ABSTRACT Title: QUALITY SERVICE MANAGEMENT PRACTICES OF HIGHER

EDUCATION IN THE CITY OF TARLAC Researcher: Bagalayos, Sofhia A. Berbon, Krisha

Magne C. Liwanag, John Rupert M. Magat, Hanzley Jemin M. Institution: Tarlac State
University Degree: Bachelor of Business Administration major in Marketing Management
Adviser: Ms. Sheila Jane L. Gonzales, MBA Customer Service and quality are driving forces in
the business community. As a higher educational institutions tussle for competitive advantage
and high service quality, the evaluation of educational service quality is essential to provide
motivation for and to give feedback on the effectiveness of educational plans and
implementation. This research presents an enhanced approach to using SERVQUAL for
measuring student satisfaction. It involves the use of factors concerning student services that are
queried and surveyed using the SERVQUAL methodology. The proposed instrument was tested
at two local universities. A rigorous analysis demonstrates the usefulness of the approach in
gathering student’s perceptions, analysing them and reducing them to a form usable by
management as an off-the-shelf service quality management tool. Measuring the quality of
service in higher education is increasingly important, particularly as fees introduce a more
consumerist ethic among students. This paper aims to test and compare the relative efficacy of
three measuring instruments of service quality 9namely HEdPERF, SERVPERF and the
moderating scale of HEdPERF-SERVPERF) within a higher education setting. The objective
was to determine which instrument had the superior measuring capability in terms of
dimensionability, reliability, validity and explained variance. Tests were conducted utilizing a
sample of higher education students, and the findings indicated that HEdPERF scale resulted in
more reliable estimations, greater criterion and construct validity, greater explained variance, and
consequently was a better fit than the other two instruments. The study made an in-depth
assessment of the quality of higher education institutions services of two local universities in the
City of Tarlac namely: Tarlac State University (TSU) and Tarlac Agricultural University (TAU)
from both the conceptual standpoint and that of service quality measurement. The study
identified the profile of the two local universities in the City of Tarlac as to location, field of
study, years completed, school hours, student type and the level of student and management’s
expectations and actual experience of the quality of higher education institutions service
performance across all five service quality dimensions (tangibility, reliability, responsiveness,
assurance, empathy). The existence of service quality gaps were also identified and the possible
solutions and recommendations were proposed. In general, the purpose of this thesis is to
develop a model to asses perceived service quality in higher education. The model will be based
on the service quality frameworks and formed through an empirical study on students and
management of two local universities in City of Tarlac.
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Chapter 1 THE PROBLEM AND IT’S BACKGROUND Introduction Service industries are
playing an increasingly important role in the economy of many nations. In today’s world of
global competition, rendering quality service is a key for success, and many experts concur that
the most powerful competitive trend currently shaping marketing and business strategy is service
quality. Since the 1980s service quality has been linked with increased profitability, and it is seen
as providing an important competitive advantage by generating repeat sales, positive word-of-
mouth feedback, customer loyalty and competitive product differentiation. As Zeithaml and
Bitner (1996), the issue of highest priority today involves understanding the impact of service
quality on profit and other financial outcomes of the organization. Service quality has since
emerged as a pervasive strategic force and a key strategic issue on management’s agenda. It is no
surprise that practitioners and academics alike are keen on accurately measuring service quality
in order to better understand its essential antecedents and consequences, and ultimately establish
methods for improving quality to achieve competitive advantage and build customer loyalty. The
pressures driving successful organizations toward top quality services make the measurement of
service quality and its subsequent management of outmost importance. Interest in the
measurement of service quality is thus understandably high. Higher education is facing pressure
to improve value in its activities (Heck & Johnsrud,2000). The present tenet for enhancing
educational value is to expand effort on continuous improvement, to focus on stakeholder
interest, and to increase student satisfaction. Student satisfaction is often used to assess
educational quality, where the ability to address strategic needs is of prime importance (Cheng,
1990). Quality in education can be said to be determined by the extent to which students needs
and expectations can be satisfied. Various concepts and models have been developed to measure
student and stakeholder satisfaction. The present research builds upon the SERVQUAL
