The Role Of It In Enhancing The Quality Education Essay

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After more than 10 years of rapid development, annual enrollment of Radio and TV Universitys open education from 30,000 in 1999 rose to 920,000 in 2010. With the rapid expansion, the problems caused by lacking of student support services and declining of student satisfaction are more and more prominent. How to improve the quality of student support services, improve students' satisfaction, promote the quality of open education, are becoming the urgent problems in the system of Radio and TV University. With the rapid development of IT, it gives us new opportunities to improve open education student support services, whether in academic support services or in non-academic support services. This article explores the enhancing role of IT on the quality of student support services affected by tangibles, reliability, responsiveness, assurance and empathy, in two aspects including academic student support services and non-academic student support services. We also provide a case study from Shenzhen Radio and TV University to support our hypothesis.

Key words: IT, Open Education, Academic Support Services, Non-Academic Support Services, Quality of Student Support Services

1 Introduction

After more than 10 years of rapid development, annual enrollment of Radio and TV University's open education from 30,000 in 1999 rose to 920,000 in 2010. With the rapid expansion, the problems caused by lacking of student support services and declining of student satisfaction are more and more prominent. With the continuous development and wide application of IT, our real world is influenced and changed by digital network profoundly, and gradually formed a new social structure - the network society. Open education students almost no more than 30 years old, can use IT skillfully, so it is a great significance for improving student satisfaction and teaching quality to improve open education student support services system by the combination of IT and student support services.

Researches in student support services are gradually refined, and many modern service ideas and management methods are applied to student support services. Professor Parasuraman, Zeithamsl & Berry who studied perceived service quality deeply, established SERVQUAL perceived quality evaluation method from which five dimensions of service quality was established in 1985. Those five dimensions are reliability, responsiveness, empathy, assurance and tangibles. SERVQUAL perceived quality evaluation method has been widely used in educational fields. For example, Li Chen(2007) studied the impacts of service quality on the loyalty to trainer enterprises brand through SERVQUAL; Qian XiaoQun(2009) explored the relationship of student perceived service quality, perceived service value, student satisfaction and competitive power of network college; Zhu ZuLin(2009) established evaluation system for distance study support services quality; Fan WenQiang and Jin HuiFeng(2010) [5] gave a case study for the evaluation of distance study support services quality from three aspects, that is study resource services, study process services and technology support services. To a certain extent, these researches prove that it is practical to evaluate open education quality through common services and customer satisfaction theory.

Although more scholars using SERVQUAL have studied student support services from different points of view, their studies, without clearing the core areas of student support services, still focus on superficial understanding of student support services, and there are some defects in the evaluation of student support services quality. This article will explore the enhancing role of IT on the quality of student support services in two aspects including academic student support services and non-academic student support services. Academic student support services and non-academic student support services proposed by Ormond Simpson in 2002 is well recognized by academia. Academic student support services which will run through the whole learning process, including teaching, learning, counseling and evaluating, is to provide all kinds of helps to distance learners to help them solving academic problems; non-academic student support services which mostly focus on the management and emotional aspects, is to provide helps to distance learners to help them solving all problems except academic problems. In short, it is clearly that we can understand the enhancing role of IT on the quality of student support services if we evaluate the quality of student support services both from academic and non-academic aspects.

2 IT application in the Open Education student support services

With the rapid development of open education promoted by the development of IT, It has brought profound impacts on academic student support services and no-academic student support services in open education, such as shortening teaching time, expanding teaching scope, and etc. These changes have impacted on the distance teaching model, changing from teacher-centered learning and course-centered learning to student-centered learning.

2.1 Academic Student Support Services

With the rapid development of IT, new information technologies have integrated into open education. It is mainly used in tracking students' learning process, diversified learning resources, interactive teaching and learning for teachers and students with IT.

Tracking students' learning process

Whether in traditional education or in distance open education, analyzing students is the beginning of teaching. Since a student registers into open education, we should analyze student's learning motivation, initial educational level, study style and objective. Then we track the student's learning process, get to know his situation, and give appropriate learning strategy to him. This is the first step of open education, also is the foundation of student support services. Furthermore, it is an essential factor for ensuring study quality of open education and raising the rate of register. By the help of IT, it is easier to form students' learning archives. With the support of MIS and technology of intelligent analysis, we can track students' learning process, alarm the absence of student and provide list of students who rarely participate in teaching. In addition, teacher also can help students solving their learning problems, encourage them continuing to study.

