scholarly journals The HEDQUAL scale: A new measurement scale of service quality for MBA programs in higher education

2014 ◽  
Vol 45 (3) ◽  
pp. 31-43 ◽  
Author(s):  
G. E. Icli ◽  
N. K. Anil
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Services Quality ◽  
Measurement Scale ◽  
Mba Programs ◽  
Confirmatory Factor Analyses ◽  
Mba Students ◽  
Confirmatory Factor ◽  
Quality In Higher Education

HEdPERF is the most developed scale in the literature to measure service quality in higher education. However, HEdPERF is designed to measure service quality at university level (macro level) as a generic measurement instrument. Students’ expectations regarding education show differences as levels of education at universities (MBA, PhD) vary. Thus, in order to measure the quality of education at different levels, a new scale is required to meet the needs of that particular level (MBA). The purpose of this study was to develop and validate HEDQUAL, a new measurement scale of service quality specifically designed for MBA programs in the higher education sector.A 36 item (Turkish) questionnaire on service quality in higher education was developed and tested for unidimensionality, reliability and validity using both exploratory and confirmatory factor analyses. A total of 317 usable questionnaires were collected with a return rate of 42%. SPSS 15 and LISREL 8 were used and exploratory and confirmatory factor analyses were applied. The recommended goodness-of-fit indices of the model were found to be within tolerable ranges, suggesting that the model provides a close fit to the data.The study identified five factors namely academic quality, administrative service quality, library services quality, quality of providing career opportunities, and supporting services quality as the key dimensions of service quality. This paper uses existing literature on services quality and MBA students’ expectations and needs, and develops an instrument that provides insights into measuring service quality for MBA students in a university.

Measuring Service Quality in The Context of Higher Education in Vietnam

2013 ◽  
pp. 77-90
Author(s):  
Yen Nguyen Thi Hoang
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Exploratory Study ◽  
Measurement Scale ◽  
Education Service ◽  
The Subject

This paper focuses on the understanding of service quality in the context of Vietnamese universities. It proposes an approach for measuring the quality of the higher education service provided by universities in Vietnam. Firstly, an exploratory study was conducted. Then, the set of items which were generated became the subject of a questionnaire that was then administered to 675 students of a Vietnamese university to determine the dimensions of higher education service quality in this context. The obtained results permit us to appropriate a measurement scale which is slightly different from the SERVQUAL scale widely known as the standard for measuring service quality. The results also show that tangible elements, responsiveness and assurance seem to be three specific dimensions of the higher education service of Vietnamese universities.

scholarly journals Measuring Online Teaching Service Quality in Higher Education in the COVID-19 Environment

2021 ◽  
Vol 18 (5) ◽  
pp. 2403
Author(s):  
José M. Ramírez-Hurtado ◽  
Alfredo G. Hernández-Díaz ◽  
Ana D. López-Sánchez ◽  
Víctor E. Pérez-León
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Online Teaching ◽  
New Technologies ◽  
Considerable Change ◽  
Structural Equations ◽  
Face To Face ◽  
Online Format ◽  
Quality In Higher Education

The use of the Internet to develop new technologies has generated a considerable change in teaching and student learning in higher education. The pandemic caused by COVID-19 has forced universities to switch from face-to-face to online instruction. Furthermore, this transfer process was planned and executed quickly, with urgent redesigns of courses originally conceived for live teaching. The aim of this work is to measure the service quality of online teaching delivered during the COVID-19 period. The methodology was based on an importance-performance analysis using a structural equations model. The data were obtained from a sample of 467 students attending a university in southern Spain. The results reveal five priority attributes of online teaching that need to be improved in order to enhance the service quality of the virtual instruction provided to students. Universities need to redefine their online format by integrating methodological and technological decisions and involving collaboration between teachers, students and administration staff and services. The results do not apply to educational institutions that exclusively teach courses online, but to those institutions that had to rapidly adapt, and shift course material originally designed for face-to-face training.

scholarly journals Development of Service Quality Scale in Higher Education: A Validity and Reliability Study

2021 ◽  
Vol 11 (1) ◽  
pp. 161-173
Author(s):  
Şakir Çınkır ◽  
Sevgi Yıldız ◽  
Gül Kurum
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Service Quality ◽  
Undergraduate Students ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Quality Of Services ◽  
Validity And Reliability ◽  
Quality In Higher Education