instrument. An attempt to define the evaluation standard independent of any particular service
context has stimulated the setting up of several methodologies. In the last decade, the emergence
of diverse instruments of measurement such as SERVQUAL (Parasuraman et al., 1998)
SERVPERF (Cronin & Taylor, 1992) and EP (Teas, 1993a, b) has contributed enormously to the
development in the study of service quality. SERVQUAL operationalizes service quality by
comparing the perceptions of the service received with expectations, while SERVPERF
maintains only the perceptions of service quality. Traditionally, service quality has been
conceptualized as the difference between customer expectations regarding a service to be
received and perceptions of the service being received (Gronroos, 2001; Parasuraman, et.al.,
1988). It has five (5) determinants: reliability; responsiveness; assurance; and tangible. In the
Philippines, Education evolved from early settlers to the present. Education in the country is in
great importance because it is the primary avenue for upward social and economic mobility.
Philippine educational system has a very deep history from the past in which it has undergone
several stage of development going to the present system of education. Early Filipino ancestors
valued education very much. Filipino men and women knows how to read and write using their
own native alphabet called “Alibata”. The alibata was composed of 17 symbols representing the
letter of the alphabet. Among these seventeen symbols were three vowels and fourteen
consonants. Like the Spaniards, the Americans brought many changes in their 45 years of reign
in the country. Until now, these American influences can still be seen in our lifestyle or way of
life. The Commonwealth provided free education in public schools all over the country, in
accordance with the 1935 constitution. Education also emphasized nationalism so the students
were taught about the life of the Filipino heroes. Vocational education and some household
activities like sewing, cooking, and farming were also given importance. Good manners and
discipline were also taught to the students. The institute of Private Education was established in
order to observe private schools. In 1941, the total number of students studying in the 400 private
schools in the country reached 10,000. There was also the existence of "Adult Education" in
order to give formal education even to adults. The government made some changes in the system
of education in February, 1942. These changes were: To stop depending on western countries
like the U.S., and Great Britain. Promote and enrich the Filipino culture. To recognize that the
Philippines is a part of the Greater East Asia Co-Prosperity Sphere so that the Philippines and
Japan will have good relations. To be aware of materialism to raise the morality of the Filipinos.
To learn and adopt Nippongo and to stop using the English language. To spread elementary and
vocational education. To develop love for work. To stop depending on western countries like the
U.S., and Great Britain. Promote and enrich the Filipino culture. To recognize that the
Philippines is a part of the Greater East Asia Co-Prosperity Sphere so that the Philippines and
Japan will have good relations. Philippine education is patterned after the American system, with
English as the medium of instruction. Schools are classified into public (government) or private
(non-government). The general pattern of formal education follows four stages: Pre-primary
level (nursery, kindergarten and preparatory) offered in most private schools; six years of
primary education, followed by four years of secondary education. College education usually
takes four, sometimes five and in some cases as in medical and law schools, as long as eight
years. Graduate schooling is an additional two or more years. Classes in Philippine schools start
in June and end in March. Colleges and universities follow the semestral calendar from June-
October and November-March. There are a number of foreign schools with study programs
similar to those of the mother country. An overall literacy rate was estimated at 95.9 percent for
the total population in 2003, 96 % for males and 95.8 % for females. In today’s competitive
academic environment, Universities in the City of Tarlac where students have many options
available to them, factors that enable educational institutions to attract and retain students should
be seriously studied. Higher education institutions, which want to gain competitive edge in the
future, may need to begin searching for effective and creative ways to attract, retain and foster
stronger relationship to students. As a public organization, it has to depend on the interaction and
mechanism of the market. As a result, competition to as many students as possible or so-called
“potential customer” may become more and more intense. To make the matter easier, as a public
institution, it does have “privilege” to receive any subsidies or financial assistance from the
government. Tarlac State University (also referred to as TSU; Filipino: Pambansang Pamantasan
ng Tarlac) is a public university located in Tarlac City, Philippines. Established in 1906, it is the
premier academic institution of higher learning in the province offering different degree