Diversified learning resources

Learning resources such as textbooks and courseware, which is master factor of course, have played an important role in open education. To develop high quality of diversified learning resources is a basic work of open education, also is a necessary condition for ensuring the quality of open education. Diversified learning resources developed with IT, such as network courses, network videos, network audios, CAI, online live classrooms, electronic course documents, digital books, digital journals, little multimedia courseware, and etc., have been widely used in open education to fulfill all kinds of study requirements of different students.

Interactive teaching and learning for teachers and students with IT

Teaching counseling, a study service related with student studying courses, is the most fundamental and important service among all services of student support. It provides teaching counseling services and teaching guides to students helping them study courses, its basic features include: ①explanation, counseling and answering of course content, especially inspiration and guidance for solving practical problems with discipline theory; ②common study method guidance related with course discipline and course content; ③correction of assignment, evaluation of test and guidance of exam; ④guidance for experiment, other practical teaching and training project; ⑤organization for class discussion and collaborative learning; ⑥other teaching helps related with course study and etc.

Interactive teaching and learning for teachers and students was powerfully supported by IT. With the support of computer and multimedia technology, teachers can provide much more information to students in class and stimulate students' interest on the course; students now can finish their homework and tests online with the help of development of software technology; students can do their experiments online by using virtual simulation technology; instant message technologies, such as tencent QQ, MSN, OICQ, fetion and etc., make it possible for teachers and students to communicate online without restrictions. At the same time, with the support of computer network technology, teachers and students can discuss on BBS provided by school's teaching platform, all discussions will be saved on the server for everyone authorized reviewing, which formed a interactive platform both for teachers and students.

2.2 Non- Academic Student Support Services

Non-academic student support services put forward by Ormond Simpson in 2002 are as following: consulting, providing information, explaining questions, giving advices; evaluating, giving feedback on students' abilities and skills of non-academic; assisting, giving practical helps and assistances to improve study and work efficiency of students; proposing, making sample case of economical support, writing a recommendation; improving, benefiting students from innovation of educational institutions; managing, organizing and managing study support services. At present, consultation, management and ancillary services of open education have been improved by IT obviously.

Study Consulting and Psychological Counseling Services

Study consulting services are consulting services for the whole study process, including recruitment, enrollment, assignment, examination, graduation and etc. we can provide these services by phone, e-mail, BBS, short message, instant message tools(QQ, MSN, OICQ and fetion) and social network tools(BBS, micro-blogging, micro-letter), to answer questions asked by distance learner. Furthermore, we can also update and publish kinds of information to learners helping them know well about newest information and adjust their study plan in time.

Psychological counseling services are also important in open education. Most open education learners often feel nervous and anxious caused by the pressure of study, overburden of family and job, which block the progress of study. It is good for open educational institutions to form a psychological counseling area online through BBS, QQ group, micro-blogging group, micro-letter group and other IT technologies, to provide psychological counseling and help to learners encountering psychological problems.

Learning Process and Personalized Enrollment Management Services

To provide students with personalized, user-friendly, high quality, ease of management services is significant content of non-academic student support services. On one hand, open educational institutions need to develop enrollment management system for newly enrolled learners to establish enrollment archive, to update information of enrollment, to organize exam and perfect student score management. On the other hand, it is necessary to establish a national enrollment transaction subsystem connected by network from which we can help individual student to complete mutual recognition of credits, exemption, transfer to another school, change major and etc. Because different students came from different culture level and family, they will have different needs of learning. To meet their needs by using enrollment transaction system can best embody personalized and individualized services.

To monitor and manage learning process is an important factor for ensuring study quality. Since most distance learners are working adults, who always ignore some important contents in learning process due to busy work, distance open educational institutions should be able to provide tracking services to students. It can record learning process of students and the implementations of study plans, estimate learning progress of students, visit those slower learners and remind them of study, help students solving problems, stimulate the study motivation of learners and reduce the dropout rate. There should be fixed teachers to keep in touch with those potential dropouts, who hasn't registered, taken exam, paid in a few semesters. They can enquire the requirements of students and provide timely feedback and help to them. Active tracking services reflect services of humanity fully, and it is clear that excellent study tracking system and personalized management is an important foundation for quality management.

