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研究生:邱永富
研究生(外文):Yung-Fu Chiu
論文名稱:補習班之服務品質-以屏東縣某立案補習班為例
指導教授:陳世哲陳世哲引用關係
指導教授(外文):Shyh-Jer Chen
學位類別:碩士
校院名稱:國立中山大學
系所名稱:人力資源管理研究所
學門:商業及管理學門
學類:其他商業及管理學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:103
中文關鍵詞:期望補習班服務品質
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論文內容提要
孩子永遠是父母心中的寶貝,因此,家長無不想盡辦法投資自己小孩的教育,期望自己的小孩可高人一等。所以從托兒所的雙語教育、小學的課後輔導、以至於國中以後補習班的選擇無不精挑細選,為的就是要給子女一個最好的學習環境。
本研究藉由與家長的訪談中,試圖了解家長對補習班的期望需求有那些?家長如何評估補習班的服務品質?
經過實證研究後,本研究的主要發現如下:
(一)補習班應該加強學校的課業,以使同學的成績能有所進步或保持領先。
(二) 補習班(安親班)應督促同學在補習班完成學校的作業。
(三) 補習班必須於補習上課時間內照顧同學的安全。
(四) 補習班可提供學校沒有或者尚未開始教學的科目,如美語、珠
心算、作文等。
(五) 補習班可以減少同學看電視及玩電腦的時間。
(六) 補習班負有管教同學的責任。
(七) 補習班具有避免同學在外遊蕩的功能。
(八) 補習班可減少親子間因教學問題而產生的不愉快磨擦。
關鍵字:期望、補習班、服務品質
The Service Quality of After-School Tutorial Institutes
in Ping Tung Region
Abstract
Since children are the apples of their parents’ eyes, it goes without saying that parents devote all their time and efforts for their children in order to cultivate a well-educated generation. They expect their children to be superior among others as well. Therefore, it is important for parents to choose a suitable after-school institute with good service for their children. They search deliberately for schools such as bilingual kindergartens, after-school tutorial institutes for elementary school level and after-school tutorial institutes for junior high school level. What they want is to provide the best learning environment for their children.
After interviewing with numerous parents, this research has shown a better understanding on what parents’ expectations are in terms of choosing an appropriate after-school tutorial school for the children. And it also reveals how parents evaluate those so called〝good learning institutes.〞
Based on the evidents I’ve mentioned above, the following section indicates some significant features of those after-school tutorial institutes (ASTI)
1.ASTI should have the ability to improve students’ academic performance and also enhance what they have learned at school.
2.ASTI has the responsibility to check on their homework and give a suitable help if needed.
3.ASTI should provide a safe environment for students.
4.ASTI acts as a role of a pioneer, it provides some courses that schools have not yet started nor offered, such as English, abacus, arithmetic and so on.
5.ASTI reduces their time on watching TV and playing computer games.
6.ASTI not only monitors students’ behaviors, but also gives a certain guidance if needed.
7.ASTI prevents students from loitering after schools.
8.ASTI builds a communicative bridge between students and their parents if there are any conflicts occurred due to the academic disagreement.
目  錄
頁次
第一章緒論
第一節研究動機 …………………………………………… 8
第二節研究目的 …………………………………………… 9
第二章文獻探討
第一節服務品質的概念 ……………………………………10
第二節服務品質的模式 ……………………………………20
第三節顧客滿意度………………………………………… 27
第四節補習班之定義與分類 ………………………………38
第三章研究設計
第一節研究架構…………………………………………… 40
第二節研究方法…………………………………………… 41
第三節研究工具…………………………………………… 41
第四節資料分析…………………………………………… 42
第四章研究討論
第一節家長所期望的補習班……………………………… 44
第二節家長如何選擇補習班……………………………… 47
第三節補習班的服務傳遞過程與外在溝通……………… 50
第四節家長對補習班的認知服務品質 ……………………57
第五章結論與建議
第一節命題發展…………………………………………… 59
第二節研究發現與建議 ……………………………………69
參考文獻 ……………………………………………………… 72
附錄一:訪談問卷………………………………………………78
附錄二:訪談稿摘要 ………………………………………… 79

表 目 錄
頁次
3-1 受訪對象基本資料…………………………………………42
圖 目 錄
2-1 服務品質知學連續帶 ………………………………… 15
2-2 服務品質的決定要素 ………………………………… 16
2-3 認知服務品質模式 …………………………………… 20
2-4 認知服務品質觀念性模式……………………………… 21
2-5 多階段服務價值模型 ……………………………………25
2-6 服務屬性權數-績效評估圖 ……………………………26
2-7 滿意決策之因果認知模式 …………………………… 34
2-8 屬性基礎滿意模式 ………………………………………36
3-1 研究架構………………………………………………… 40
3-2 資料分析的互動模式…………………………………… 43
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