Perceived Service Value - Implications for the viability of continuing education programmes
This article examines the perceived value of continuing education courses and asks how value is related to satisfaction, value for money judgements and willingness to pay for education. Data was collected through an online survey at four universities in two nations. A four-factor value structure was identified with the following dimensions: institutional image, career value, learning value and social value. Differences between Austrian and New Zealand based respondents in the relative importance of the four dimensions were observed and the possible origins of these differences are explored. We propose a theoretically informed model that is consistent with our observations.
Geertshuis, S. und Krickl, O. (2016): Perceived Service Value – Implications for the viability of continuing education programmes, in: Field, J., Schmidt-Hertha, B. und Waxenegger, A. (Hrsg.): Universities and Engagement – International perspectives on higher education and lifelong learning, Routledge, London und New York, S. 80-89.
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