Assessing quality gap of university services

Abili, Khodayar; Thani, Fatemeh Narenji; Mokhtarian, Faranak; Rashidi, Mohammad Mehdi

doi:10.1108/15982681111158724

Cited by 27 publications

(17 citation statements)

References 14 publications

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“…In a study conducted by Ruby, there were negative quality gaps in four dimensions (reliability, assurance, responsiveness and empathy), but there was a positive quality gap in the tangible dimension; in this dimension, students' expectations of the educational services quality were lower than their perceptions (11). In Abili study, there were negative quality gaps in three dimensions (tangible, reliability and empathy) (12). Negative quality gaps in educational services mean students' perceptions are lower than their expectations, indicating the dissatisfaction of students.…”

Section: Discussionmentioning

confidence: 88%

Quality Evaluation of Educational Services Gap in Neyshabur Faculty of Medical Sciences Based on Service Quality Scale

et al. 2014

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Background:Recognition of views and expectations of students is an important issue to improve the quality of educational services in the universities. Objectives: The aim of this study was to evaluatethe quality gap of educational services by using Service Quality (SERVQUAL) instrument in Neyshabur Faculty of Medical Sciences in viewpoints of students. Materials and Methods:In this cross-sectional study, data were collected using SERVQUAL instrument which comprisedof two questionnaires (perception and expectation) and each of them comprised 27 items based on the Likert scale. This questionnaire evaluatedfive dimensions of service: assurance, responsiveness, empathy, reliability and tangible Questionnaires were distributed between 199 students study at Neyshabur Faculty of Medical Sciences and 198 were returned (response rate = 99.5%); one questionnaire was excluded because it was notreturned. Quality gap of educational services was determined based on differences between students' perceptions and expectations. Data were analyzed using SPSS16 software. Results: The mean age of the students was 20.38±1.92 years; 65.7 % were female and 34.3% were male. There was a negative quality gap in each of the five SERVQUAL dimensions. The overall mean of quality gap was -1.31. The greatest and the least negative quality gap means were observed in the tangible (-1.62) and reliability (-1.02) dimensions, respectively. There were significant differences between perceptions and expectations of students in all dimensions represented by SERVQUAL (P < 0.05). Conclusions:The results of this study showed that there is a notable gap between students' expectations and what they have actually received of educational services. Thus, improvements are required in all dimensions of educational services quality.

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Section: Discussionmentioning

confidence: 88%

Quality Evaluation of Educational Services Gap in Neyshabur Faculty of Medical Sciences Based on Service Quality Scale

et al. 2014

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“…Arambewela and Hall (2013) indicated that student satisfaction profoundly influenced by the service quality. Recent service quality literature confirmed that the influence of service quality towards satisfaction (Abili et al, 2011;Fernandes et al, 2013). One study reveals that satisfaction is affected by service quality and service quality is passing through perceived value in tertiary education setting (Brown and Mazzarol, 2009).…”

Section: Student Satisfactionmentioning

confidence: 97%

A pragmatic model of student satisfaction: a viewpoint of private higher education

Osman

Saputra

2019

QAE

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Purpose-The purpose of this paper is to investigate the relationship between service quality, program quality, institutional image and student satisfaction in the context of higher education. Additionally, the study attempts to describe the mediating impact of institutional image between service quality, program quality and student satisfaction. Design/methodology/approach-The structural equation modeling was used to analyze the influence of mediating variable and hypotheses testing. The population of this study was fourth-year business students of nine "grade one" private universities in Bangladesh. Data (n = 310) were gathered from students pursuing studies at different private universities in Bangladesh. Findings-The findings of this study revealed that image occupied full mediation role between service quality and student satisfaction. Furthermore, it also disclosed that the direct path of service quality and student satisfaction was not statistically significant. Practical implications-These unique findings imply that academic authorities should nurture the institutional image and program quality rigorously to enhance student satisfaction. The findings of this study would benefit both practitioners and academics, especially in the perspective of Bangladesh private higher education. Originality/value-Past researchers have examined the direct affiliation between service quality and student satisfaction. Hence, there is a deficiency of indirect link between service quality and student satisfaction. This study has incorporated image as a mediating variable to fulfill the deficiency in higher education.

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“…Obtaining responses from the students is a must to manage service quality. Feedback is highly useful for evaluation and improvement (Abili, Thani, Mokhtarian, & Rashidi, 2011). Recently, measuring student satisfaction in the education sector has become compulsory (J.…”

Section: Introductionmentioning

confidence: 99%

Determining Factors of Students’ Satisfaction with Malaysian Skills Training Institutes

Ibrahim¹,

Rahman²,

Yasin³

2014

IES

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The purpose of this study is to examine students' perception of quality of service offered in Malaysian skills training institutes and how it influences overall satisfaction. This study employed a questionnaire survey involving seven skills training institutes in Klang Valley, Malaysia. From 600 questionnaires distributed, 419 were returned (69.8 percent response rate). Causation relationship was analysed using Partial Least Squares Structural Equation Modelling technique. Results show that campus environment was the most significant predictor of student satisfaction, followed by management of institute and support services. Interestingly, the study found that physical facilities and training delivery were not significant predictors of students' overall satisfaction. Enriching knowledge in service quality and customer satisfaction is important for skills training institutes to identify priorities for performance improvement. The implication of this finding is deemed valuable and useful for institution management, policymakers and researchers in the training and educational sector.

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Assessing quality gap of university services

Cited by 27 publications

References 14 publications

Quality Evaluation of Educational Services Gap in Neyshabur Faculty of Medical Sciences Based on Service Quality Scale

Quality Evaluation of Educational Services Gap in Neyshabur Faculty of Medical Sciences Based on Service Quality Scale

A pragmatic model of student satisfaction: a viewpoint of private higher education

Determining Factors of Students’ Satisfaction with Malaysian Skills Training Institutes

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