scholarly journals Service Quality Measurement in Higher Education

2017 ◽  
Vol 9 (02) ◽  
Author(s):  
Mohammad Razi-ur-Rahim
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Qualitative Methodology ◽  
Quality Measurement ◽  
Measurement Instruments ◽  
Education Environment ◽  
New Instrument ◽  
Depth Study ◽  
Quality Dimensions ◽  
Quality In Higher Education

Quality is an elusive and indistinct construct in higher education. Research has demonstrated the strategic benefits of quality measurement. Basically, there are three quality dimensions which are physical, corporate, and interactive quality. This paper attempts to rectify the situation by reviewing the small number of studies that have investigated service quality in the higher education sector. By combining the different findings paper compares the quality dimensions proposed in service, product, and software quality dimensions. Acomprehensive list of service quality dimensions together with proposed interpretations for a higher education environment is presented. Various models and tools are discussed for measuring service quality. A new attempt has to be made to propose a new instrument based on new approaches and techniques. Purpose The purpose of this research article is to examine service quality in Higher Education and various instruments used in the evaluation of service quality in Higher Education. Design/methodology/approach The study uses qualitative methodology involving in-depth study of various research papers. Findings There is a need to determine how quality dimensions/factors are perceived by students' groups. The modifications have been recognized as the new service quality measurement instruments. Research limitations/implications Since the study has used the qualitative methodology, observations and findings need to be validated with empirical data. Practical implications The paper suggests that experimental application of SERVQUAL is quite important for further research.

scholarly journals Service quality in higher education: Study of Turkish students in Malaysian universities

2014 ◽  
Vol 1 (3) ◽  
pp. 1-9 ◽  
Author(s):  
Amran Md Rasli ◽  
Mansoor Ahmed Bhatti ◽  
Nadhirah Norhalim ◽  
Tan Owee Kowang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Higher Education Institutions ◽  
Quality Measurement ◽  
Gap Model ◽  
Perceived Service Quality ◽  
Education Study ◽  
Stratified Sample ◽  
The Difference ◽  
Quality In Higher Education

The Article attempts to analyze service quality in higher education institutions of Malaysia. The study used the Gap Model presented by Parasuraman et al. (1985, 1988) to identify the difference between expected quality and perceived quality in higher education institutions of Malaysia. The study focused to identify gaps of Turkish students in Malaysian universities Five basic dimensions of service quality measured through SERVQUAL (Instrument for service quality measurement). These dimensions are tangibles, reliability, responsiveness, assurance, and empathy. A stratified sample of 41 Turkish students has been selected from top five public universities in Malaysia. Results showed a negative service quality gap in higher education institutions of Malaysia from Turkish students’ perception which indicated perceived service quality is below than expectations of Turkish students in Malaysian universities.

scholarly journals Service quality determinants at Zimbabwean state universities

2018 ◽  
Vol 26 (3) ◽  
pp. 374-390 ◽  
Author(s):  
Arnold Moyo ◽  
Sothini Natalia Ngwenya
Keyword(s):  
Service Quality ◽  
Quality Measurement ◽  
Measurement Instrument ◽  
State Universities ◽  
Measurement Instruments ◽  
Content Type ◽  
Five Dimensions ◽  
Quality Dimensions ◽  
Service Quality Dimensions ◽  
Context Specific

Purpose This research sought to empirically identify context specific dimensions of service quality at Zimbabwean State Universities. The study also sought to measure the ‘university-wide’ overall service quality at National University of Science and Technology (NUST) and to explore differences in service quality perception based on selected students’ demographic characteristics. Design/methodology/approach A case study strategy was used. Focus group discussions were used to qualitatively identify service quality variables; which were then subjected to quantitative evaluation through the administration of questionnaires on a sample of 294 students. Exploratory Factor Analysis was used to reduce the service quality variables into service quality dimensions. Findings Five dimensions of service quality were identified, namely: General Attitude, Facilitating Elements, Access, Lecture Rooms and Health Services. Results also showed that most students (48.3 per cent) perceived overall service quality at NUST to be average while 28.6 per cent and 23.1 per cent had a negative and positive perception of overall service quality respectively. Perceived overall service quality at NUST was found to differ significantly based on ‘students’ year of study’ and ‘faculty group’. Differences based on gender were found to be insignificant. Originality/value Identification of the five dimensions was a progressive step in developing a relevant service quality measurement instrument for a Zimbabwean State University context; and in so doing, contributing to literature on relevant service quality dimensions and measurement instruments in Zimbabwe and Africa in general. This was the first such study in Zimbabwe to address the context specific literature-gap on relevant service quality dimensions.

scholarly journals Service quality in higher education: Applying HEdPERF scale in Vietnamese universities

2021 ◽  
Vol 11 (1) ◽  
pp. 101-115
Author(s):  
Le Dinh Minh Tri ◽  
Tran Thi Hoang Lam ◽  
Nguyen Quang Trang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Two Dimensions ◽  
Education Sector ◽  
Quality Model ◽  
Quality Dimensions ◽  
Service Quality Dimensions ◽  
Quality In Higher Education ◽  
General Service

