Department/Unit: Law and Management
Qualifications: BA Law and Management; MSc Educational Management; PhD in Service Management
PhD Institution: University of Mauritius
PhD dissertation title: Developing a Holistic Model of Higher Education Service Quality (HESQUAL) and Testing of an Integrated Student Satisfaction Model
Current research interests and projects: Higher Education; Quality Management; PLS-SEM
Selected publication 1: Teeroovengadum, V., Seetanah, B., Bindah, E., Pooloo, A., & Veerasawmy, I. (2021). Minimising perceived travel risk in the aftermath of the COVID-19 pandemic to boost travel and tourism. Tourism Review, 76(4), 910–928.
Selected publication 2: Seetal, I., Gunness, S., & Teeroovengadum, V. (2021). Educational disruptions during the COVID-19 crisis in Small Island Developing States: Preparedness and efficacy of academics for online teaching. International Review of Education, 67(1–2), 185–217.
Selected publication 3: Teeroovengadum, V. (2020). Service quality dimensions as predictors of customer satisfaction and loyalty in the banking industry: moderating effects of gender. European Business Review, 34(1), 1-19.
Selected publication 4: Ghasemy, M., Teeroovengadum, V., Becker, J.-M., & Ringle, C. M. (2020). This fast car can move faster: a review of PLS-SEM application in higher education research. Higher Education, 80(6), 1121–1152.
Selected publication 5: Nunkoo, R., Teeroovengadum, V., Ringle, C. M., & Sunnassee, V. (2020). Service quality and customer satisfaction: The moderating effects of hotel star rating. International Journal of Hospitality Management, 91, 102414.
Selected publication 6: Seetanah, B., Teeroovengadum, V., & Nunkoo, R. (2020). Destination Satisfaction and Revisit Intention of Tourists: Does the Quality of Airport Services Matter? Journal of Hospitality & Tourism Research, 44(1), 134–148.
Selected publication 7: Teeroovengadum, V., Nunkoo, R., Gronroos, C., Kamalanabhan, T. J., & Seebaluck, A. K. (2019). Higher education service quality, student satisfaction and loyalty: Validating the HESQUAL scale and testing an improved structural model. Quality Assurance in Education, 27(4), 427–445.
Selected publication 8: Teeroovengadum, V., Nunkoo, R., & Dulloo, H. (2019). Influence of organisational factors on the effectiveness of performance management systems in the public sector. European Business Review, 31(3), 447–466.
Selected publication 9: Teeroovengadum, V. (2019). Environmental identity and ecotourism behaviours: examination of the direct and indirect effects. Tourism Review, 74(2), 257–269.
Selected publication 10: Teeroovengadum, V., Kamalanabhan, T. J., & Seebaluck, A. K. (2016). Measuring service quality in higher education. Quality Assurance in Education, 24(2), 244–258.
Capstone assignment title: THE DOCTORAL SUPERVISOR AS A TRANSFORMATIONAL LEADER: HOW EFFECTIVE CAN IT BE?
Capstone assignment abstract: The doctoral degree is considered to be the pinnacle of academic achievement and accordingly comprises of various challenges for different stakeholders which include the doctoral candidate, the university and the government. Among the various issues, two major ones identified by past studies are high attrition rates and poor level of well-being among doctoral scholars. This is perfectly illustrated by Laufer and Gorup (2018, p.1) who state that “a doctorate degree is characterized in the literature as a time of high stress and uncertainty for students as well as subject to worrisome attrition rates with an estimated 50% of doctoral students discontinuing their degrees.” Improving psychological well-being of doctoral candidates and enhancing persistence intention are thus key priorities for both theory and practice in the higher education field. While much research has been done already on the topic, there are definitely interesting gaps in the literature which require further investigation. In this study, the focus is on doctorate supervision which has been found by past studies to be strong determinant of both well-being and doctorate completion (Spronken-Smith et al, 2018). Drawing from the relevant literature in higher education and generic leadership theories, an original conceptual framework is developed. Specifically, the potential impact of a transformational leadership style by the doctorate supervisor on both doctoral students’ well-being and persistence intention is explored. Based on relevant theories, one mediating variable, namely, autonomous motivation is included. Furthermore, the expected moderating effects of doctoral liminality is also considered in the model.
