Student Satisfaction Regarding Service Quality at Ethiopian Public Higher Education Institutions: A Case Study

Lodesso, Solomon Lemma; Niekerk, E.J. Van; Jansen, Cecelia; Muller, Helene

doi:10.24085/jsaa.v6i2.3309

Cited by 15 publications

(17 citation statements)

References 25 publications

(36 reference statements)

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“…On the other hand, some relevant studies also revealed assurance (Datta & Vardhan, 2017;Rezaei et al, 2017), tangibility (Kalam & Mahonta, 2017), and empathy (Chui et al, 2016) as the most dissatisfied dimension of service quality. Moreover, responsiveness emerged in this study as the most priority for improvement which contradicts to other studies suggesting reliability and tangibility (Lodesso, van Niekerk, Jansen, & Müller, 2018) and empathy (Chui et al, 2016) as topmost priority for improvement. These results simply connote varying perceptions of students toward service quality as well as the level of service delivery among learning institutions across the world.…”

Section: Comparing Findings With Contemporary Studiescontrasting

confidence: 99%

Exploring Quality of Student Services of a Philippine State University Satellite Campus Using Servqual and Service Improvement Matrix

Sarsale¹

2020

MOJEM

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The growing competition in higher education which traverse beyond boarders have urged universities and colleges to put premium on its quality service as it directly relates to student's satisfaction and dissatisfaction. In this paper, the quality of student services of a university was assessed using SERVQUAL model and priorities for improvement were identified using service improvement matrix. The data were gathered from 175 students enrolled in one of the satellite campuses of a Philippine state university using a validated modified service quality assessment survey instrument. The data were analyzed using descriptive statistics, gap analyses and service improvement matrices. The findings revealed that quality of students' services generally fell short of students' expectations across all indicators, servicing units and dimensions of which responsiveness showed the highest negative gap while tangibles got the lowest negative gap among all dimensions. Service improvement matrices were developed by plotting students' expectations and experiences and revealed improvement priorities that will then the basis of the university in instituting reforms so as to address these negative gaps.

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Section: Comparing Findings With Contemporary Studiescontrasting

confidence: 99%

Exploring Quality of Student Services of a Philippine State University Satellite Campus Using Servqual and Service Improvement Matrix

Sarsale¹

2020

MOJEM

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“…Similarly, a case study in 2018, reporting "Student Satisfaction Regarding Service Quality at an Ethiopian Public Higher Education Institutions" revealed that the service quality was perceived by students to be very poor and this was reflected by their low satisfaction scores. 34 Conversely, majority of the students from Dire Dawa University were satisfied with the service that the university offers. 35 Generally, the availability of infrastructure facilities at university are an important and significant factor for student teaching and learning satisfaction.…”

Section: Discussionmentioning

confidence: 98%

Factors Influencing Student’s Satisfaction in the Physiotherapy Education Program

Temesgen¹,

Girma²,

Dugo³

et al. 2021

AMEP

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Background: Despite the expansion of the physiotherapy program over the past decade in Ethiopia, there is modest knowledge of the extent of physiotherapy students' satisfaction. This study was conducted at the Department of physiotherapy, University of Gondar in Ethiopia. Purpose: The objective of this study was to assess the satisfaction of students with the teaching and learning process and to identify the factors influencing course satisfaction amongst physiotherapy students. This questionnaire survey investigated the effects of demographic variables, perceptions of satisfaction, and education-related parameters on the level of student satisfaction with their educational experience. Methods: An institutional-based cross-sectional study was conducted by recruiting entrylevel physiotherapy students during 2018. Data were collected from a sample of 173 physiotherapy students using structured and validated self-administered Students Satisfaction Questionnaires. Logistic regression model was used to identify factors significantly associated with student satisfaction in the teaching and learning process. Results: Out of 173 participants, most of them 112 (64.7%) were male and the majority of them (37%) were third-year students. The overall student satisfaction was 33.1% for all categories. Awareness about physiotherapy education before enrolling into the physiotherapy educational program (AOR 6.3, 95% CI: 2.2-17.8), year of study (AOR 0.12, 95% CI: 0.02-0.67) and availability of classroom furniture (AOR 0.05, 95% CI: 0.04-0.66) were statistically significant associated factors for student satisfaction. Conclusion: The overall student's satisfaction on the learning and teaching process was low, in particular, the satisfaction for the clinical training is also below par, which is a major concern. Area of intervention and endorsements identified by this study was information about physiotherapy before joining the university, course duration, and availability of the classroom furniture. The efforts to raise physiotherapy student satisfaction in Ethiopia shall focus on creating awareness of the physiotherapy education program at the pre-college level and improving classroom facilities in the first place.

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“…Empathy occurs when DE students are provided with the individual care and attention they need or when they do have equitable access to learning and teaching services because of their status as DE students (Lodesso et al 2018;Parasuraman, Zeithaml, and Berry 1994). The participants reported feeling misunderstood, discriminated against, and excluded from many aspects of the services and academic life at the UG.…”

Section: Empathymentioning

confidence: 99%

“…Recent studies on service quality in higher education (HE) have begun to explore student satisfaction regarding a number of factors including quality of academic staff, infrastructure, support services, and other conditions as fundamental and important aspects of educational excellence (Agyekum 2020;Lodesso et al 2018). This work follows this stream of research focusing on distance education (DE).…”

Section: Introductionmentioning

confidence: 99%

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Service Quality Satisfaction: Perceptions of Ghanaian Higher Education Students Learning at a Distance

Amponsah

Agyekum

2021

Preprint

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Assessing students’ satisfaction of service quality is vital to educational service providers. This qualitative study hence employed the SERVQUAL Theory to explore the perspectives of 30 distance learning students on the quality of services provided at the University of Ghana Learning Centres. The participants were purposively selected and engaged in in-depth qualitative interviews through a semi-structured interview guide. Our findings revealed varied satisfaction levels with the five dimensions of quality of service: reliability, assurance, responsiveness, tangibility, and empathy. The findings revealed that students’ perceptions of the tangibility and empathy dimensions were negative. We thus advocate leveraging the three dimensions perceived to be satisfying among students while ensuring improvements in the two other dimensions that elicited no satisfaction. Consequently, we offer recommendations framed by UNESCO that may be of interest to providers and managers of distance education programmes in similar learning centres.

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Student Satisfaction Regarding Service Quality at Ethiopian Public Higher Education Institutions: A Case Study

Cited by 15 publications

References 25 publications

Exploring Quality of Student Services of a Philippine State University Satellite Campus Using Servqual and Service Improvement Matrix

Exploring Quality of Student Services of a Philippine State University Satellite Campus Using Servqual and Service Improvement Matrix

Factors Influencing Student’s Satisfaction in the Physiotherapy Education Program

Service Quality Satisfaction: Perceptions of Ghanaian Higher Education Students Learning at a Distance

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