programs through its nine colleges and three campuses. Providing one hundred years of
educational service to the people of Tarlac and the Central Luzon region, TSU started as an
elementary trade school progressing to a secondary school. Later, it became a collegiate
technical school and then a full-fledged state college, the Tarlac College of Technology. On
October 13, 1989, it was converted into a state university by virtue of Republic Act No. 6764.
Tarlac State University sits on a Level III-A status awarded by the Joint Committee of the
Commission on Higher Education (CHED) and the Department of Budget and Management
(DBM) in recognition of its excellent instruction, active involvement in research programs and
community-wide extension services. Most of its curricular programs are accredited by the
Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP). The
university acquired its ISO 9001:2008 certification in 2013 for its provision of technical
assistance, consultancy and training for the implementation of community development, industry
development, and extension support services program. In August 2016, TSU was granted an
Integrated Management System (IMS) Certification, becoming the first state university in the
Philippines to acquire this status. The IMS Certification covers ISO 9001:2015 Quality
Management System, ISO 14001:2015 Environment Management System, and OHSAS
18001:2007 Occupational Health and Safety Management System under the United States
Accreditation System (USAS). It is mandated to provide advanced instruction in literature,
philosophy, the sciences, and the arts, and also to offer professional and technical training
courses. To enhance the academic sector, the syllabi of the various course subjects adopted the
outcomes-based education (OBE) format prescribed by CHED. TSU is the first university among
other State Universities and Colleges (SUCs) with a government authority to conduct
Transnational Education Programs. It has established international linkages with a number of
colleges and universities in Asia. The Tarlac Agricultural University was established in 1944 as
Camiling Boys/Girls High School. It started with 368 students, 13 faculty members and a school
principal, but stopped operation in December 1944 and resumed after the Liberation as Tarlac
High School, Camiling Branch. The reopening of the school was a response to the clamor of
parents whose children stopped schooling during the war years and the difficulty of traveling
from Camiling to Tarlac. On July 6, 1945 Municipal Resolution No. 34 created the Camiling
Vocational Agriculture School (CVAS), replacing Tarlac High School, Camiling Branch. That it
focused on vocational agriculture was considered a means to hasten the economic recovery of the
town from the ravages of the war. CVAS had 534 students and 13 faculty members. From 1945
to 1948 the school offered two curricula – the general academic to enable the former students to
graduate and the agriculture curriculum for the first year and second year. On September 26,
1946 the school was renamed Camiling Rural High School (CRHS). In 1948 the general
curriculum was phased out. Early in 1952, the Director of Public Schools served notices that the
school should be relocated to a permanent site and increase the declining enrollment. Otherwise
it might be closed or transferred to another town. The most conducive for an agriculture school’s
expansion was found in Malacampa, a barangay seven kilometers away from the town proper. In
June 1953, the school with 155 students and eight faculty members moved to the new site.
Classrooms and offices were made of bamboos and nipain the “middle of a wilderness.” Funds
from FOA-PHILCUSA later came and permanent buildings replaced the bamboo structures.
Expansion and development was accelerated when CRHS was converted to Tarlac National
Agricultural School (TNAS) in 1957, under a Superintendent. It became a policy to make all
projects profitable – piggery, poultry, goat and vegetables. Linkaging for research started from
pork barrel funds. In 1961, the two-year technical agriculture post-secondary course was opened
and in 1963, the Health Center was built out of funds from the Philippine Charity Sweepstakes.
By that time, TNAS already had a school hymn and a student publication, “The Carabao”. In
1965, TNAS and Tarlac School of Arts and Trades (TSAT) were merged to become the Tarlac
College of Technology. TNAS became TCT-College of Agriculture (TCT-CA) while TSAT
became the Tarlac College of Technology – College of Arts and Trades (TCT-CAT) by virtue of
RA 4337. As TCT-CA, it offered three degree programs: Bachelor of Science in Elementary
Education major in Elementary Agriculture or Home Economics (BSEEd); Bachelor of Science
in Agriculture (BSA) major in Crop Science/ Animal Science; and Bachelor of Science in
Agricultural Engineering (BSAEng’g). Government programs related to agriculture, especially
after the declaration of Martial Law in 1971 gave a boost to the enrollment in these courses.
Graduates found immediate employment here and abroad. From all indications the school could
well become autonomous. On January 14, 2010, Dr. Max P. Guillermo, assumed the presidency
of this College. He pursues a new strategic planning initiative: TAu @ 2015 that outlines the