Educational Administration Information and Ancillary Services

Many MIS such as educational administration management system, online course-chosen system and educational administration information querying system, are widely used in open educational institutions either in intranet or in internet. With helps of those MIS, Students can register for course, register for course examination, query score, select course online, query a variety of educational administration information and review graduation on the network. It makes students' learning style more flexibility and teachers' support services more effectively, and the level of teaching management and services also increase significantly.

Application of IT on ancillary services except learning study content, including online bill payment, frequently asked questions, online technical support and ancillary services, etc., enhances the overall service capacity of open educational institutions greatly.

3 The Evaluation Index System on Enhancing Role of IT on the Quality of Student Support Services

As mentioned above, we hope to use SERVQUAL scale proposed by PZB to research the enhancing role of IT on the quality of student support services affected by tangibles, reliability, responsiveness, assurance and empathy, in two aspects including academic student support services and non-academic student support services.

3.1 Influencing Factors Analysis of Student Support Services' Quality

Reliability of Student Support Services' Quality

Reliability is an ability to execute service agreements reliably and accurately. The reliable services desired are to execute all agreements timely in the promised way without any error. In fact, the reliability asks open educational institutions to avoid errors in the process of service, because the errors is not only means direct economic losses to open educational institutions, but also means losing a lot of potential students.

The evaluation factors of the reliability of academic student support services' quality are as following: Teachers can periodically tracking survey on students' learning status, and give appropriate guidance on learning strategy (Q1); Diversified learning resources of school can be accessed conveniently and successfully (Q2); Students can easily take counseling, tutorials, and panel discussions and other learning activities through a variety of information tools, such as curriculum BBS, QQ group, Fetion, micro-blogging and etc. (Q3).

The evaluation factors of the reliability of academic student support services' quality are as following: Students could efficiently consult and learn through a variety of information channels, such as school home page, phone, QQ and Fetion and other instant message tools, mail, forums, SMS and etc. (Q4); Students can get effective psychological counseling services by a variety of information channels (Q5); Students can easily deal with the matters related to enrollment transaction in the country, such as mutual recognition of credits, exemption, transfer to another school, change major and etc. (Q6); School monitors students' learning process by perfect monitoring system , such as classes, assignments, examinations and other learning-related reminders, early warning prompts and returning of unfinished study planning and etc. (Q7); School provides convenient and reliable educational administration management system, such as course registration, registration of course examination, score query, online course, a variety of teaching information query, review of graduation and etc. (Q8); School offers convenient and reliable acting auxiliary services, such as online bill payment, frequently asked questions, online technical support and etc.(Q9).

Assurance of Student Support Services' Quality

Assurance needs the teacher has knowledge, courtesy, and expressed a confident and credible capacity. It can enhance the students' confidence of open educational service quality and the sense of security. When students are talking with teachers, teachers' friendly, kind, warm attitude and vast knowledge can give students confidence and sense of security. These can promote students to take part in the open educational institute. Friendly attitude and business skills are both indispensable.

The evaluation factors of the assurance of academic student support services' quality are as following: Teachers can use information tools familiar to students, to give them advices with the attitude of respect (Q10); School can teach students advanced and modern knowledge content though a variety of information channels (Q11); Teachers can take many different measures to communicate with student professionally, warmly and tolerantly (Q12).

The evaluation factors of the assurance of non-academic student support services' quality are as following: Students could obtain efficient and polite consulting services and learning contents through a variety of information channels(Q13); Students can get psychological counseling services by a variety of information channels with privacy protecting (Q14); School monitors students' learning process and remind appropriately, which has to be polite and do not interfere with the normal life of students(Q15); School is starting from the perspective of students to provide various ancillary services(Q16).

