ارزیابی کیفیت خدمات آموزشی در دانشگاه علوم پزشکی زنجان از دیدگاه دانشجویان

Normal 0 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal" mso-tstyle-rowband-size:0 mso-tstyle-colband-size:0 mso-style-noshow:yes mso-style-parent:"" mso-padding-alt:0cm 5.4pt 0cm 5.4pt mso-para-margin:0cm mso-para-margin-bottom:.0001pt mso-pagination:widow-orphan font-size:10.0pt font-family:"Times New Roman" mso-ansi-language:#0400 mso-fareast-language:#0400 mso-bidi-language:#0400} Background and Objective: Higher education plays an important role in economic, social and cultural development of community. For this important mission, higher education has increasingly paid attention to services quality during the two last decades. Hence, this study was conducted in order to evaluate educational services quality in Zanjan University of medical sciences.  Material and Methods: This study was conducted in Zanjan University of Medical Sciences in 2009. For conducting the study, a sample of 320 of students was selected randomly by stratified sampling. For collecting data related to students' expectations and perceptions, the questionnaire SERVQUAL was used. Data was analyzed by SSPS 11.5 program and descriptive and analytical statistics such as mean, paired t ‑test and one-way ANOVA were used. Results: The largest mean score (3.45) and the least mean score (2.05) of students perceptions were related to recording and keeping documents with high reliability and allocating time to deal with educational issues in responsiveness dimension respectively. The largest and the least mean score of students perceptions of educational services quality were for  reliability (3.16) and responsiveness (2.56) dimensions respectively. Gap in mean scores of students' expectations and perceptions in all of the educational services quality dimensions was statistically significant  (p < .001).Difference in mean scores of educational services quality was statistically significant with regard to the faculty (P< 0.001, f = 24.22).  Conclusion: On the basis of findings of this study, the largest gap of quality was in the responsiveness dimension. Improving responsiveness, depend on factors such as: empowerment of academic staff and employees, accessibility of students to academic staff and managers, allotting enough time for consultation and solving educational problems. Thus, managers and policy makers can use results of this research in designing strategies of educational services quality improvement.