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研究生:廖鴻基
研究生(外文):Liao ,Hung-Chi
論文名稱:以多層次模型對學生餐廳服務品質之研究-以萬能科大學生餐廳為例
論文名稱(外文):An Investigation of Service Quality by Hierarchical Model of Student Court in Vanung University
指導教授:楊勝評楊勝評引用關係
指導教授(外文):Yang, Sheng-Ping
口試委員:楊勝評何 學 斌王 耀 明
口試委員(外文):Yang, Sheng-PingHo, Shyue-BinWang, Yao-Ming
口試日期:2012-07-27
學位類別:碩士
校院名稱:開南大學
系所名稱:觀光與餐飲旅館學系
學門:民生學門
學類:觀光休閒學類
論文種類:學術論文
論文出版年:2014
畢業學年度:102
語文別:中文
論文頁數:76
中文關鍵詞:多層次模型服務品質互動品質實質環境品質結果品質
外文關鍵詞:Hierarchical ModelService QualityInteraction QualityPhysical Environment QualityOutcome Quality
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服務品質(Service Quality)為左右顧客對滿意度之關鍵,在餐飲業裡創造利潤扮演愈來愈重要的角色。本研究的目的是希望能更理解在學生餐廳服務品質的影響因素。本文用多層次模型(Hierarchical Model )分析並作實證檢驗。由學生感受的服務品質構面,是經文獻回顧得到的。本文以互動品質(Interaction Quality)、實質環境品質(Physical Environment Quality)、結果品質(Outcome Quality) 3個主構面(Pri- Dimension ),以及員工舉止(Employees’Conduct)、員工專長(Employees’ Expertise)、員工問題解決(Employees’ Problem-Solving)、顧客間的互動(Customer-to-Customer Interaction)、裝潢與氣氛(Décor & Ambience)、餐房品質(Room Quality)、設施可用性(Availability of Facility)、設計(Design)、總評價(Valence)、等待時間(Waiting Time)、社交(Sociability) 11個次構面(Sub-Dimension )共57個問項形成對服務品質構念之知覺,並根據人口統計的因素在學生知覺的這些構面上進行比較,同時以因素分析法(Factor Analysis)驗證學生餐廳服務品質的多層次模型,統計結果能支持包括以3個主構面,以及11個次構面組成之多層次模型(Hierarchical Model ),此模型提供了服務品質評估顧客知覺的一個架構。
經由ANOVA之實證分析結果可以發現,不同樣本特性確實會對各構面造成不同的影響。其中,不同學制下的學生,對服務品質、實質環境品質與結果品質所感受到的程度會有明顯的差異;而不同性別下的學生,則對互動品質、實質環境品質與結果品質所感受到的程度皆有明顯的差異。另以多元迴歸模型分析次構面對主構面與主構面對服務品質的影響。研究結果顯示,在互動品質方面,員工舉止會正向影響其主構面;在實質環境品質方面,餐房品質與設施可用性會正向影響主構面;在結果品質方面,總評價與等待時間會正向影響主構面,惟社交對結果品質的影響與預期方向相反。追究其可能原因,應是學生餐廳所服務的對象多以校內學生與老師為主,不若商業餐廳的服務對象多屬於社會工作人士所致。另外,亦可以發現不論是互動品質、實質環境品質與結果品質均對整體服務品質有正向影響。其中,結果品質是服務品質最重要的主構面,其次是實質環境品質,最後是互動品質。

Service quality is critical to customer satisfaction. In food and beverage industry, creating profits plays a more and more important role. The research purpose hopes to understand more deeply influencers of student restaurant service quality. The study makes an analysis by hierarchical model and an empirical test. Student experience service quality dimensions are acquired via literature review. The study forms service quality construct perception by altogether 57 questions, including 3 pri-dimensions, such as interaction, physical environment and outcome quality, and 11 sub-dimensions, such as employees’ conduct, employees’ expertise, employees’ problem-solving, customer-to-customer interaction, décor and ambience, room quality, availability of facility, design, valence, waiting time and sociability, and makes a comparison pursuant to demographic factors on these dimensions of student perception, while verifying the hierarchical model of student restaurant service quality. The statistic results can support the hierarchical model composed of 3 pri-dimensions and 11 sub-dimensions, which provides a framework of evaluating customer perception by service quality.
It can be found that different sample features indeed have different influence on every dimension via empirical analysis results of ANOVA. Students of different school systems have significant difference in experience extent of service, physical environment and outcome quality; those of different genders do in that of interaction, physical environment and outcome quality. The study analyzes influence of sub-dimension on pri-dimension and that of pri-dimension on sub-dimension by a multiple regression model. The research results indicate that in interaction quality, employees’ conduct has positive influence on pri-dimension; in physical environment quality, availability of restaurant quality and facility has positive influence on pri-dimension; in result quality, valence and waiting time have positive influence on pri-dimension, but influence of sociability on result quality is opposite to expectant direction, the reason of which can be that service objects of a student restaurant rely on students and teachers on campus not as those of a commercial restaurant usually belong to social workers. Also, the study finds that interaction, physical environment and outcome quality have positive influence on overall service quality. Outcome quality is the most important pri-dimension of service quality, the second is physical environment quality, and the third is interaction quality.

第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 2
第三節 研究流程 4
第二章 文獻回顧 5
第一節 萬能科技大學簡介 5
第二節 餐飲業定義 5
第三節 服務品質與學校餐飲服務 13
第四節 服務品質定義與衡量構面論述 15
第五節 多層次服務品質構念的形成 23
第三章 研究設計 26
第一節 研究架構 26
第二節 研究假設 27
第三節 研究變數與定義 32
第四節 研究工具 36
第五節 問卷設計與抽樣方法 37
第四章 研究結果 39
第一節 個人基本資料分析 39
第二節 衡量模式之信度與效度 40
第三節 敘述統計分析 45
第四節 單因子變異數分析 49
第五節 迴歸分析 50
第五章 結論與建議 54
第一節 結論 54
第二節 建議 56
第三節 研究限制 58
參考文獻 59
附錄 71
附錄一 李克特量表(Likert Scale) 71
附錄二 研究問卷 71


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