Responsiveness of Student Support Services' Quality

The responsiveness is to help students and to express the desire providing services quickly and effectively. Allowing students to wait without any instructions or explanation for the students will have unnecessary negative impact on the quality perception. Students might feel that they are not respected and have no basic right to know. When service failure occurs, sincerely apology and solving problems quickly can calm angry sentiments of students and have a positive impact on the quality perception. Whether open educational institutions could satisfy the various requirements of students will indicate the service orientation of the open educational institutions, that is, whether the interests of students are put in the first place. At the same time, the efficiency of service delivery is also a reflection of the service quality of the open educational institutions. Studies have shown that the time of students waiting for service is the important influence factor for the feeling, impression and satisfaction of students, and the formation of the image of the open educational institutions in the service delivery process. So shortening the waiting time and improving the efficiency of service delivery can effectively improve the service quality of the open educational institution.

The evaluation factors of the responsiveness of academic student support services' quality are as following: Learning resource update timely (Q17); Diversified learning resources of school can be accessed quickly (Q18); Students can quickly take counseling, tutorials, and panel discussions and other learning activities through a variety of information tools (Q19).

The evaluation factors of the responsiveness of non-academic student support services' quality are as following: Students could quickly consult and learn through a variety of information channels, and teachers can answer as soon as possible(Q20); Students can get quick psychological counseling services by a variety of information channels(Q21); Students can quickly deal with the matters related to enrollment transaction in the country(Q22); School monitors students' learning process and supply many reminder functions timely, such as homework reminder, exam reminder, pre-warning for uncompleted study plan and etc. (Q23); School provides a fast educational administration management system(Q24); School offers fast acting auxiliary services, and problems can be promptly corrected(Q25).

Tangibles of Student Support Services' Quality

Tangibles refer to the quality of physical facilities, equipment, teacher resources and communication materials of the open educational institutions. The hardware of the Open and Distance Education Institutions is essential.  Modern equipments and supporting laboratory equipments can enhance students' confidence and also help to access better teaching effects.

The evaluation factors of the tangibles of academic student support services' quality are as following: Teaching resources content (such as textbooks and courseware) is reasonable, and conducive to learning(Q26); Learning resources support platform is conducive to learning(Q27); Online counseling and answering system can be used conveniently(Q28).

The evaluation factors of the tangibles of non-academic student support services' quality are as following: School website provides clear information of learning and processing guide(Q29); Educational administration management system is conducive to students' self- learning management(Q30); Website and related systems platform operating normally, and can be accessed(Q31).

Empathy of Student Support Services' Quality

Empathy is putting the institutions themselves in the students' position and giving personalized attention to students. Empathy exhibits that open educational institutions could communicate actively with the students and understand the needs of students. The institutions could adjust teaching content and methods according to the needs of students in the teaching process, and provide different services for different students.

The evaluation factors of the empathy of academic student support services' quality are as following: Targeted study suggestions are provided to appropriate students(Q32); Diversified learning resources of school focus on creating and sustaining students' study motivation(Q33); Online counseling and answering system supplies individual counseling and Q & A(Q34); Online live classrooms provide targeted time, study contents, and teaching material to students considering the situation of students(Q35).

The evaluation factors of the empathy of non-academic student support services' quality are as following: Through IT channels, schools can provide targeted learning relevant advice for needy students(Q36); Through IT channels, schools can provide targeted psychological counseling services for needy students(Q37); Through enrollment transaction system, schools can change enrollment for needy students(Q38); Schools build individual learning monitoring file for every student and provide personalized learning evaluation feedback and learning abnormalities remind(Q39); Online educational management administration system , payment system , and technical issues can always give personalized support(Q40).

3.2 Evaluation Index System:"IT application fields-service quality promotion" two dimensions framework

Those five quality influencing factors mentioned above complement and influence each other, although each representing a certain aspects of service quality, they work together to influence students' evaluation to service quality. This paper establish evaluation index system framework from IT application and service quality promotion dimensions, select and correct evaluation index according to the advices from professional and practical persons. According with physical truth and easy measuring is the chosen principle of evaluation index. After cutting non appropriate indexes, we get 40 evaluation indexes listed as table 1.

