THE IMPACT OF LOGISTICS EDUCATION QUALITY ON STUDENTS’ SATISFACTION AND ATTITUDE DURING THE COVID-19 PANDEMIC PERIOD

Year 2022, Issue: 92, 68 - 85, 31.12.2022

Gözde Yangınlar , Sait Gül

https://doi.org/10.17753/sosekev.1150645

Abstract

The Covid-19 epidemic has spread rapidly since the day it first appeared and has turned into a global phenomenon and led universities to reorganize their existing systems. Logistics lessons’ applications could not implement in customs, airports, and seaports due to social distancing and isolation in itself which leads to negative impacts on logistics education quality. This study is aimed at analyzing the logistics education quality impact on logistics students' satisfaction and attitude during Covid-19 in state and foundation universities. A survey was conducted with 310 logistics students studying at five universities in Turkey during the Covid-19 outbreak. As a result of the research, the rapidly evolving global pandemic has affected the way logistics of education quality, students’ attitudes, and satisfaction during this crisis. In the Covid-19 outbreak, it was determined that students were not satisfied with the logistics education quality sub-factors "academical personal of logistics, education programs of logistics, measurement, and evaluation". The logistics education quality subfactors "teaching methods, internationalization, access, and approachableness of services had a positive effect on student attitude. In addition, it is envisaged that this study will develop an understanding of interdisciplinary cooperation and offer new solutions.

Keywords

Logistics education quality, Student's satisfaction, Student's attitude, Covid-19, Logistics,, Lojistik.

COVID-19 PANDEMİ SÜRECİNDE LOJİSTİK EĞİTİM KALİTESİNİN ÖĞRENCİ MEMNUNİYETİ VE TUTUMU ÜZERİNDEKİ ETKİSİ

Abstract

Covid-19 salgını ilk ortaya çıktığı günden itibaren hızla yayılarak küresel bir boyuta ulaşmış ve üniversitelerin mevcut sistemlerini yeniden düzenlemeye yöneltmiştir. Sosyal mesafe ve izolasyon nedeniyle lojistik ders uygulamalarının gümrüklerde, havaalanlarında, limanlarda uygulanmaması lojistik eğitim kalitesini olumsuz yönde etkilemektedir. Bu çalışmada, Covid-19 sürecinde devlet ve vakıf üniversitelerinde lojistik eğitim kalitesinin lojistik öğrencilerinin memnuniyeti ve tutumunu üzerindeki etkisini ölçmeyi amaçlamaktadır. Covid- 19 salgını sürecinde Türkiye'de beş üniversitede öğrenim gören 310 lojistik öğrencisiyle anket çalışması yapılmıştır. Araştırma sonucunda, hızla gelişen küresel pandemi lojistik eğitim kalitesini, öğrencilerin tutumlarını ve memnuniyetlerini etkilemiştir. Covid-19 salgınında öğrencilerin lojistik eğitim kalitesi alt faktörlerinden "lojistik akademik kadrosu, lojistik eğitim programları, ölçme ve değerlendirme" den memnun olmadıkları belirlenmiştir. Lojistik eğitim kalitesi alt faktörlerinden "öğrenme yöntemleri, uluslararasılaşma ve destek hizmetleri" öğrenci tutumunu olumlu yönde etkilemektedir. Ayrıca bu çalışmanın disiplinler arası bir işbirliği anlayışını geliştirmesi ve yeni çözümler sunması öngörülmektedir.

Keywords

Covid-19, Lojistik eğitim kalitesi,, Öğrenci memnuniyeti, Öğrenci tutumu, Lojistik

