부동산 대학원의 교육서비스품질이 학습몰입과 현업적용에 미치는 영향 관계 연구

This study sought to empirically examine the structural relationships among educational service quality, learning engagement, and workplace application within the context of a real estate graduate school. Based on prior studies, a theoretical framework, research model, and hypotheses were established. Multiple regression and mediation analyses were conducted to verify the effects of educational service quality on learning engagement and the effects of learning engagement on workplace application, thereby identifying the linkage between the learning process and practical performance. The results of the empirical analysis are summarized as follows. The tangibility, reliability, responsiveness, assurance, and empathy dimensions of educational service quality in the real estate graduate school were found to have statistically significant positive effects on learning engagement. In addition, learning engagement had a statistically significant positive effect on workplace application. Furthermore, learning engagement was found to mediate the relationship between educational service quality and workplace application. Based on these findings, this study offers several important implications. Unlike previous studies on educational service quality that primarily focused on satisfaction or repurchase intention, this study extends the understanding of educational outcomes by incorporating learning engagement as a psychological process variable. Moreover, it provides empirical support for a causal framework linking educational service quality, learning engagement, and learning transfer in the context of adult and professional education. From a practical perspective, the results suggest that learning engagement can be effectively enhanced by establishing a comprehensive, empathetic support system tailored to adult learners, including improvements to the physical learning environment. Additionally, the findings highlight that instructional design strategies aimed at promoting learning engagement are more critical than the mere delivery of educational content in improving educational outcomes. Finally, this study suggests that real estate graduate schools should manage workplace application as a core performance indicator of educational effectiveness, rather than limiting evaluation metrics to satisfaction or program completion.