This study aims at exploring the relationship between service quality dimensions and overall service quality dimensions (tangibility, responsiveness, reliability, assurance and empathy) and students satisfaction. Additionally, this study also looks at the critical factors in service quality dimensions that contribute most to the satisfaction of the students. The data was collected using a set of questionnaire from 798 undergraduate students who offered various bachelor degrees in a public higher education institution in Ghana. The study provides empirical evidences of these relationships. The results of this study affirms the results of Parasuraman’s SERVQUAL (1985) study, which related to the factors contributing to students’ satisfaction. The outcome of the study amplifies the assertion that service quality (tangibility, responsiveness, reliability, assurance and empathy) has a positive impact on student’s overall satisfaction.

Large class-sizes have become a common feature in almost all higher education institutions in developing countries. Consequently, educators have to implement innovative pedagogies and assessment practices to deal with the current challenges in education delivery at that level. The purpose of this study was to examine students’ perceptions of their attitudes during peer assessment practice in graphic design studio in higher education. The study was conducted with 94 students at the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. The results showed that the students had a positive experience and perception of the peer assessment process. They also held positive views of the task worth of peer-assessment just like their perception of peer-assessment as an aid to learning. The results revealed that peer learning and objectivity are significantly related to task worth. The findings of this study have confirmed the advantages associated with the use of peer-assessment in higher education instead of a teacher centered approach and reaffirmed the existing unequivocal views held by similar studies.Keywords: Peer assessment; students’ perceptions; studio pedagogy; graphic design