Document Type : Original Article


Health Services Administration Department, School of Medical Management and Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran


Background: Today, the challenges of quality improvement and customer focus as well as systems
development are important and inevitable matters in higher education institutes. There are some
highly competitive challenges among educational institutes, including accountability to social needs,
increasing costs of education, diversity in educational methods and centers and their consequent
increasing competition, and the need for adaptation of new information and knowledge to focus
on students as the main customers. Hence, the purpose of this study was to determine the rate
of costumer focus based on Isfahan University of Medical Sciences students’ viewpoints and to
suggest solutions to improve this rate. Materials and Methods: This was a cross‑sectional study
carried out in 2011. The statistical population included all the students of seven faculties of Isfahan
University of Medical Sciences. According to statistical formulae, the sample size consisted of
384 subjects. Data collection tools included researcher‑made questionnaire whose reliability was
found to be 87% by Cronbach’s alpha coefficient. Finally, using the SPSS statistical software and
statistical methods of independent t‑test and one‑way analysis of variance (ANOVA), Likert scale
based data were analyzed. Results: The mean of overall score for customer focus (student‑centered)
of Isfahan University of Medical Sciences was 46.54. Finally, there was a relation between the
mean of overall score for customer focus and gender, educational levels, and students’ faculties.
Researcher suggest more investigation between Medical University and others. Conclusion: It is
a difference between medical sciences universities and others regarding the customer focus area,
since students’ gender must be considered as an effective factor in giving healthcare services quality.
In order to improve the customer focus, it is essential to take facilities, field of study, faculties, and
syllabus into consideration.


1. Amiri F. Performance Measurement Organizations by Kunchy
model. Tadbir Mon J 2006;168:23.
2. Haghighi M, Moghimi SM, Kymasy M. Service loyalty: The effects
of service quality and customer satisfaction as mediators. J Knowl
Manage 2003;61-0,72-53.
3. Shapiro B. What the hell is market oriented? Harv Bus Rev
4. Nerver S, Slater S. The effect of a market orientation on business
profitability. J Mark 1990;186:14.
5. Deshpande R, Farley J, Webster F. Corporate culture, customer
orientation, and innovativeness in Japanese firm: A Quadrat
Analysis. J Mark 1993;87:96.
6. Blanchard K, Goodarzi AM, Tofighi A. Fascinated by the client. 2nd ed.
Tehran: Rasa Press; 2007.
7. Council of Cultural Revolution. Indicators of higher education.
Tehran: Council of Cultural Revolution; 2004.
8. Frastkhvah M. Higher education on the twenty-first century. J Res
Plann Higher Educ 1998;17:130.
9. Nafisi A. Knowledge of economics education. Vol. 1. (Economy,
public education). Tehran: Education Publications Center; 2001.
10. Izadi S, Salehi E, Qara Baghi MM. Study measures Customer
Satisfaction of Students according to the model EFQM (Mazandaran
University case study). Iran’s Higher Educ 2008;1:19-53.
11. Kebryaiy A, Rudbari M. The quality gap of educational services at
Zahedan, on the status and quality of students. Iran J Med Educ
12. Shafizadeh H. A Model of Excellence in Higher Education; Scientific
Site Is available to: [Persian].
13. Samavi H, Rezai Moghadam C, Baradaran M. Customers and its
application in higher education: Higher agricultural education in
the Khuzestan Province. J Res Plann High Educ 2008;49.
14. Zavar T, Behrang MR, Asgarian M, Nader IU. Evaluatethe quality
of educational services for students from east and west Azarbaijan
provinces. Payam Noor Univ Res Plann Higher Educ 2007;
15. Pazargady M, Azadiahmedabadi Q. Quality and quality assessment
in universities and iinstitutions of higher education. 2nd ed. Tehran;
16. Cheng YC, Tam WM. Multimodels of Quality in Education. Qual
Assur Educ 1997;5:22-31.
17. Astin AW. “Why not try some new ways of measuring Quality?”
Educ Rec 1982;10-5