formulated institutional plans, based on strategic programmatic strengths to be supported by a
comprehensive development plan to make TCA an energized incubator of new ideas and center
of innovation. The objective of this paper is to present the results of measuring service quality by
SERVPERF of two local universities in the City of Tarlac. This research is organized as follows.
Initially a state in higher education reform in Tarlac will be presented. The review of relevant
studies in measuring service quality in higher education is then outlined, which is followed by an
overview of the research. For a researcher, it is interesting to know if the service quality being
given by the Higher education conforms to the needs of their students. The gap between the
service quality expectations versus the actual service quality they experienced with the entity.
The problem they encountered while they studying at their institutions and the institutions profile
and commitment to quality teaching. Likewise, it is also equally interesting to know.
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Statement of the Problem The study aimed to evaluate the students and management’s Quality
Service Management Practices of Higher Education in the City of Tarlac of two (2) local
universities by using tangibles, reliability, responsiveness, assurance and empathy as
determinants. Specifically, it sought to answer the following questions: 1.) What is the profile of
the respondents as to: 1.1 Location 1.2 Field of Study 1.3 Years Completed 1.4 School Hours 1.5
Student Type 2.) What is the level of student’s expectations and actual experiences of the service
of two (2) local universities identified in terms of: 2.1 Tangibility 2.2 Reliability 2.3
Responsiveness 2.4 Assurance 2.5 Empathy 3.) What are the problems encountered by the
students in the institution related to quality service of Higher Education in the City of Tarlac? 4.)
What is the institution’s profile and commitment to quality teaching? Significance of the Study
The study will be significant to the service industry as it will contribute to further understanding
of important service quality attributes and may contribute to the understanding of a specific
institution service specifically to a higher education services and may provide recommendations
for the improvement of that institution. The findings of the study have a great value in helping
the students, university administrators, board member of the university, faculties, university staff,
as well as future researchers. To the University Administrators, it would serve as a basis on the
kind of programs and policies that might be complemented to improve the service quality of the
institution. To the Board Members of the University, it would help develop new patterns of
communication with subordinates to improve the quality of institution services. Moreover,
effective and appropriate strategies will be developed. To the Faculties, the output of this
research may provide relevant information on the quality of higher education services in order to
teach students in proper ways so that their needs and wants will meet inside the classroom.
Identification of concerns encountered in institution will be the first step for them in taking
corrective or preventive action. This will help them gain insight into common and less common
problems and find ways to deal with these so that they may be prevented from occurring in the
future. This research can also give them an insight on problem areas in institution, so that these
can be improved. To the University Staff, the study would provide them vital information to
improve and systematize the delivery of services while at the same time extending excellent
customer service which one of the key success factors of institution operations. To the Students,
this study would provide knowledge and information regarding what to expect during their stays
in institution. To the Future Researchers, this study will serve as an addition to the available
related local studies on the subject which the researcher noted to this day is still limited. It can
help them to realize that there are good benefits in assessing their current service quality in
applying SERVQUAL as a tool.
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Scope and Delimitation of the Study The study focused on the service quality of higher
education institution in the City of Tarlac; Tarlac State University and Tarlac Agricultural
University. The perception of the students and management in the quality of service rendered
were identified. The respondents of the study were the students and management of the
institution. This research also attempted to identify the difference of student’s and management
expectation and actual experiences of the services of two (2) local institution in the City of
Tarlac through five dimensions: reliability, assurance, tangibles, empathy and responsiveness.
Defining the discrepancies between students and management expectations of the quality of the
service and their actual quality of service performance with regards to quality service in higher
education is important in assisting institutions in prioritizing corrective actions for students and
management satisfaction. Questionnaires were distributed to students enrolled for the First
