Purpose The purpose of this paper is to investigate the effect of service quality on graduates’ satisfaction as perceived by Middle East University (MEU) graduates. Design/methodology/approach This research is cross-sectional and aims to explore the effect of service quality dimensions (academic staff, administration, classrooms and library services) on graduates’ satisfaction. Data were collected from 399 graduates. After confirming validity, reliability and normality of the data, and the correlation between variables, multiple regressions were used to test the hypothesis. Findings The results show that all service quality dimensions are highly implemented by the MEU. The relationships between all service quality dimensions and graduates’ satisfaction are strong. Finally, results show that all service quality dimensions affect graduates’ satisfaction. Research limitations/implications To generalize the results of this research, further studies are recommended to be carried out on other universities especially in Jordan. Testing the perception and satisfaction of other universities, stakeholders will help to improve service quality and to gain suitable competitive strategies. Practical implications Service quality is a key driver for universities’ sustainable competitive advantage; therefore, dimensions of service quality should be included within universities plan, strategies and daily activities. Social implications Considering service quality in higher education improves countries’ economic development, quality of life and well-being. All corporate social responsibility pillars (social, economic, environmental responsibilities and national and international regulation and norms) should be adapted and adopted within services quality systems and programs. Originality/value Most of previous studies were carried out to test the students’ perception while this research is dedicated to explore graduates’ perception regarding service quality offered by the MEU.

The study aimed to investigate the differences between Gardener’s multiple intelligences among freshman students enrolled at UNRWA higher education institutes in Jordan. To achieve the aim of the study the multiple intelligences scale was applied after having checked its psychometric traits on a random sample consisting of (515) male and female students among whom are (103) males and (412) females. Results of the study showed that among the most popular types of intelligence amongst the scrutinized sample are: Verbal intelligence, Personal intelligence, Bodily-Kinesthetic intelligence, Emotional intelligence, Interpersonal intelligence, Spatial intelligence, Mathematical-logical intelligence, Natural intelligence, and finally Musical intelligence. The degree of possessing these types of intelligences amongst the sample individuals was not within the satisfactory average score identified in the study as the cut-off point or the cutting score. The results of the study also showed that there were statistically significant differences in terms of gender in mathematical-logical intelligence, spatial intelligence, interpersonal intelligence and emotional intelligence in favour of the females. The difference in musical intelligence was in favour of the males. The two sexes were equal in the verbal intelligence Bodily-Kinesthetic intelligence, personal intelligence, natural intelligence and general intelligence. The study revealed that there was a correlated relationship between all the types of multiple intelligences and academic achievement except for the Bodily-Kinesthetic intelligence, spatial intelligence and natural intelligence. The study put forward some recommendations the most significant of which are conducting further similar studies on sample students from Jordanian universities taking into account a variety of variables. هدفت الدراسة الحالية إلى استقصاء الفروق في الذكاء المتعدد لجاردنر لدى طلبة السنة الدراسية الأولى في مؤسسات التعليم العالي في وكالة الغوث الدولية في الأردن. ولتحقيق هدف الدراسة تم تطبيق مقياس الذكاء المتعدد بعد التحقق من خصائصه السيكومترية على عينة عشوائية مكونة من (515) طالباً وطالبة منهم (103) ذكور و (412) إناث. وباستخدام المتوسطات الحسابية والانحرافات المعيارية أظهرت نتائج الدراسة أن أكثر أنواع الذكاء شيوعاً هي: الذكاء اللغوي، فالشخصي، فالحركي- البدني، فالوجودي، فالبينشخصي، فالمكاني، فالرياضي-المنطقي، فالطبيعي، وأخيراً الموسيقي، كما أن درجة امتلاك هذه الأنواع لم تكن ضمن المتوسط الحسابي المقبول للعينة معبراً عنها بدرجة القطع. كما أظهرت النتائج باستخدام اختبار (ت) وجود فروق ذات دلالة إحصائية تبعاً لمتغير الجنس في الذكاء الرياضي- المنطقي، والمكاني، والبينشخصي، والوجودي لصالح الإناث، فيما كان الفرق في الذكاء الموسيقي لصالح الذكور، وتساوى الجنسان في الذكاء اللغوي، والحركي- البدني، والشخصي، والطبيعي، والكلي. ووجدت علاقة ارتباطية باستخدام معامل ارتباط بيرسون بين جميع أنواع الذكاء المتعدد والتحصيل الدراسي للطلبة المدروسين باستثناء كل من الذكاء الحركي- البدني والمكاني والطبيعي. وخلصت الدراسة إلى مجموعة من التوصيات كان من أهمها إجراء مزيد من الدراسات المشابهة على عينات من طلبة الجامعات الأردنية وفق مجموعة من المتغيرات.

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