Effect of Service Quality Toward Student Satisfaction and Loyalty in Higher Education

Abstract

This study analyzes the effect of quality of services provided to the students' in relation to their satisfaction and loyalty. Respondents in this study were seventh semester students of Universitas Muslim Nusantara Al-Washliyah, the total number of students was 312. Data analysis techniques in this study used was SEM (Structural Equation Modeling) using the SmartPLS program. The results showed that students' satisfaction significantly mediated the correlation between academics and students' loyalty, between non-academic and students' loyalty, between reputation and students' loyalty, and between campus access and students' loyalty; on the other hand, students' satisfaction was not significant in mediating the correlation between program issues and students' loyalty. The findings suggest that it is necessary to improve the quality of lecturers to improve students' academic abilities and communication skills. As far as non-academic aspects are concerned, conducting training and development efforts and increasing awareness programs for administrative staff is important. For the reputation aspect, to carry out several marketing campaigns which predict to have an effect upon students in building positive perceptions of campus has to be executed as well. Meanwhile for access aspect, it should be made certain that every student can have direct access to staff employees, and it is necessary to improve dimensions which can increase students' satisfaction so that students are convinced of their choice of campus and then they are likely to recommend their chosen university and spread positive things about their institutions.

Service Quality, Institutional Image and Satisfaction : Can Drivers Student Loyalty?

“…It was in line with the result of the hypothesis testing that institutional image positively and significantly influenced student satisfaction in Senior High School Education. This finding was in line with a study by (Appuhamilage & Torii, 2019;Bakrie et al, 2019;Hassan et al, 2019;Leonnard et al, 2014;Lunarindiah, 2018;Mulyono et al, 2020;Shahsavar & Sudzina, 2017). The better the image built by Senior High School Education, it might increase student satisfaction.…”

“…The better the image of the educational institution is, student satisfaction will get better. It is in line with a study by (Appuhamilage & Torii, 2019;Bakrie et al, 2019;Hassan et al, 2019;Leonnard et al, 2014;Lunarindiah, 2018;Mulyono et al, 2020;Shahsavar & Sudzina, 2017). The good image of an educational institution can also stimulate student loyalty.…”

The Role of Non-Academic Service Quality in an Academic-Oriented Context: Structural Equation Modeling amongst Parents of Secondary Education Students

“…EFA was used to unveil the factors of non-academic service quality. Previous studies, using students as studied objects, have revealed a positive association between non-academic service quality and satisfaction and loyalty (see Kardoyo et al, 2019;Mulyono et al, 2020;Sultan & Yin Wong, 2013). Subsequently, these factors were used to answer our main research hypotheses, which expect non-academic service quality elements to significantly increase parent satisfaction and loyalty.…”

Pérdida de acreditación institucional y sus efectos sobre la retención de primer año: Universidad de Las Américas 2010-2014, Chile

“…Una consecuencia de la acreditación institucional refiere a la opinión de la ciudadanía acerca de las instituciones de educación superior, ya que se plantea como garantía pública de calidad. Particularmente en el caso de las universidades privadas, la acreditación genera una suerte de homologación o mejora competitiva (Mulyono et al, 2020) respecto a las universidades tradicionales.…”

“…A su vez, contar con financiamiento debiera traducirse en una menor deserción por motivos financieros (Himmel, 2002). Por otra parte, los estudiantes que se integran a una institución que pierde la acreditación no pueden postular a financiamiento estatal, mientras que los estudiantes antiguos pierden la posibilidad de postular a financiamiento del que no sean beneficiarios de antemano; y 2) La pérdida de acreditación tendría un fuerte impacto negativo en la imagen institucional, vale decir, en la percepción del público y de los propios estudiantes respecto de la calidad de la formación impartida en una institución determinada (Mulyono et al 2020).…”