Higher Education Service Quality Based on Students’ Satisfaction in Pakistan

Abstract

Universities in the modern world are expected to seek and cultivate new knowledge, provide the right kind of leadership and strive to promote equality and social justice. The quality of education is an important factor considered for attracting and retaining students as it is a substantial investment made by their parents. Hence, delivering quality service has become an important goal for most higher education institutions (HEIs) and for distinguishing the institutions among other competitors. The general objective of the study is to investigate the satisfaction level of students enrolled in undergraduate and/or graduate programs from different universities in Pakistan and understand: the level of service quality with respect to administrative services, core educational quality, support facilities, physical environmental quality and transformative quality, and overall level of students' satisfaction all university services. A cross-sectional study design was conducted on students of the university's selected using a stratified random sampling technique. Data was collected from 500 questionnaires and analyzed through SPSS. By using multiple linear regression analysis, it revealed which factor was playing how much role in the prediction of students' satisfaction. It was also found that apart from administrative quality of the university all of abovementioned services contributed significantly towards satisfaction level of university students. As student's satisfaction has been positively associated with their performance in university as well as later in their workplaces, it would appear to be detrimental that this aspect of university student's dependence on the service quality provided by higher education institutions should be ignored. It eventually affects the productivity of the workforce of a society and eventually economy of a nation.

The effect of quality culture on service quality of public and private Universities: A comparative analysis

“…In Pakistan, the quality of HE is often criticized by academics across the country. Particularly, researchers have identified three key areas of quality deficits, such as teaching and research [14,15], and other related services, like academic programs [16][17][18]. However, the role of services is relatively more comprehensive and all-encompassing.…”

The effect of accreditation on higher education performance through quality culture mediation: the perceptions of administrative and quality managers

“…For instance, researchers have argued that the globalization and internationalization of higher education have raised concerns about academic quality (Ulker and Bakioglu, 2018) and the international rankings of HEIs (Acevedo-De-los-Ríos and Rondinel-Oviedo, 2022). Universities in Pakistan face the same challenges as universities in other developing countries, which is why the performance of Pakistani universities is often criticized by various academics and researchers for their low academic quality (Hoodbhoy, 2009; Mastoi et al ., 2019; Nisar, 2019; Banuri, 2021). This competitive environment is forcing university leaders to adopt proactive strategies, one of which is enhancing the quality and credibility of institutions and their academic programs through accreditation.…”

Examining the Effect of Accreditation on Higher Education Performance through Motivation as a Mediator

“…Previous literature revealed the three basic functions and academic roles that HEIs must fulfill, including: (1) teaching; (2) research; and (3) service (Agasisti & Bertoletti, 2019;Edgar & Geare, 2013;Yilmaz & Kesik, 2010). Moreover, studies conducted in the Pakistani context also supported vulnerability in areas including: teaching quality, research quality (Banuri, 2021;Hoodbhoy, 2009), and service quality (Mastoi et al, 2019;Nisar, 2019). Given the research context and the gaps identified, this study has posed the following three research questions (RQs): RQ1: How is the effect of accreditation on higher education performance and motivation in universities?…”