Service quality, teaching management and effectiveness in Chinese universities: Basis for a proposed continuous improvement plan

This study investigates the interrelationships between service quality, teaching management, and teaching effectiveness in Chinese universities.While prior research has addressed these factors individually, their combined impact remains under-explored.A survey was conducted among 762 teachers from 75 universities, measuring their perceptions on five dimensions of service quality, five aspects of teaching management, and six indicators of teaching effectiveness.Descriptive statistics analyzed the current state of service quality and teaching management.Correlation analysis examined the relationships between the variables.Results revealed that most teachers were aged 26-40 with Master's degrees.Tangibility and empathy emerged as the most crucial aspects of service quality, while all dimensions were seen as influential.Daily teaching management, curriculum management, and classroom management were deemed highly important.Similarly, teaching ability, content, and effectiveness were considered central to effective teaching.Statistically significant differences were found in service quality, teaching management, and effectiveness based on age, education, and teaching experience.Importantly, a significant positive correlation existed between all three variables, suggesting that improved service quality fosters better teaching management and subsequently stronger teaching effectiveness.Building on these findings, the study proposes a university development plan for continuous improvement in these interconnected areas.