Factor structure and stability of a quality questionnaire within a postgraduate program

  1. Javier M. Moguerza
  2. Juan José Fernández-Muñoz
  3. Andrés Redchuk
  4. Clara Cardone-Riportella
  5. Esperanza Navarro-Pardo
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Año de publicación: 2017

Volumen: 33

Número: 2

Páginas: 351-355

Tipo: Artículo

DOI: 10.6018/ANALESPS.33.2.256711 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Anales de psicología

Objetivos de desarrollo sostenible

Resumen

En este trabajo se describe un instrumento basado en el uso de una técnica de análisis factorial con el fin de medir la calidad de la educación a través de una muestra de estudiantes de postgrado de una universidad pública española. El instrumento tiene unas aceptables propiedades psicométricas (fiabilidad y validez). En cuanto a la solución factorial, tres dimensiones principales se han determinado: la importancia dada a la materia; recursos educativos y conocimiento de la materia (anterior y posterior). Es importante destacar que estas tres dimensiones se han detectado consistentemente en todo el análisis factorial: muestra total y cursos separados. Estas tres dimensiones deben ser consideradas como aspectos fundamentales en el diseño de un instrumento para evaluar la calidad educativa. Estos hallazgos pueden ser tomados como base para el diseño de estrategias futuras para la evaluación de la calidad educativa en otro tipo de estudios dentro del área de la educación superior

€ Ver financiación

Información de financiación

This work has been partially funded by the following projects: Projects GROMA (MTM2015-63710-P), PPI (RTC-2015-3580-7) and UNIKO (RTC-2015-3521-7) funded by the Ministry of Economy and Competitiveness (Spain); and project SEJ-141 funded by the Regional Government of Andaluc?a (Spain); and the ?methaodos.org? research group at University Rey Juan Carlos.

Financiadores

Referencias bibliográficas

  • Bentler, P.M. (1990). Comparative fit indices in structural models. Psychological Bulletin, 107, 238-246.
  • Dubas, K. & Strong, J. (1993). Course Design Using Conjoint Analysis. Journal of Marketing Education, 15, 31-36.
  • Dubas, K., Ghani, W., Davis, S. & Strong, J. (1998). Evaluating Market Orientation of an Executive MBA Program. Journal of Marketing for Higher Education, 8(4), 49-59.
  • Ehling, M & Körner, T. (2007). Handbook on Data Quality Assessment Methods and Tools. Eurostat, European Commission, Wiesbaden.
  • Ferrando, J.P. & Lorenzo-Seva, U. (2014). Exploratory Item Factor Analysis: Some additional considerations. Anales de Psicología, 30(3), 1170-1175.
  • Goldghen, L. & Kane, K. (1997). Repositioning the MBA, Issues and Implications. Journal of Marketing for Higher Education, 8(1), 15-24.
  • Guolla, M. (1999). Assessing the teaching quality to student satisfaction relationship: Applied customer satisfaction research in the classroom. Journal of Marketing Theory and Practice, 7(3), 87-98.
  • Herche, J. & Swenson, M. (1991). Multidimensional Scaling: A Market Research Tool to Evaluate Faculty Performance in the Classroom. Journal of Marketing Education, 13, 14-20.
  • Horn, J.L. (1965). A Rationale and Test for the Number of Factors in Factor Analysis. Psychometrika, 30, 179-85.
  • Jöreskog, K.G. & Sörbom, D. (1979). Advanced in factor analysis and structural equation models. Cambridge: M.A. Abl.
  • Juric, B., Tood S. & Henry J. (1997). From the Student Perspective: Why Enrol in an Introductory Marketing Course? Journal of Marketing Education, 19(1), 65-76.
  • Lado, N., Cardone, C. & Rivera, P. (2003). Measurement and Effects of Teaching Quality: An Empirical Model Applied to Masters Programs. Journal of the Academy of Business Education, 4, 28-40.
  • Lloret-Segura, S, Ferreres-Traver, A., Hernández-Baeza, A & Tomás-Marco, I. (2014). Exploratory item factor analysis: a practical guide revised and up-dates. Anales de Psicología, 30(3), 1151-1169.
  • Mardia, K., Kent, J. & Bibby, J. (1979). Multivariate analysis. Academic Press: London.
  • Marks, R.B. (2001). Determinants of Student Evaluations of Global Measures of Instructor and Course Value. Journal of Marketing Education, 22(2), 108-119.
  • Marsh, H. (1994). Weighting for the Right Criteria in Instructional Development and Effective Assessment (IDEA) System: Global and Specific Ratings of teaching Effectiveness and their Relation to Course Objectives. American Psychologist, 86(4), 631-648.
  • Martin, G. & Bray, G. (1997). Assessing Customer Satisfaction with a Master of Business Administration Program: Implications for Resource Allocation. Journal of Marketing for Higher Education, 8(2), 15-28.
  • Mckeachie, W. (1997). Student Rating: The Validity of Use. American Psychologist, 52, 1218-25.
  • Moreno, A. & Ríos, D. (1998). Issues in Service Quality Modelling. In Bernardo J.M., et al. (Edit.). Bayesian Statistics, 6, 441-457.
  • O´Neil, H.F. Jr. & Abedi, J. (1996). Reliability and Validity of a State Metacognitive Inventory: Potential for Alternative Assessment. The Journal of Educational Research, 89(4), 234-245.
  • Pohlmann, J.T. (2004). Use and Interpretation of Factor Analysis in the Journal of Educational Research: 1992-2002. The Journal of Educational Research, 98(1), 14-22.
  • Saris, W. E. & Stronkhorst, H. (1984). Casual modelling in non-experimental research: an introduction to the LISREL approach. Amsterdam: Sociometric Research Foundation.
  • Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A. & King, J. (2006).Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review. The Journal of Educational Research, 99(6), 323-337.
  • Simpson, P. & Siguaw J. (2000). Student evaluations of teaching: An exploratory study of the faculty response. Journal of Marketing Education, 22(3), 199-213.
  • Stafford, T. (1994). Consumption Values and the Choice of Marketing Electives: treating Students like Customers. Journal of Marketing Education, 16(2), 26-33.
  • Steiger, J.H. & Lind, C. (1980). Statistically based tests for the number of common factors. Paper presented at the annual meeting of the Psychometric Society, Iowa City, IA.
Fuente de los datos: Dialnet