Conceptualization of Notions and Formation of Quality Indicators of Educational Services

Author Name(s): Lev I. Fishman, Liliana A. Sosunova, *Sergey V. Noskov, Valentina V. Agafonova, Anna N. Sivaks
Author Email: l_fishman@mail.ru

Abstract

The relevance of the research topic is caused by insufficiently high quality and competitiveness of educational services in the Russian Federation. One of the reasons for this is imperfection of methodological approaches to formation of indicators of qualitative results of providing educational services. Issue statement: the quality of educational services is understood in different ways both by researchers and by various participants of the services market. This creates problems in formation of quality indicators of educational services and decision-making by all concerned parties. The research purposes consist in conceptualization of notions, which are related to the quality of educational services, and development of a system of indicators of their evaluation, reflecting interests of services users, their producers, and management bodies. The research methods include methods of scientific abstraction and concretization of generic concepts of quality, summaries, groupings and ranking of quality indicators of educational services, their clustering. The methods of mathematical statistics and theory of probability are also used. The results and key conclusions: conceptualization is carried out and the difference in the notions, related to the quality of educational services, is revealed. The system of quality indicators of services of higher professional education is formed, their ranking and clustering is carried out. A gap between the consumer quality of educational services and the quality of services that are used in practice has been established

Introduction

Establishing a context The concepts “quality of educational service”, “quality of production of educational service”, “consumer quality”, “competitiveness of educational service” are used nowadays both by researchers and consumers and also by education authorities of various levels in absolutely different meanings, with different connotations. This creates obvious problems not only in daily communication of people or in communication of experts, but also in the course of managerial decision-making, for example, in control of the quality indicators, competitiveness and monitoring of services. In application of these concepts both in theory and practice of decision making, needs of direct consumers of educational services remain incomprehensible, not articulated and unaccounted.

Conclusion

1. Conceptualization of the notions “quality of educational service”, “quality of production of educational service”, “consumer quality”, “competitiveness of educational service” is carried out. 2. The specificity of educational services is revealed. 3. Ranking of the quality indicators of educational services is conducted. 4. The hierarchical cluster analysis of the quality indicators of educational services is carried out. 5. The gap between the consumer quality of educational services in perception of students and the quality indicators of services that are used in practice is established.

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