Effect of service quality on graduates’ satisfaction

Sharabati, Abdel‐Aziz Ahmad; Al-Hileh, Mohammad; Abusaimeh, Hesham

doi:10.1108/qae-04-2018-0035

Cited by 23 publications

(15 citation statements)

References 32 publications

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“…Studies have empirically verified the direct effect of student perceived service quality on student satisfaction (Teeroovengadum et al , 2019). Service quality dimensions such as academic staff, administration, classrooms, and library services affect student graduates’ satisfaction (Sharabati et al , 2019). Student perceived service quality (teaching, administrative services, academic facilities, campus infrastructure, support services and internationalisation) is the key antecedent to student satisfaction (Annamdevula and Bellamkonda, 2016).…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

“…Student's perception of services reflects their level of satisfaction within the institution (Subrahmanyam, 2017). Higher education institutions that achieve student satisfaction are likely to benefit in terms of student loyalty (Brown and Mazzarol, 2009), positive word of mouth (Alves and Raposo, 2009), thereby creating a competitive advantage for the institute (Wilkins and Balakrishnan, 2013; Sharabati et al , 2019). The importance of service quality and student satisfaction in literature is apparent as these constructs have garnered increased interest among researchers in Europe, followed by North America and Asia (Prakash, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Influence of student-perceived service quality on sustainability practices of university and student satisfaction

Chaudhary

Dey

2020

QAE

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Purpose The past decade has seen a proliferation of research on service quality in education. However, little attempt has been made to understand the impact of student perceived service quality on sustainability practices of the university or the effect of such practices on student satisfaction. To bridge this gap, this paper aims to propose a conceptual framework to examine the relationships between service quality, sustainable practices and student satisfaction from the perspective of students. Design/methodology/approach A quantitative methodology was employed, and data were collected through an online structured questionnaire. Responses were gathered from undergraduate students (n = 419) studying in four colleges affiliated to a university in Delhi, India. Exploratory and confirmatory factor analyses were used to validate the instruments. Structural equation modelling was used to examine the associations between the constructs. Findings The research revealed that student perceived service quality in education has a significant effect on their perception of sustainable practices of the university and student satisfaction. Further, sustainable practices predict student satisfaction. Research limitations/implications The findings may guide the key decision-makers in the education industry to incorporate service quality and sustainable practices in their strategy and thereby enhance student satisfaction. Originality/value This research is the first of its kind to examine the impact of service quality as perceived by students on the perception of sustainability practices of the university. Further, it empirically tests the effect of perceived sustainability practices on student satisfaction.

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Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Influence of student-perceived service quality on sustainability practices of university and student satisfaction

Chaudhary

Dey

2020

QAE

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“…Next, Hossain et al (2018) found that curriculum, teaching competence, service facility and service delivery significantly influence student satisfaction. Sharabati et al (2019) proved that faculty members, administration, classrooms and libraries had positive impacts on graduates' satisfaction.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

“…Mattah et al (2018) examined the quality effects of physical facilities, teaching staff, administrative staff, physical environment, services and programs on student satisfaction. Furthermore, Sharabati et al (2019) investigated the effects of lecturer, administration, classroom and library quality on graduates' satisfaction.…”

Section: Introductionmentioning

confidence: 99%

The effects of perceived quality differences between the traditional classroom and online distance learning on student satisfaction: evidence from COVID-19 pandemic in Indonesia

Istijanto¹

2021

QAE

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Purpose This study aims to investigate the aspects of perceived quality differences that influence student satisfaction when the mode of learning is changed from the traditional classroom to online distance learning because of the COVID-19 pandemic. Design/methodology/approach This study used an online survey for data collection by distributing online questionnaires to students at a private university in Indonesia. Convenience sampling was applied as the sample method. A total of 253 valid questionnaires were acquired, and all items were recorded on the seven-point comparative scale. Exploratory factor analysis was adopted to identify the dimensions of perceived quality. Then, multiple regression analysis was used to examine the impacts of these dimensions on student satisfaction. Findings Four dimensions of perceived quality differences were identified, namely, the perceived quality of the campus facilities, learning process, teaching staff and administrative staff. Regression analysis results proved that the perceived differences in the quality dimensions between the traditional classroom and online distance learning had positive and significant effects on student satisfaction. Research limitations/implications As a result of using a convenient sample, this study exhibited a limited sample and context. Therefore, the generalizability of these findings is limited. Future research can use a stratified sample with more diverse categories of respondents. Practical implications The findings of this study will help universities that plan to change the mode of learning from traditional classroom to online distance learning. Higher education institutions can gain a deep understanding of these perceived quality attributes that have significant impacts on student satisfaction. Originality/value To the author’s best knowledge, this study is the first to address the effect of changing modes of learning from traditional classroom to online distance learning because of the COVID-19 pandemic on student satisfaction in the Indonesian context.

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“…An important aspect of the study is, in our opinion, influencing the architecture of the life and professional goals of young environmentalists -the readiness to overcome negative emotions in the process of interacting with the object of work. Moreover, a more accurate knowledge of the object and the subject of labour can give opportunity to correctly form the life and professional strategies of graduates and the period of study in bachelor's programs [15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Planning of professional and life trajectories of university graduates of environmental educational programs

et al. 2020

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The article is devoted to the issues of constructing the life trajectories of graduates of environmental educational programs, the role of the professional orientation of the individual in this process. A review of publications by Russian and foreign authors is presented, arguing the relevance of the research topic. We have shown the influence of successful social and professional socialization of graduates-ecologists in the system of higher agricultural education on the certainty of their life and professional trajectories. Based on the materials of an empirical study carried out by a questionnaire survey among graduate students of environmental educational programs, we concretized the ideas of young people about professional and life trajectories after graduation. A positive result of social and professional socialization of graduates of environmental programs of an agricultural university can be considered the professional certainty of more than 90% of students by the time they complete their studies at the university. The basis of goal-setting for graduates of environmental programs of agricultural universities for the next 10-20 years is: achieving material well-being and high earnings; interesting job; creating a family and raising children. More than 90% of graduates are confident in achieving their goals. According to environmental graduates, personal qualities are needed to achieve success in life (purposefulness, diligence, resourcefulness); business connections, acquaintances; patience and hard work.

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Effect of service quality on graduates’ satisfaction

Cited by 23 publications

References 32 publications

Influence of student-perceived service quality on sustainability practices of university and student satisfaction

Influence of student-perceived service quality on sustainability practices of university and student satisfaction

The effects of perceived quality differences between the traditional classroom and online distance learning on student satisfaction: evidence from COVID-19 pandemic in Indonesia

Planning of professional and life trajectories of university graduates of environmental educational programs

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