Students have become highly critical and analytical in selecting the higher education institution they would like to study at. It has become important for higher education institutions to be preferred by such prospective students as well as ensuring the commitment and retention of their current students. Universities, as the most important representatives of higher education institutions, are evaluated directly and indirectly by their stakeholders regarding the quality of the services they provide. Service quality and satisfaction surveys based on these evaluations can have a wide variety of implications on institutional rankings, preferability, financial policies, etc. This study aims to develop a scale specific to Turkish Higher Education Institutions to determine the quality of services offered in higher education according to the satisfaction perceptions of undergraduate students. Accordingly, the first draft of a 53-item seven-dimensional five-point Likert type scale was created. The piloting version of the scale was applied to a total of 500 undergraduate students, of whom 346 were female and 149 male, who were continuing their studies in 15 faculties of a public university in Turkey. Further, particular care was taken to include students who were in their second year or higher seniority at the university so that they would have had sufficient time to benefit from the services offered. A 29-item structure with three sub-dimensions was revealed as a result of the exploratory factor analysis performed. The sub-dimensions were named as "Academic services", "Administrative services", and "Campus facilities". The findings of the confirmatory factor analysis conducted on 1782 participants support the structure validity of the scale. Based on the findings, the Service Quality in Higher Education Scale has been determined to be a highly reliable and valid scale that can be used to specifically measure the quality of services offered in higher education.

scholarly journals Service Quality in Higher Education Institutions an Overview of Models Assessing It

2019 ◽  
Vol 4 (3) ◽  
Author(s):  
Suela Hajdari
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Service Quality ◽  
Higher Education Institutions ◽  
Education Sector ◽  
Advantages And Disadvantages ◽  
Quality Of Higher Education ◽  
Comprehensive Literature Review ◽  
Quality In Higher Education

This paper aims to give an overview of the existing literature of the models which asses the quality of higher education institutions. The higher education sector is dynamic and competitive. The increasing number of universities leads to the necessity for them to maximize the efforts and improve the quality of their services. A lot of studies from different researchers and different countries are developed through time. It is important to emphasize that higher education is a service, and as other services offered to the customers we have to measure its quality. So this study consists on qualitative research methods and a comprehensive literature review, which allows choosing which model to use for assessing the quality of higher education. Analyzing the advantages and disadvantages of each model the researchers would be able to use the model which is more reliable and valid for their study. The results of this paper are consistent with earlier research that had compared these models, the Servqual remains the most pointed model used to assess service quality in the higher education sector.

scholarly journals Saudi University Students’ Perceptions of Service Quality in Higher Education

2020 ◽  
Vol 9 (5) ◽  
pp. 151
Author(s):  
Fatemah A. Alhazmi
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Demographic Variables ◽  
Male Students ◽  
Kingdom Of Saudi Arabia ◽  
Strategic Plans ◽  
Decision Making Processes ◽  
Perception Of Quality ◽  
Quality In Higher Education

Higher education institutions (HEIs), like any other organizations, consider the customer experience to be an intrinsic component of their strategic plans, decision-making processes, and development. In the higher education (HE) context, the students are the customers and demand high service quality to inform their decisions. This article evaluates the perception of quality of service (QoS) in a HE setting from the perspective of students studying at King Khalid University (KKU) in the Kingdom of Saudi Arabia (KSA). A modified service quality (SERVQUAL) instrument is used to measure five constructs: tangibles, reliability, responsiveness, assurance, and empathy. The research also assesses whether there is a connection between the participants’ responses and key demographic variables. Permission was granted to distribute 500 questionnaires to all the students in the selected college. Of these, 350 questionnaires were returned, and 298 were deemed useful. The data collected to assess perceptions of QoS was analyzed using SPSS, a t-test, and a cutoff point (3.4). The table of variance analysis and ETA square identified relationships between the participants’ answers and the demographic variables. Evaluation of all the services was lower than predicted. The highest rated construct was assurance with mean (3.0116), responsiveness with mean (2.8465), tangibles with mean (2.7843), reliability with mean (2.6914), and empathy with mean (2.5558). There were statistically significant differences found in the students’ evaluation for the first dimension (tangibles) associated with gender difference, with the average evaluation by male students being (2.9532), and the average evaluation by female students (2.6685); otherwise demographic characteristics had no statistically significant influence on students’ evaluations.

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.

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.

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