As the higher education sector is more competitive and globalized, service quality and student satisfaction are increasingly essential and attract more attention. However, research on this topic usually employed general service models applied for the higher education context. This paper investigates the service quality in higher education by combining the HEdPERF model and the popular two-dimensional service quality model to link the general and context-focused perspective. Data were obtained from 335 respondents who are students in Vietnamese universities. Findings indicate the effects of functional and technical service quality on student satisfaction and determine each HEdPERF dimension’s relationships on the two dimensions of service quality. This study contributes to understanding the path from service performance in the higher education sector, service quality dimensions, and satisfaction. This also provides suggestions for Vietnamese universities in improving their performance and services.

scholarly journals The Determinant of Service Quality Measurement in the Case of Addis Ababa University, Ethiopia

2019 ◽  
pp. 1-19
Author(s):  
Simachew Alemneh Haile
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Addis Ababa ◽  
Quality Measurement ◽  
Education Institution ◽  
Teaching Methodology ◽  
Level Of Satisfaction ◽  
Quality Dimensions ◽  
Addis Ababa University ◽  
The University

Service quality has played a significant role in the Higher education institution. It is essential that Higher education institution recognizes student perceptions and expectations and those factors that influence their satisfaction with the service provided. The purpose of this research is to assess students’ satisfaction and Service Quality in Addis Ababa University during the year of 2012. To address this objective, descriptive survey method was employed since it is believed that the method is more appropriate for gathering relevant research information on the measurement of service quality. A 42-items Service quality measurement in the Higher education scale having the six basic service quality dimensions, viz., Teaching Methodology (TM), Environmental Change in the Study Factor(ECSF), disciplinary measures are taken, students’ complaints and response practices, students demographic profile information and overall rating of the service quality, satisfactory level of service were used. Data were collected through a structured questionnaire from the prospective undergraduate and postgraduate student of Addis Ababa University. A total of 331 respondents were selected using stratified random sampling from each college found in the University. The data collected are analyzed from the entire sample. Data analyses have been performed with Statistical Packages for Social Sciences (SPSS) using a technique that includes descriptive statistics, regression analysis and ANOVA test. The major finding of the study indicates that the overall impression given by the students is that they are considerably dissatisfied than satisfied. However, on an individual item basis, graduate level of satisfaction varies from an undergraduate level of satisfaction from item to item. The perception level of students in the four quality dimensions is either moderate or to the lower level. The perception levels are 2.91, 2.83, 2.97 and 2.54 respectively, for the four quality dimensions best faculty teaching methodology (TM), best physical infrastructure, disciplinary action is taken and student`s complaint and response practices). The perception levels of undergraduate and postgraduate students are not significantly different under each quality dimension. Based on the major finding of the study, the researcher recommends that quality in higher education is a holistic concept that should involve various stakeholders. Addis Ababa University should develop and maintain knowledge of the staff through scholarship and improved pedagogical skills possibly with latest technological aids. Moreover, it should create enabling working conditions for academic staff so that it will best promote effective teaching scholarship, research and extension work and enable its staff to carry out their professional tasks, and designing techniques that will encourage formal and informal contact between faculty/staff and students is essential so as partly enhance students’ educational experience by the university. Conclusively, the study proves that the perception level of students in the four quality dimensions is either moderate or to the lower level. There was no area where the university exceeded the students’ expectation.

scholarly journals Assessment of Service Quality Dimensions in Higher Education Sector of North India

2020 ◽  
Vol 9 (2) ◽  
pp. 564-568
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
North India ◽  
Equation Modeling ◽  
Modern World ◽  
Structure Equation Modeling ◽  
Post Graduate Student ◽  
Model Reliability ◽  
Quality Dimensions ◽  
Quality In Higher Education

The current paper discusses the importance of service quality in higher education among the Indian universities. In this modern world, education is a way to shift the country’s economy to knowledge economy and emerges as an important sector for the increasing the county’s economy and wealth. Therefore, assessment of service quality among the universities is gaining the preference from the researchers around the world. In this connection present study collected the data of355 post graduate student and analysed with the help of Structure Equation Modeling. The present paper found that all dimensions of SERVQUAL model (reliability, tangible, assurance, responsiveness and empathy) are important for the service quality assessment and it is affecting highly. Among all the dimensions reliability is having a great impact on service quality among the private universities of north India. Education managers can enhance of quality of service in their universities with the help of the current study.

The Quality And Satisfaction Of Online Higher Education Environment

2021 ◽  
Vol 12 (6) ◽  
pp. 1004-1010
Author(s):  
Hon Tat, Huam Et. al.
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Quality Of Education ◽  
Online Higher Education ◽  
Education Environment ◽  
Quality In Higher Education ◽  
The Relationship ◽  
Insight Into

The rapid growth of online higher education in any part of the world warrants the writing of this paper. Indeed, quality in higher education services is increasingly put in the spotlight in recent years. Service quality must be achieved and maintained at a certain level while responding to the needs of students. Today, online higher education providers should be accountable for the quality of education, particularly with regards to the issue of assuring the delivery of quality online educational programs that they provide.  This paper highlights the link between service quality and student satisfaction in the context of online learning environment. Accordingly, the paper addresses the question: “Are service quality and student satisfaction associated in the online higher education?” Particularly, the aim of this paper is to develop a good understanding and insight into relevant previous studies and the trends that have emerged and to determine a rationale to elucidate the relationship between service quality and student satisfaction. Recommendations and conclusion are also explored.

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