Semester, School Year 2018-2019 and personnel of the university working during this period.
Definition of Terms The following terms are defined in accordance with their conceptual and
theoretical meanings to have a working knowledge and their understanding of the research of the
study. Actual Experience. The experience of a phenomenon in service by the students and
management. Assurance. The knowledge and courtesy of students and their ability to convey
trust and confidence. (Parasuraman, A., Zeithaml, V.A. and Berry, L. L., 1985) Communication.
It means keeping students informed in language they can understand. It also involves explaining
the service itself, explaining how much the service will cost, and assuring the customer that a
problem will be handled. Competence. It is the possession of the required skills and knowledge
to perform services. Courtesy. It involves politeness, respect, consideration and friendliness of
the student and management in the institution. Credibility. It involves trustworthiness,
believability, honesty; it involves having the best interest at heart. Contributing to credibility is
reputation, personal characteristics of the higher education institution. Employee. An individual
who works part-time or full-time under a contract of employment, whether oral or written,
express or implied, and has recognized rights and duties. Empathy. The caring, individualized
attention to the firm or a business provides to students and management. Expectation. A belief
that something will happen or is likely to happen in the line with the service being given.
(Parasuraman, A., Zeithaml, V.A. and Berry, L. L., 1985) Higher Education. Is an optional final
stage of formal learning that occurs after completion of secondary education. Institution. A
society or organization founded for a religious, educational, social, or similar purpose.
Performance Measure. It is the direct quantitative statement about an activity which because it
gives exact evidence about a specific activity, has a high degree of certainly. Quality. It is the
totality of features and characteristics of a product or service that bear on its ability to satisfy
stated or implied needs. (Harrod’s Librarians’ Glossary, 1996) Quality Teaching. It is the
schemes, tools and policies aimed at enhancing the capacity of the teachers to provide the best
teaching and hence ensure the best learning of the students. Reliability. It is the ability to perform
the promised service dependably and accurately. It includes “Doing it right the first time”, which
is one of the most important service components for students and management. It also extends to
provide services when promised and maintain error-free records. Responsiveness. It is the
willingness to help students and provide prompt service to students such as quick service,
professionalism in handling and recovering from mistakes. Satisfaction. It is focused on a
personal and emotional reaction to service. It is also the student’s and management
dissatisfaction based on all encounters and experiences with the particular organization. Security.
It refers to the freedom from danger, risk or doubt. It involves physical safety, financial security
and confidentiality. Service. A valuable action, deed or effort performed to satisfy a need or to
fulfill a demand. Service Quality. An assessment of how well a delivered service conforms to the
client’s expectations. Service business operators often assess the service quality provided to their
clients in order to improve service, to quickly identify problems, and to better assess client
satisfaction. SERVQUAL. It is an instrument for measuring service quality, in terms of the
discrepancy between students and management expectation regarding service offered and the
perception of the service received; respondents are required to answer questions about both their
expectation and their perception. Tangibility. It is the appearance of physical facilities,
equipment, personnel and communication materials. Understanding. It means making the effort
to understand the students need. It includes learning the student’s specific requirements,
providing individualized attention and recognizing the regular custom.
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PART I- Questionnaire for Students:
Name (Optional): __________________________________________________________
Age: __ Years Old
Gender: __________
1. Direction: Encircle the letter that provides the most appropriate answer:
1.) In which University/Institute do you study?
a.) Tarlac State University
b.) Tarlac Agricultural University
c.) Others, please specify_____________________________________________
2.) What is your field of study?
a.) Engineering
b.) Business and Economics Studies
c.) Computer Studies
d.) Education
e.) Arts and Social Sciences
f.) Public Administration and Good Governance
g.) Agriculture
h.) Architecture and Fine Arts
i.) Others, please specify______________________________________________
3.) How long have you been a student in higher education?
a.) Less than a year
b.) 1 to 2 years
c.) 3 to 4 years
d.) Others, please specify, Number of finished years_________________________
4.) School Hours
a.) 3 to 5 hours
b.) 5 to 8 hours
c.) 10 hours
d.) Others, please specify______________________________________________
5.) Student Type
a.) Regular
b.) Irregular

