Perceived service quality factors in online higher education

Measuring service quality at an online university: using PLS-SEM with archival data

“…Overall, we conclude that the NSE is nomological sound and theoretically grounded as well as an empirically supported measure of service quality in HE. By applying our study in an online HE context we contribute to the limited research on identifying service quality factors in an e-learning setting (La Rotta et al, 2020 ; Uppal et al, 2018 ). Our model and results provide us with both theoretical and practical insights.…”

“…In the past the NSE has been tested and validated mainly in a face-to-face modality (Brenders, 2013 ). Uppal et al ( 2018 ) and La Rotta et al ( 2020 ), however, conclude that there is an increasing need to effectively assess service quality of HE in online settings, but that limited research was found in the literature. Since our study examined and validated the NSE particularly under an online modality we contribute to the scarce literature available addressing this issue.…”

“…For example, in both surroundings competences, attitudes and didactic quality of academic staff are relevant academic service quality factors. Either face-to-face or virtual, teachers contribute significantly to their students’ learning processes (La Rotta et al, 2020 ). It is to be expected, however, that in an online environment academic staff needs to exploit other types of competences, attitudes and didactic approach compared to a face-to-face context.…”

“…In an online context, however, these resources are expected to be less relevant or even not applicable since students are following an online program (off-campus) and are not likely to claim these services. On the other hand, however, a stable and easy to use electronic learning environment (ELO) is of core importance in an online environment (La Rotta et al, 2020 ; Uppal et al, 2018 ), while in a face-to-face context the interaction platform is more of a supportive nature. These potential differences in perceived service quality, however, need to be explored further and supported empirically.…”

“…The OUNL is one of fourteen universities in the Netherlands but is the only online university. As many HEIs had to make a transition from onsite to online education within a short period of time, due to the Covid-19 pandemic, service quality became a major concern for HEIs since the conditions and characteristics of online education differ from those of the traditional face-to-face approach (La Rotta et al, 2020 ). The OUNL provides online learning for over 35 years and reached top-three positions with respect to student satisfaction for more than fifteen consecutive years.…”