Developing and testing relationship quality model: the context of undergraduate business programs in Thailand
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2019
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ABAC Journal Vol. 39 No.3 (July-September 2019), 111-128
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Developing and testing relationship quality model: the context of undergraduate business programs in Thailand
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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.
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