Developing and testing relationship quality model: the context of undergraduate business programs in Thailand

Abstract

The purpose of this study is to develop a concept of the dimensions of relationship quality for students and lecturers, using the Investment Theory. The determinants of relationship quality drawn from the Social Exchange Theory and their outcomes were investigated. Past studies examined relationship quality in various contexts, yet were limited in higher education. Relationship quality dimensions are evolving and mostly capture only “want to” and “ought to” stay in relationships, hence, this study added a “have to” aspect. This study adopted in-depth interviews and a self-administered questionnaire. The 459 useable data from undergraduate students of the international day-program in business of three purposively selected universities were analyzed. This empirical study has found that students’ trust, gratitude, and dependence represent comprehensive dimensions, as justified by the three aspects of relationship based on the Investment Theory, of relationship quality. Effective communication was the most significant predictor of trust. Functional quality was the most significant predictor of gratitude. Mentorship was the strongest predictor of relationship quality. These findings contribute that the Social Exchange Theory can be used to explain the reasons for strong student relationships. Accordingly, higher education institutions are recommended to sustain the effective communication, functional quality, and mentorship qualities of their lecturers.