Revisiting perceived service quality in higher education: uncovering service quality dimensions for postgraduate students (original) (raw)
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Quality Assurance in Education, 2013
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Liberalization of the higher education sector has increased the access of students to institutions of higher learning. Students of today are far more informed and have more choices in terms of institutions to pursue their higher studies. In the age of competition, the institutions of higher learning need to understand the customers' (students') perceptions of service quality and identify the gap between their expectations and these perceptions. The paper studies the students' perceptions of service quality in the present educational scenario. This study attempts to examine the relationship between service quality dimensions and overall service quality and students satisfaction. This research is gathered through the use of focus groups as the primary data collection method. This study provides management with a ‘snapshot’ of the current provision of service quality at the higher education institutes. It also offers suggestions that could be implemented to improve service ...
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Educational literatures suggest that there is mounting pressure from customers of higher education to close the gap between their expectation of institutional performance and the actual performance (Widrick et al., 2002; Pariseau and Mc Daniel, 1997; Shank et al., 1995). Therefore, it is imperative that higher educations actively monitor the quality of their service. This study deals with measuring the service quality in higher education. The service quality of higher education in this research is defined as the difference between perception of performance and expectation of higher education. The instrument from Shank et al. (1995) was used in this study. The questionnaires were sent to students from some big universities in Jakarta. The t test was used to analysis the data
Service Quality in a Research University: A Post-Graduate Perspective
Procedia-Social and …, 2011
Learner experience to higher education service in any High Educational Institution is intricate and multifaceted. Even though it has become a major issue in higher education worldwide, in Malaysia it has gained serious attention only in the last few years due to overwhelming application of international learners in its local university. After spending minimum one semester or more than that in the local universities they have attended, these learners from different perception and perspective depending on situation and experience that they have gained while studying especially at a post-graduate level. This paper presents the findings from funded research project investigating the post-graduate learner's perspective on education service quality based on effectiveness of managing the quality of teaching and learning in High Educational Institution. Two method of collecting data focusing on quantitative and qualitative method are used. The Analysis Model of SERVPERF had been used for Questionnaire about service quality. A simple random sampling is used among international post-graduate learners. This paper will discuss the findings and the implications of the study towards generating good educational services whilst concurrently producing qualified post-graduate learners in high regarded research university quality image by providing an elevated, sophisticated and acclaimed service quality towards its international learner.
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This is a conceptual paper that examines service quality and student satisfaction in higher learning institutions. It presents the reviews of the literature on the service quality construct in higher education and its influence on student satisfaction. The theoretical perspective of this paper included the Gap Model of service quality and the hierarchical service quality model. The various instruments for measuring service quality in higher education have been discussed briefly with a summary of the measurement instruments by different authors and their dimensions provided. The empirical studies have indicated that there is no consensus among authors on the dimensions that should be used to evaluate service quality in the higher education sector and hence different dimensions and measurement scales have been used by different authors. This paper concludes that service quality in higher education has a significant influence on student satisfaction and therefore higher education insti...
Antecedents and consequences of service quality in a higher education context
Quality Assurance in Education, 2013
PurposeThe purpose of the paper is to report on the perception of students in regard to critical antecedents, dimensions and consequences of service quality with an aim to develop a theoretical model in the context of a university in Australia.Design/methodology/approachThis research used focus group discussions with 19 students who had been studying in undergraduate and postgraduate level programs at an Australian university.FindingsThe findings show that the critical antecedents to perceived service quality are information and past experience. There are three aspects of perceived service quality, namely, academic, administrative and facilities. Student satisfaction and student trust are found to have direct and positive relationships with perceived service quality as consequences; and brand performance and behavioural intention are found to have indirect relationships with perceived service quality mediated through satisfaction and trust.Originality/valueThis paper found three sep...
Service quality in a higher education context: an integrated model
Asia Pacific Journal of Marketing and Logistics, 2012
Purpose-The aim of this study is to develop and empirically test an integrated model incorporating the antecedents and consequences of service quality in a higher education context. Design/methodology/approach-This research employed both qualitative and quantitative research methods. The data from three focus groups, conducted at the Central Queensland University (CQU), Rockhampton, Australia, generated key themes and their interrelationships. The theoretical model was then tested using structural equation modelling technique on a sample of 528 university students. Findings-The findings show that information (marketing communications) is more statistically significant than past experience as the antecedents of service quality. The consequences of service quality are composed of trust, satisfaction, and image. Overall, the results suggest a good validity of the theoretical model and the key paths in the model are found statistically significant, except past experience affecting service quality. Originality/value-The model provides a good explanation of a university brand image, and perceived service quality was found playing an important role in this model. Universities intending to enhance their image are encouraged to consider focusing their efforts on marketing communication information, service quality, student satisfaction and trust.
The Assessment of Service Quality Perception in Higher Education
TED EĞİTİM VE BİLİM, 2016
Increasing number of higher of education institutions in Turkey brings competition which also features the quality. Service quality in higher education is increasingly spotlighted in recent years. It is important that quality of all services provided by higher education institutions must be in a certain level and respond to the needs. Service quality, in effect, draws on total quality management and customer service as well as on marketing research. Fundamental to service quality is the belief that an organization exists to serve its customers. Perceptions of service quality often differ for individual customer. In the educational environment, one customer might appraise the situation a highquality while another might find the same experience middling. The purpose of the research is to determine service quality perceptions of the students who graduated from the university in Turkey. This research was conducted with mixed methods approach. The HEdPERF scale which used to measure the service quality offered to students in higher education was used and semi-structured interview was conducted to collect data. While the perception of service quality does not indicate a significant difference by gender, it indicated significant differences according to faculties and establishment years of universities.