Abstract
Policymakers generally assume a simple and direct link between service quality and user satisfaction. However, research has focused on the absence of such a direct link—satisfaction is not a simple reflection of public authorities’ service provision. We have surprisingly limited insight into this possible service quality paradox, and into which service characteristics that affect user satisfaction. This chapter studies if such a service quality paradox exists within Norwegian kindergartens. Kindergartens are considered a vital part of the Norwegian educational services. They have a legal obligation to both «safeguard the children's need for care and play» as well as «promote learning and formation as a basis for an all-round development». User satisfaction surveys have become more common within public administration, both as a quality measure and as a governance tool. This also includes educational services, with surveys directed toward both parents and pupils. The chapters test if quality measures (staffing and staff’s education) impact satisfaction, and whether specific users (parents with the youngest children) are especially sensitive to changes in service quality. To do this we employ a novel dataset that combines individual-level data from four waves of the Norwegian kindergarten survey (2016–2019) and kindergarten-level panel data on service characteristics. The data enables us to estimate both within- and between-unit effects at the kindergarten level.
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Rydland, H.T., Nordø, Å., Christensen, D.A. (2022). Service Satisfaction and Service Quality: A Longitudinal and Multilevel Study of User Satisfaction with Kindergartens in Norway. In: Khine, M.S. (eds) Methodology for Multilevel Modeling in Educational Research. Springer, Singapore. https://doi.org/10.1007/978-981-16-9142-3_19
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