Table 1. Evaluation Index System:"IT application fields-service quality promotion" two dimensions framework

Service quality

promotion

IT application fields

Reliability

Assurance

Responsiveness

Tangibles

Empathy

Academic student support services

Tracking students' learning process

Q1

Q10

-

-

Q32

Diversified learning resources

Q2

Q11

Q17,Q18

Q26,Q27

Q33

Interactive teaching and learning for teachers and students with IT

Q3

Q12

Q19

Q28

Q34,Q35

Non-Academic student support services

Study Consulting and Psychological Counseling Services

Q4,Q5

Q13,Q14

Q20,Q21

Q29

Q36,Q37

Learning Process and Personalized Enrollment Management Services

Q6,Q7

Q15

Q22,Q23

Q30

Q38,Q39

Educational Administration Information and Ancillary Services

Q8,Q9

Q16

Q24,Q25

Q31

Q40

4 Selecting Evaluation Method of Student Support Services Quality

SERVPERF method derived from SERVQUAL is selected in this research. SERVQUAL apply gap model to evaluate service quality. That is, service quality level is determined by the gap of customer expectations and perceptions. This method require customer thinking of their expectations of service before they evaluate service quality. Fan WenQiang and Jin HuiFeng(2010) point out: it is difficult for students to definite their expectations before being served, and even there are expectations, it is difficult to measure accurately on former expectations for evaluation. Oliver thinks it will calculate customers' expectations repeatedly by using SERVQUAL method to measure customer perceived service quality. SERVPERF method can measure customers' perceptions for service quality directly. In this method, customer's subjective evaluation to service quality is the result of the comparison between imaginary services and practical services. We think SERVPERF method is more suitable to evaluate student support services quality than SERVQUAL does. This research gets students' perceived service quality through asking question like "service quality you perceived" directly with questionnaire.

5 The actual evaluation of Open Education in ShenZhen Radio & TV University

The questionnaire set seven degrees for response of student to service quality. That is, from 1 to 7, the greater value means the higher evaluation of students for the service quality. Students of e-commerce and business administration in Shenzhen radio & TV University have participated in this survey. The questionnaire both in electronic and in paper, it is sent out and retrieved at the end of semester for providing students to perceive service, so the evaluation of students for the service quality is relatively accurate. 127 questionnaires have been sent out, 93 effective questionnaires have been retrieved. Among them, there are 42 boys and 51 girls, 84 students are full-time staff about 93.32%, 9 students are non-full- time staff.

5.1 Reliability and Validity Analysis

It is Cronbach's α coefficient which is most commonly used in questionnaire analysis, to be used for reliability analysis. We calculate α coefficient of the overall evaluation is 0.863 by using SPSS 13.0 software. α coefficient of Each of the five service quality is 0.953(reliability), 0.894(assurance), 0.838(responsiveness), 0.867(tangibles), 0.822(empathy). Since all coefficients are above 0.80, the reliability of questionnaire is well. Evaluation index is established by using "IT application fields-service quality promotion" two dimensions framework, and corrected according to professional's advice frequently. Although it is still not perfect, the validity of questionnaire is good. It is an ideal method to test the validity of questionnaire by using confirmatory factor analysis. As a case study and with the restriction of survey sample size, we do not test the validity of questionnaire.

5.2 Evaluation Result Analysis for Enhancing Role of IT on Service Quality

Evaluation result of all indexes

The evaluation of all indexes from student is listed as table 2. We have sequenced the average value of student perceived quality index in descending order.