2. A.) SURVEY OF EXPECTATIONS OF THE SERVICE QUALITY OF HIGHER

EDUCATION INSTITUTION.
The following statements relate to your feelings about your EXPECTATIONS in the institution.
Please show the extent to which you believe that the institution you enrolled has the feature
described in the statement below.

Please put a check mark (/) to the boxes provided.

Strongly Disagree Disagree Undecided Agree Strongly Agree
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Questions 5 4 3 2 1
Service Quality (Independent Variable)
*Tangibility
1. The institution will have up-to-date equipment.
2. The facilities of the institution will be visually appealing.
3. The employees of the institution will be well dressed and appear neat.
4. The appearance of facilities of the institution will corresponds to the services provided.
*Reliability
5. When the institution makes a commitment , will they provide a service at the at the scheduled
time, it does so.
6. The institution will show consideration for students problems.
7. The institution will be reliable.
8. The institution will provide services at the scheduled time.
9. The institution will keep its record accurately.
*Responsiveness
10.Working hours of the institution will be adjusted to all students.
11. The employees of the institution will provide prompt service.
12. The employees of the institution will always willing to help the students.
13. The employees of the institution will never be too busy to answers students request.
*Assurance
14. Students will have confidence in employees in the institution.
15.While performing transactions with employees at institution, they will feel confident.
16. Employees of the institution will be polite.
17. Employees will provide adequate support by the institution in order to perform their jobs
successfully.
*Empathy
18. The institution will give students individual attention.
19. Employees of the institution will give you individual attention.
20. Employees of the institution will know your needs.
21. The institution takes thoughtful care of you.
22. The institution informs students about the time of a service to be provided.

B.) SURVEY OF ACTUAL EXPERIENCE ON THE SERVICE QUALITY OF HIGHER

EDUCATION INSTITUTION.

The following statements relate to your feelings about your ACTUAL EXPERIENCES in the
institution. Please show the extent to which you believe that the institution you enrolled has the
feature described in the statement below.
Please put a check mark (/) to the boxes provided.
Strongly Disagree Disagree Undecided Agree Strongly Agree
54321
Questions 5 4 3 2 1
Service Quality (Independent Variable)
*Tangibility
1. The institution has up-to-date equipment.
2. The facilities of the institution are visually appealing.
3. The employees of the institution are well dressed and appear neat.
4. The appearance of the institution facilities corresponds to the services provided.
*Reliability
5. When the institution makes a commitment to provide a service at the at the scheduled time, it
does so.
6. The institution shows consideration for students problems.
7. The institution are reliable.
8. The institution provides services at the scheduled time.
9. The institution keeps its record accurately.
*Responsiveness
10.Working hours of the institution are adjusted to all students.
11. The employees of the institution do provide prompt service.
12. The employees of the institution are always willing to help the students.
13. The employees of the institution are never too busy to answers students request.
*Assurance
14. Students can have confidence in employees in the institution.
15.While performing transactions with employees at institution, you feel confidence.
16. Employees of the institution are polite.
17. Employees are provided adequate support by the institution in order to perform their jobs
successfully.
*Empathy
18. The institution does give students individual attention.
19. Employees of the institution gives you individual attention.
20. Employees of the institution knows your needs.
21. The institution takes thoughtful care of you.
22. The institution informs students about the time of a service to be provided.

3. What are the PROBLEMS encountered related to quality service management practices of
Higher Education Institution in the City of Tarlac?

Directions: Please a Check Mark (/) on the space provided in the most appropriate answer.
1- Always 2- Sometimes 3- Never

a. Problems encountered related to the service process.

Problems Encountered
1. Inadequate training of employees. (administrators,faculties,staff,etc.)
2. Erroneous teaching of lessons.
3. Lack of the time management during school hours.

b. Problems encountered related to the behavior of the employees.

(administrators,faculties,staff,etc.)
Problems Encountered
1. Absenteeism of employees.
2. Tardiness of the employees.
3. Laziness of employee toward work.
4. Lack of presence of mind of employees
5.Unwillingness of the employee to the task.
6.Impoliteness, disrespect, inconsideration and unfriendliness of employees with their co-
employees and students

c. Problems encountered related to employee and student relationship.

