analysing higher education performance. Moreover, the results provide interesting insight into the relationship between student satisfaction, outcomes, and behavioural intentions, which are relevant to both higher education researchers and managers.