University impact and impress on student growth
The aim of this paper is to find out how the institution of higher education helps the growth of students participating in the service process, what quality means in higher education, and in what dimensions the quality can be measured. We consider higher education as a long-term service process whic...
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| Dokumentumtípus: | Könyv része |
| Megjelent: |
University of Szeged Faculty of Economics and Business Administration
Szeged
2013
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| Sorozat: | Proceedings of the "Scientific Management" and Management Science Today International Scientific Conference
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| Kulcsszavak: | Felsőoktatás |
| Tárgyszavak: | |
| Online Access: | http://acta.bibl.u-szeged.hu/57883 |
| LEADER | 02049naa a2200241 i 4500 | ||
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| 005 | 20221212121511.0 | ||
| 008 | 190515s2013 hu o 1|| eng d | ||
| 020 | |a 978-963-306-176-3 | ||
| 040 | |a SZTE Egyetemi Kiadványok Repozitórium |b hun | ||
| 041 | |a eng | ||
| 100 | 1 | |a Braxmair Zsófia | |
| 245 | 1 | 0 | |a University impact and impress on student growth |h [elektronikus dokumentum] / |c Braxmair Zsófia |
| 260 | |a University of Szeged Faculty of Economics and Business Administration |b Szeged |c 2013 | ||
| 300 | |a 93-99 | ||
| 490 | 0 | |a Proceedings of the "Scientific Management" and Management Science Today International Scientific Conference | |
| 520 | 3 | |a The aim of this paper is to find out how the institution of higher education helps the growth of students participating in the service process, what quality means in higher education, and in what dimensions the quality can be measured. We consider higher education as a long-term service process which results in student growth considered in many aspects from their point of view by the time of finishing their studies. We make an attempt to frame a model which contains the relationship between the quality factors, together with the description of the value added in this context. The planned complex model assumes that the institution and the student interpret quality in different ways and it is also assumed that the value added is a result of a double investment: the institution contributes to it in the same way as the students themselves. Finally, we make an attempt to feature who benefits the most of this investment: only the student or both the student and the institution. Is this measurable, and if so, how? | |
| 650 | 4 | |a Társadalomtudományok | |
| 650 | 4 | |a Oktatástudomány | |
| 695 | |a Felsőoktatás | ||
| 700 | 0 | 1 | |a Hetesi Erzsébet |e aut |
| 711 | |a Principles of Scientific Management : International Scientific Conference |c Szeged |d 2011 | ||
| 856 | 4 | 0 | |u http://acta.bibl.u-szeged.hu/57883/1/proceedings_of_the_scientific_management_093-099.pdf |z Dokumentum-elérés |