Table 2. Evaluation for Enhancing Role of IT on Service Quality

Evaluation index

Quality

Average

Sort

Evaluation index

Quality

Average

Sort

Q3

reliability

5.90

1

Q7

reliability

4.91

21

Q4

reliability

5.81

2

Q19

responsiveness

4.91

21

Q8

reliability

5.81

2

Q23

responsiveness

4.91

21

Q18

responsiveness

5.81

2

Q30

tangibles

4.91

21

Q2

reliability

5.72

5

Q6

reliability

4.82

25

Q16

assurance

5.72

5

Q28

tangibles

4.82

25

Q20

responsiveness

5.64

7

Q29

tangibles

4.82

25

Q31

tangibles

5.55

8

Q38

empathy

4.82

25

Q17

responsiveness

5.45

9

Q35

empathy

4.73

29

Q12

assurance

5.36

10

Q22

responsiveness

4.64

30

Q15

assurance

5.36

10

Q33

empathy

4.64

30

Q9

reliability

5.27

12

Q39

empathy

4.64

30

Q10

assurance

5.27

12

Q40

empathy

4.55

33

Q13

assurance

5.18

14

Q36

empathy

4.45

34

Q24

responsiveness

5.18

14

Q34

empathy

4.36

35

Q11

assurance

5.09

16

Q32

empathy

4.27

36

Q1

reliability

5

17

Q5

reliability

4.18

37

Q25

responsiveness

5

17

Q21

responsiveness

4.09

38

Q26

tangibles

5

17

Q14

assurance

4

39

Q27

tangibles

5

17

Q37

empathy

4

40

The top 10 evaluation indexes (including 11 items) consists of 4 reliability indexes, 3 assurance indexes, 3 responsiveness indexes, 1 tangibles index and 0 empathy index. From that, we can find out students give highest evaluations on convenience and diversity of Shenzhen Radio & TV university website, learning resources support platform and other system platform, they also have a high recognition on updating platform resources, response rate, communicating with teachers in multi-communications, teachers' enthusiasm and reply rate of teachers.

The last 10 evaluation indexes (including 11 items) consists of 1 reliability index, 1 assurance indexes, 2 responsiveness indexes, 0 tangibles index and 7 empathy indexes. From that, we can find out students give lowest evaluations on overall empathy indexes. It indicates that students personalized attention and counseling are totally neglected by Shenzhen Radio & TV University, leading to the lowest loyalty of student for school. In addition, the lowest evaluation indexes such as Q37, Q14, Q21 and Q5 are related with psychological counseling services. It is clear that school has neglected to provide psychological counseling services to students, and students will probably drop out due to the pressure of study and work. This result is basically accorded with above analysis of top 10 evaluation indexes.

Evaluation result of five dimensions of service quality

Add all average values of perceived service quality in same dimension of service quality, divided by the number of evaluation indexes in same dimension, we can get evaluation result of five service quality. It is reliability (5.2727), assurance (5.1429), responsiveness (5.0707), tangibles (5.0151) and empathy (4.4848), which is sorted by descending order. The highest evaluation index is reliability, the lowest is empathy.

Overall evaluation of the quality of student support services

We calculate the sum of all evaluation indexes' scores, divided by the total number of evaluation indexes, and then get the overall evaluation result of the quality of student support services is 4.9886. It is the un-weighted SERVPERF method that developed from SERVQUAL. According to the result, we can know that the open education students in Shenzhen Radio & TV University are generally satisfied with the quality of student support services. However, we have to remind that SERVQUAL and SERVPERF method both are more concern about the results of the evaluation index of every service quality rather than the overall score.

The result also explains why the student registration rate of Shenzhen Radio & TV University had a leap upgrade from 2010 (autumn) to 2011 (spring) after it used advanced information technology to improve basic infrastructure, and since then upgraded weakly. Registered situation is shown as Table 3. The student registration rate demonstrates the satisfaction degree on all services school supplied. The key factors affecting the registration rate is how to use IT to meet students' individual needs and improve their service experience. In this regard, the Open University has done very well. It builds learning files and personal home page for each student and rules each guide teacher only have 25 students to communicate their learning state and give targeted guidance regularly. These thoughtful personalized services bring the Open University excellent reputation and high quality of service perceived level.

Table 3. The past five semesters registered situation of Shenzhen Radio & TV University Open Education

Semester

Enrollment Number

Registered

Number

The Registration Rate

2009 (autumn)

16647

13026

78.2%

2010 (spring)

18150

13891

76.5%

2010 (autumn)

19487

15534

79.7%

2011 (spring)

19132

16381

85.6%

2011 (autumn)

19988

17247

86.3%

6 Conclusions

This paper adopted Shenzhen Radio & TV University Open Education as a case study to research the enhancing role of IT on the quality of student support services. We found that it had successfully used IT to bring very convenient and diversified services to students, but had to keep on improving student personalized services and psychological counseling.

This paper established and designed evaluation index system based on "IT application fields-service quality promotion" two dimensions framework. The IT application fields included academic and non-academic student support services. The service quality promotion included tangibles, reliability, responsiveness, assurance and empathy. And the quality of student support services was measured by the SERVPERF method. This two dimensions framework evaluation method is helpful to understand the performances on specific aspects of student support services, and then do targeted improvement for the open educational institutions.

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