應用PZB模式探討台中某一所私立大學師資培育中心之服務品質與學生滿意度

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Title:	應用PZB模式探討台中某一所私立大學師資培育中心之服務品質與學生滿意度
Other Titles:	A Case Study of Using the PZB Model to Evaluate Service Quality and Customer Satisfaction in the Center for Teacher Education of a Private University in Taichung
Authors:	蔡書彰 Tsai,Shu-chang
Contributors:	劉子彰 Liu,Tze-Chang 教育研究所
Keywords:	服務品質;師資培育中心;PZB模式;學生滿意度 Service Quality;Center for Teacher Education;PZB model;Student Satisfaction
Date:	2015
Issue Date:	2015-12-22T03:38:49Z (UTC)
Abstract:	本研究以台中某一所私立大學師資培育中心人員提供服務方與接受服務方師資培育學生為對象，主要目的在於探討師資培育中心學生對中心服務品質滿意度之感受。採用深度訪談法，文獻探討與觀察法進行資料蒐集並分析，希望透過服務品質模式(PZB)來衡量五構面，來探討師資培育中心人員對所給予各方面服務品質的自我評估與師資培育中心學生對於服務期望以及服務後感受間的落差雙方之間的認知缺口。依研究結論可以歸納如下：一、可靠性構面　　在服務效率的方面雙方都是給予正向的看法，在課程充實性有受訪者反映增加實務性課程，減少理論與實務落差。在課程與老師授課方式方面反映屬正面的看法。二、有形性構面　　反映學習氣氛屬正向，教室具整潔度，師們作業的分配合理。師培中心協助充足，但訪談有反映有時服務態度有不佳的情況。教室充足但部分上課教室偏遠，另專用教室桌椅是固定式不方便小組討論。設備上師培行政人員認為足夠，受訪學生則反映設備老舊，且缺少板書練習處。三、反應性構面　　在行政人員回覆速度是滿意，然後態度與溝通上，受訪者反映有待加強。四、保證性構面　　肯定教師與行政人員均有經驗，然有受訪者反映教師授課與教學大綱不同，或行政人員服務方式有待改善。業務上師培中心認為有重視學生權益，然有受訪者反映師培中心回應問題有時無法解答，期待透明公開交代，產生缺口落差。五、關懷性構面受訪者肯定學生請假均得教師關心。學生受訪者反映師培中心有時無法理解學生想法，遇問題也互踢皮球，滿意度產生缺口落差。受訪者對於師資培育中心提供考試準備活動與協助則感到滿意。　最後根據研究結果發現師資培育中心提供服務方做為服務品質改善。關鍵詞：PZB模式、師資培育中心、服務品質、學生滿意度 The main purpose of this study is to evaluate student satisfaction and the quality of service of the Center of Teacher Education at a private university in Taichung, which provides services targeting students of teacher education.Using in-depth interviews, literature review and observation to data collection, and analysis, five dimensions of service quality were measured using the PZB service quality model in order to explore all aspects of administration service quality, service experience, and student expectations for the services at the Center of Teacher Education.1. Reliability　　As to the service effectiveness, both sides turned positive outcomes. Interviewees responded that more practical courses may reduce the gap between theory and practice. There were also positive perspectives on both curriculum and instructions.2. Tangibles　　Learning ambience was positive while the classrooms were clean and tasks were reasonable. The assistance from the Teacher education center met the needs, but some interviewees responded that sometimes the administrators’ attitude was poor. Although the classrooms were enough, but some classrooms were far away and the professional classroom had fix chairs which restrict group discussions. The administrators from the teacher education center believe that equipment was enough, but student interviewees consider it too old and lack of place for blackboard practicing. 3. Responsiveness　　The effective of administration’s responses were satisfied, but student interviewees responded the administrators need to improve their attitude and communication. 4. Assurance　　Although, interviewees responded that instruction may differ from syllabus, and the administrators’ attitude need improve, both professors and administrators showed that they were experienced. Teacher education center administrators considered themselves to value students’ rights but some interviewees pointed out that the teacher education center sometimes cannot answer students’ questions and expected to have a clear responses that lead to the gap.5. Empathy　　The interviewees showed affirmative response to professors’ caring of their absence. Student interviewees responded that the teacher education center sometime cannot understand students’ thought, and pass the buck around causing gap for satisfaction. Interviewees are satisfied with the exam preparing and assistant service offered by teacher education center.Finally, the results of the study can be used to serve as suggestions to improve the service quality of the Center of Teacher Education.Keywords: PZB model, Center for Teacher Education, Service Quality, Student Satisfaction
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