CHAPTER II

REVIEW OF LITERATURE

In any field of study, existing literature constitutes a base for further

research. Probing into the past research studies is necessary for a better

understanding of the direction of the progress in the present investigation.

Therefore, the review of literature is highly useful to design the present study as it

points out research gap in the study of service quality in higher education

institutions. Increasingly organizations are adopting customer-centric strategies,

programs, tools, and technology for excellent service quality. The study of service

quality has attracted the attention of scholars irrespective of countries, be it

developed, developing or less developed. Several studies were conducted on the

issue of service quality in various countries. Various models have been developed

to determine and assess service quality. Therefore, studies on these experiments

are also reviewed in this chapter.

Pariseau and McDaniel (1997)1 assessed service quality in two small

private business schools using the SERVQUAL model in the north-east region of

USA. The results showed that the business schools had not delivered quality

service in the view of their students. The analysis of variance confirmed

significant differences in the perceptions of service quality. The students’

expectations were highest in the area of assurance. The important factor for

students was responsiveness and ranks tangibles last. However, the faculty ranks

tangibles second and responsiveness last. The study concluded that the important

1
Pariseau, S. E and McDaniel, F.R (1997). “Assessing Service Quality in Schools of Business,”
International Journal of Quality & Reliability Management, Vol. 14, No.3, pp.204-218.
 18

determinants of overall quality for students were assurance, reliability, and

empathy.

Owlia and Aspinwall (1998)2 explained that quality consideration with the

student viewpoint is an ignorable area in higher education. There is no specific

framework for quality measurement and improvement in higher education but the

general service quality models can be taken as guidelines to develop a framework.

They took the different models and cross examined the similar dimensions and

characteristics, evaluated them, and interpreted in the higher education context.

They developed a 30-item framework representing six dimensions namely,

tangibles, competence, attitude, content, delivery and reliability.

Crawford and Shutler (1999)3 stated that service quality is one of the key

elements for a higher education institution to achieve success in the competitive

market. However, service quality is poor in higher education due to weak

students, lack of focus in teaching system, lack of attention paid to performance

standards, unmotivated staff, and neglect of students’ skills. Therefore, the

management of higher education institutions and staff should be committed to

continuous quality improvement in their academic and administration. All

academic and administration members must understand that campus processes

need constant review to improve services to students. They need to believe that

the work of community members is vital to student satisfaction, and get feedback,

2
Owlia, M. S and Aspinwall, E. M (1998). “A Framework for Measuring Quality in Engineering
Education,” Total Quality Management, Vol.9, No.6, pp.501-518.
3
Crawford, L. E. D and Shutler, P (1999) “Total Quality Management in Education: Problems and
Issues for the Classroom Teacher”, The International Journal of Educational Management,
Vol.13, pp. 67-72.
 19

positive or negative, from the students for further improvement in higher

education services.

Brenda M. Oldfield and Steve Baron (2000)4 studied students’

perception of service quality in higher education using SERVQUAL research

instrument. A principal components factor analysis performed on data

collected from a sample of 333 undergraduate business and management

students suggests that students’ perceived service quality has three dimensions

namely, requisite elements, acceptable elements and functional elements.

Requisite elements are essential to enable students to fulfill their study

obligations. Acceptable elements are desirable but not essential to students.

Functional elements are of a practical or utilitarian nature. A comparison of

perceptions of service quality between first and final year students suggests

that perceptions of service quality elements change over a period of study, with

acceptable elements having increasing importance.

Smith and Ennew (2001)5 outlined the service quality aspect in higher

education. He stated that there are difficult aspects in the choice of satisfaction of

students between the affective indignation and the technical functionality. The

particular facility used by the students could be judged according to how reliable

they are or according to their ages, appearances, courtesy and empathy. The

perfect reliable facility, which is not upto date, but are capable of carrying out the

4
Brenda M. Oldfield and Steve Baron (2000). “Student Perceptions of Service Quality in a
UK University Business and Management Faculty", Quality Assurance in Education, Vol.8,
No.2, pp.85-95.
5
Smith, R and Ennew, C (2001). “Service Quality and Its Impact on Word of Mouth
Communication in Higher Education,” Research Paper Series, The University of Nottingham in
Malaysia, pp.1-22.
 20

task, may still be negatively rated if the users expect the university to provide upto

date facility. There were specific supportive items known as peripheral aspect and

the university facilities, which students use such as cafeterias and residential

accommodation that will have a significant impact on the evaluation of the

university.

Clemes, et al. (2001)6 stated that students’ perceptions of service quality of

university are the combination of technical and functional quality. The quality of

education, campus facilities, the environment, and course significantly affect the

students’ perception. They proposed four hypotheses: One is the direct proportion

relationship between technical quality and the perception of students about service

quality. Second is the direct proportionate relationship between functional quality

and the perception of students about service quality. The third one stated that

higher the technical and functional quality then there would be higher the

students’ perception about service quality. The fourth, perception of service

quality differs with the demographic characteristics.

