Service climate in New Zealand English language centres

Abstract

PurposeThis paper aims to report on the findings of a study into staff perceptions of service climate in New Zealand English language centres (ELCs) offering ESOL (English for Speakers of Other Languages) courses.Design/methodology/approachA 71‐item questionnaire based on a Likert scale was used to survey non‐management teaching and administrative staff about their perceptions of the climate quality in their institutions.FindingsThe paper finds that staff in New Zealand ELCs demonstrated a positive perception of the service climate quality in their institutions. Service orientation was viewed as the most positive aspect of ELC service climate. Management aspects were not so positively perceived. The least positively‐perceived aspect of the service climate was resourcing. Significant differences in climate perceptions were identified among staff sub‐groups, and between staff in different ELC types.Research limitations/implicationsThe limitations of convenience samples are acknowledged. Further research is advocated into management and administrative aspects of ELCs operating in the private sector, as well as into the operation of other educational institutions in a commercial environment.Practical implicationsThe paper shows that ELCs are doing well in terms of “soft” service management areas, e.g. service orientation and client focus, but need to pay more attention to the “hard” areas such as resourcing and basic management competencies.Originality/valueESOL (English for Speakers of Other Languages) administration and management is a highly under‐researched area. This is one of the few pieces of empirical research in this sector, and thus represents a unique contribution to the literature. The findings will be of interest to anyone working and/or researching in the area of ELC/ESOL management, or in the area of private education provision.