References

• Abdullah, F. (2006). The development of HEdPERF: a new measuring instrument of service quality for the higher education sector. International Journal of Consumer Studies, 30(6), 569- 581. https://doi.org/10.1111/j.1470-6431.2005.00480.x
• Aikman, S., Halai, A., & Rubagiza, J. (2011). Conceptualising gender equality in research on education quality. Comparative Education, 47(1), 45-60. https://doi.org/10.1080/03050068.2011.541675.
• Akareem, H.S. & Hossain, S.S. (2012). Perception of education quality in private universities of Bangladesh: a study from students' perspective. Journal of Marketing for Higher Education, 22(1), 22-33. https://doi.org/10.1080/08841241.2012.705792.
• Arslan, A. (2006). Bilgisayar destekli eğitim yapmaya ilişkin tutum ölçeği [The attitude scale toward making computer supported education]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 24-33.
• Barbulescu, A. (2015). Quality Culture in the Romanian Higher Education. Procedia – Social and Behavioral Sciences, 191, 1923-1927. https://doi.org/10.1016/j.sbspro.2015.04.445.
• Barnes, B.R. (2007). Analysing Service Quality: The Case of Post-Graduate Chinese Students. Total Quality Management, 18(3), 313-331. https://doi.org/10.1080/14783360601152558.
• Brochado, A. (2009). Comparing Alternative Instruments to Measure Service Quality in Higher Education. Quality Assurance in Education, 17(2), 174-190.
• Castro, B.V. & Guzman, A.B. (2014). A structural equation model of the factors affecting Filipino university students' shadow education satisfaction and behavioral intentions. Asia Pacific Journal of Education, 34(4), 417-435. https://doi.org/10.1080/02188791.2014.960797.
• Chau, S. & Cheung, C. (2018). Academic satisfaction with hospitality and tourism education in Macao: the influence of active learning, academic motivation, and student engagement. Asia Pacific Journal of Education, 38(4), 473-487. https://doi.org/10.1080/02188791.2018.1500350.
• Divjak, M.D., Rupel, V.P., & Lesnik, K.M. (2018). The impact of study attitudes and study behavior on satisfaction of online students with the implementation of online study programmes. Educational Media International, 55(33), 287-300.https://doi.org/10.1080/09523987.2018.1512450.
• Duatepe-Paksu A. (2013). Sınıf öğretmeni adaylarının geometri hazırbulunuşlukları, düşünme düzeyleri, geometriye karşı öz-yeterlikleri ve tutumları [Preservice Elementary Teachers’ Geometry Readiness, Thinking Levels, Self Efficacy and Attitudes towards Geometry]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 33, 203-218. https://doi.org/10.9779/PUJE585.
• Guangli, Z. (2016). The effectiveness of the higher education quality assessment system: Problems and countermeasures in China. Chinese Education & Society, 49(1-2), 39-48. https://doi.org/10.1080/10611932.2016.1192385.
• Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., Zhang, L., Fan, G., Xu, J., Gu, X., Cheng, Z., Yu, T., Xia, J., Wei, Y., Wu, W., Xie, X., Yin, W., Li, H., Liu, M., … Cao, B. (2020). Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497–506. https://doi.org/10.1016/S0140-6736(20)30183-5.
• Koban, E., & Yıldırır Keser, H. (2011). Dış ticarette lojistik [Logistics in Foreign Trade]. Ekin Basım Yayın Dağıtım.
• Lancioni, R., Forman, H., & Smith, M. F. (2001). Logistics programs in universities: Stovepipe vs. cross disciplinary. International Journal of Physical Distribution and Logistics Management, 31, 53–64. https://doi.org/10.1108/09600030110366429.
• Lee, M.J., Kang, H., Choi, H., Lee, J.W., & Olds, D. (2019). Students’ perceptions of hospitality education quality in the United States higher education: Domestic versus international students. Journal of Hospitality, Leisure, Sport & Tourism Education, 25, 100212. https://doi.org/10.1016/j.jhlste.2019.100212.
• Liu, C. (2017). Using a video game to teach supply chain and logistics management. Interactive Learning Environments, 25(8), 1009-1024. https://doi.org/10.1080/10494820.2016.1242503.
• Liu, S., Liu, Y., & Liu, Y. (2020). Somatic symptoms and concern regarding Covid-19 among Chinese college and primary school students: A cross-sectional survey. Psychiatry Research, 289, 113070. https://doi.org/10.1016/j.psychres.2020.113070.
• Mangan, J., Gregory, O., & Lalwani, C. (2010). Education, training and the role of logistics managers in Ireland. International Journal of Logistics, 4(3), 313-327. https://doi.org/10.1080/13675560110084120.
• Marinov, M. & Ricci, S. (2012). Organization and management of an innovative intensive programme in rail logistics. Procedia - Social and Behavioral Sciences, 46, 4813 – 4816. https://doi.org/10.1016/j.sbspro.2012.06.340.
