ENHANCING COLLEGE STUDENTS’ COMPETENCIES THROUGH COURSE ASSESSMENT, STUDENT ACTIVITIES, AND TEACHING SERVICES: EVIDENCE FROM A CHINESE PRIVATE UNIVERSITY

The enhancement of students’ general and professional competencies has become a key indicator of educational quality in higher education. This study investigates the influence of course assessment, student activities, and teaching services on competence enhancement, drawing on the customer satisfaction theory (ACSI) and expectation disconfirmation theory (EDT). Using 5,853 valid questionnaires collected from undergraduates at a Chinese private university, we constructed an empirical model to examine the relationships among these factors. Reliability and validity analyses
confirmed the robustness of the measurement instruments (Cronbach’s α = 0.958; cumulative variance explained = 88.9%). Pearson correlation and multiple regression analyses revealed that all three factors significantly and positively affect students’ perceived enhancement of general and professional competencies (R² = 0.848, p < 0.01). Among them, student activities demonstrated the most substantial impact, highlighting the pivotal role of the “second classroom” in fostering comprehensive skills such as leadership, teamwork, and communication. The findings validate the applicability of ACSI and EDT in educational contexts and emphasize the importance of diversified course assessments and highquality teaching services in promoting student development. This study offers theoretical insights and practical implications for higher education reform, particularly for private universities seeking to optimize curriculum evaluation, strengthen student engagement, and improve service quality.