Problems Encountered
1. Bad working relationship of the employees with their co-employees and students.
2. Inconsistency of performance and dependability with their co-employees.
d. Problems encountered related to tangible supplies of the institutions.
Problems Encountered
1. Lack of white board, computer laboratories and other teaching materials for the students.
2. Lack of tables, chairs, etc. available for the students.
PART II- INSTITUTION’S PROFILE AND COMMITMENT TO QUALITY TEACHING

1. Name of the Higher Education (HEI)

2. Name, contact details and position of the person completing the questionnaire.
Name: ____________________________________________________________
Position: ___________________________________
Contact Number: ____________________________
Email Address: ______________________________

3. Number of students enrolled in the institution. (Full time equivalent students):

Undergraduate: _____________ Graduate: ________________
4. Proportion of Bachelor/Masters/Doctoral/Other degrees offered. ( please use figure)
Bachelor: _______%
Masters: _______%
Doctoral: _______%
Others: _______%
5. Full time equivalent number of teaching staff and teacher-to-student ratio.
Number of teaching staff: ____________
Number of teacher-to-student ration: __________
6. Can you please indicate the number of students enrolled in the following field of studies?
Field of Studies Undergraduate Graduate
Business/ Management
Engineering
Computer Studies
Agriculture
Education
Social Sciences
Public Administration
Other’s Specify:
8. Provide a check (/) below that indicates the activity level in the following main commitments
of your institution aimed at enhancing the quality of its teaching.
Highly Active Fairly Active Moderately Active Slightly Active Not Active
Support to student learning
(initiatives helping students to work efficiently)
Support to students
(e.g., Counseling services, career advice, mentoring, student associations…)
Support to teaching and learning environment
(libraries, computing facilities, virtual learning environment…)
Support to organization, management of programs at institutional level
(department or institutional level)
Teaching awards for ‘good’ teachers or awards of remarkable QT initiated by teachers
Funds to promote motivational teaching
Professional development for pedagogy
(pedagogical tools ,teachers behaviors and attitudes)
Student evaluation
(i.e., evaluation achieved by the student of the programs or of their learning experience or of the
learning environment)
Program design
Program monitoring and implementation
Institutional policy design, monitoring and implementation
Continuing education for faculty
Initial recruitment process of teaching staff

Direction: Encircle the letter that provides the best appropriate answer.
9. How would you describe the profiles of the teacher’s body in your institution?
a. Full time/ Part time
b. Tenure/ Contract
c. Academic or Professional background
d. Ageing
e. Other, Please specify ________________________________________

10. What are the main distinctive features of the student bodies in the institution.
a. Bachelor/ Masteral/ Doctoral
b. Adult/ Young students
c. Full time/ Part time students
d. Migrant students
e. Students from abroad
11. What are the on-going reform, legislation or regulatory environment at national or regional
level likely to foster the quality of teaching and learning.
a. National performance indicators
b. National subject centers
c. Best practice clearing houses
d. Financial incentives
e. National incentives for teaching excellence
f. Learning environment revitalization policy
g. All of the above
12. Has the regional setting of the institution resulted in which the institution is inserted resulted
in the emergence or refinement of programs and reinforcement of students centered support?
a. Yes
b. No
13. Are there any tangible incentives to foster teaching improvement or evaluation?
a. Pay bonus
b. Career progression specific criteria
c. Prizes
d. Other, please specify__________________________________
14. Is there any specific body in charge of the evaluation or quality monitoring of initiatives or
policies aimed at enhancing quality of teaching and learning?
a. Yes
b. No
15. Does the internal quality assurance system deal specifically with quality of teaching and of
learning?
A. Yes
b. No
16. Is the QT initiative locally implemented? (Within a faculty or a department or at lower
level)?
a. Yes
b. No
17. Is the QT initiative disseminated (across several departments or the whole institution,
faculties or concerns the whole institution)?
a. Yes
b. No
18. Does your institution have a specific body/ committee/ post holder that centralizes/ monitors/
coordinates the support to the QT initiative?
a. Yes
b. No
Pi