• Naim, M., Lalwani, C., Fortuin, L., Schmidt, T., Taylor, J., & Aronsson, H. (2000). A model for logistics systems engineering management education in Europe. European Journal of Engineering Education, 25(1), 65-82. https://doi.org/10.1080/030437900308652.
• Naser, A. (2008). Education quality of private universities in Bangladesh: faculty resources and infrastructure perspective [Master in Public Policy and Governance Program, Department of General and Continuing Education, North South University Dhaka].
• Odriozola-González, P., lanchuelo-Gómez, A., Irurtiaa, M.J., & Luis-Garcíab, R. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 1-8.https://doi.org/10.1016/j.psychres.2020.113108.
• Ozment, J. & Keller, S.B. (2011). The future of logistics education. Transportation Journal, 50, 65– 83. https://doi.org/10.5325/transportationj.50.1.0065.
• Pham, H.T. (2018). Impacts of higher education quality accreditation: a case study in Vietnam. Quality in Higher Education, 24(2), 168-185. https://doi.org/10.1080/13538322.2018.1491787.
• Pohlen, T.L. (2011). Meeting the challenge of educating the transportation and logistics professional: The American Society of Transportation and Logistics on the 50th Anniversary of Transportation Journal. Transportation Journal, 50, 84–90. https://doi.org/10.5325/transportationj.50.1.0084.
• Ross, J.G., Burrell, S.A., Mendes, A., & Heverly, M.A. (2020). Pre-licensure nursing students' attitudes toward clinical research, education research, and pedagogical research participation in the United States. Nurse Education Today, 93, 104522. https://doi.org/10.1016/j.nedt.2020.104522.
• Sakthivel, P.B. & Raju, R. (2006). An Instrument for measuring engineering education quality from students' perspective. Quality Management Journal, 13(3), 23-34. https://doi.org/10.1080/10686967.2006.11918559.
• Senna, E.T.P., Senna L.A.S.S. & Silva, R.M. (2013). The challenge of teaching business logistics to international students, 6th IFAC Conference on Management and Control of Production and Logistics. The International Federation of Automatic Control, Fortaleza, Brazil, 463-470. https://doi.org/10.3182/20130911-3-BR-3021.00105.
• Shapiro, H.B., Lee, C.H., Roth, N.E.W., Li, K., Çetinkaya-Rundel, M., & Canelas, D.A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers & Education, 110, 35-50. https://doi.org/10.1016/j.compedu.2017.03.003.
• Snijders, I., Wijnia, L., Rikers, R.M.J.P., & Loyens, S.M.M. (2020). Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty. International Journal of Educational Research, 100, 101538.https://doi.org/10.1016/j.ijer.2020.101538.
• Sulis, S., Giambona, F., & Porcu, M. (2020). Adjusted indicators of quality and equity for monitoring the education systems over time. Insights on EU15 countries from PISA surveys. Socio- Economic Planning Sciences, 69, 100714. https://doi.org/10.1016/j.seps.2019.05.005.
• Taşkın, E. & Durmaz, Y. (2012). Lojistik Faaliyetler [Logistics Activities]. Detay.
• Tickly, L. & Barrett, A.M. (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development, 31, 3-14. https://doi.org/10.1016/j.ijedudev.2010.06.001.
• Tong, J. (2011). Managing logistics higher education using logical framework analysis. International Journal of Innovation Management and Technology, 2(4), 309-314.
• Wang, J., Gao, R., Guo, X., & Liu, J. (2020). Factors associated with students’ attitude change in online peer assessment – a mixed methods study in a graduate-level course. Assessment & Evaluation in Higher Education, 45(5), 714-737. https://doi.org/10.1080/02602938.2019.1693493.
• World Health Organization. (2022). Mental health and psychosocial considerations during the COVID-19 outbreak. https://www.who.int/docs/default-source.
• World University Rankings (2022). https://www.timeshighereducation.com/world-university-rankings.
• Wu, Y.J. & Huang, S.K. (2013). Making on-line logistics training sustainable through e-learning. Computers in Human Behavior, 29, 323–328. https://doi.org/10.1016/j.chb.2012.07.027.
• YÖK (2022). Yüksek Öğretim Bilgi Sistemi Lojistik Yönetimi Bölümü [Higher Education Information System Department of Logistics Management]. https://istatistik.yok.gov.tr.
• Zhang, Q., He, Y., Zhu, Y., Dai, M., Pan, M., Wu, J., Zhang, X., Gu, Y., Wang, F., Xu, X., & Qu, F. (2020). The evaluation of online course of Traditional Chinese Medicine for MBBS international students during the Covid-19 epidemic period. Integrative Medicine Research, 9(3), 100449. https://doi.org/10.1016/j.imr.2020.100449.