Wright and O'Neill (2002)7 studied the service quality in higher education

sector in Western Australia. The study focused on measurement of students’

perception about online library in public universities of Western Australia and

generally discussed the service quality constructs to evaluate service quality of

universities. The study asserted that students evaluate the university services same

6
Clemes, M. D, Ozanne, L. K and Tram, L (2001). “An Examination of Students' Perceptions of
Service Quality in Higher Education”, Journal of Marketing for Higher Education, Vol.10, No.3,
pp.1-20.
7
Wright, C and O'Neill, M (2002). “Service Quality Evaluation in the Higher Education Sector:
An Empirical Investigation of Students' Perceptions”, Higher Education Research and
Development, Vol.21, No.1, pp.23-39.
 21

as of the other commercial and business services. Employers are interested in

adopting the graduates of universities with better skills and capabilities, so, it is

the reason that higher education providers are keen to assure high service quality

to gain competitive advantages. The study concluded that quality of education is

more subjective like other service providers.

Faganel and Macur (2003)8 identified the important quality dimensions at

the Faculty of Management, Koper, Slovenia. The results showed that students

and professors understand quality differently. Students’ understanding of service

quality can be described with two factors. The first factor includes dimensions

such as reliability, responsiveness, assurance, and empathy. The second factor

consists of tangibles. Conversely, the academic staff understand quality in

different way than the students. They recognize five quality dimensions which

differ from the Parasuraman, et al. They find attention to students, being regular

and timely in informing students about services, realization of planned services

and students’ suggestions, attractiveness of study materials and other service

materials, and appropriateness of service hours, and service performance in time

as the most important determinant of quality.

Chua (2004)9 assessed quality in the School of Business Management,

Ryerson University, Toronto. This study supported the fact that different groups

of students have different perspectives of quality. Students’ perspective of quality

falls into mainly the process and output. Parents seemed to think that quality

8
Faganel, A and Macur, M (2003). “Competing through Quality in Higher Education: The Case of
Faculty of Management Koper,” Research Gate, pp.125-139.
9
Carman, J. M (1990). “Consumer Perceptions of Service Quality: An Assessment of
SERVQUAL Dimensions,” Journal of Retailing, Vol.66, No.1, pp.33-55.
 22

should be in terms of input and output. Faculty’s perspective of quality focused on

input-process-output. The employers considered quality in terms of process and

output. The study suggests that caring professor, provision for support services for

students, provision of advising services, participation in curriculum design, and

encouragement for lifelong learning to improve the service quality. For most

quality dimensions, students expect more than what they perceive the school

would provide. The study indicated that all dimensions except reliability were

significant. Moreover, all the quality dimensions are primarily related to the

educational process of the IPO framework.

Tan and Kek (2004)10 argued that service quality is the main focus of

business in this competitive world, and importance of service quality is also

increasing in educational institutes. The stakeholders are more conscious and

striving for better competitive position by ensuring high-perceived service quality.

To have better planning and implementation plans for high quality higher

education, educational institutions are assessing their service quality with respect

to the students they are serving. Their analysis depicts that SERVQUAL model is

an effective instrument to measure the students’ perceptions about service quality

of universities. The study concluded that service quality in education is

determined and assessed by the students’ satisfaction, and fulfillment of their

needs and wants. Student satisfaction in education is the greatest challenge for

education service providers and it is taken as a main concern of quality

improvement.

10
Tan, K. C and Kek, S. W (2004). “Service Quality in Higher Education Using an Enhanced
SERVQUAL Approach”, Quality in Higher Education, Vol.10, No.1, pp.17-24.
 23

Ullah (2005)11 conducted a research on comparison of quality of education

in public and private universities in Pakistan. He asserted that quality of education

in public sector is not according to the expectations but in some private

universities, the education services are delivered well and according to the

expectations. He argued that quality of higher education depends on quality of

staff, quality of skills and capabilities of students, quality of management in

universities, the infrastructure, facilities, equipment, labs, etc. He suggested

various measures for the improvement of quality in higher education.

Firdaus Abdullah (2006)12 compared the HEdPERF scale against two

alternatives namely the SERVPERF and the merged HEdPERF–SERVPERF

scales. A total of 560 questionnaires were distributed to six Malaysian tertiary

institutions. Of these, 390 were returned and nine discarded due to incomplete

responses. The data were collected by means of a structured questionnaire. The

findings indicated that HEdPERF scale resulted in more reliable estimations,

greater criterion and construct validity, greater explained variance, and

consequently were a better fit than the other two instruments. Consequently, a

modified HEdPERF is put forward as the more superior scale for the higher

education sector.

11
Ullah, M. H (2005). Comparison of the Quality of Higher Education in Public and Private Sector
Institutions in Pakistan, Dissertation Submitted to University of Arid Agriculture, Rawalpindi.
12
Firdaus Abdullah (2006). “Measuring Service Quality in Higher Education: Three Instruments
Compared”, International Journal of Research & Method in Education, Vol. 29, No. 1, April,
pp.71-89.
 24

Tzu Hui Kao (2007)13 studied students’ overall satisfaction in a university

in New Zealand's higher education sector. A hierarchal model is used as a

framework for the analysis. Fifteen hypotheses are formulated and tested to

identify the dimensions of service quality as perceived by university students. The

findings of the study are based on the analysis of a sample of 223 students

studying at Lincoln University. The results indicate that each of the primary

dimensions varies in terms of their importance to overall perceived service

quality, as do the sub-dimensions to the primary dimensions. However, there is no

statistical support for a relationship between price and satisfaction. The results

also indicate that students' perceptions of the constructs are primarily influenced

by their ethnicity and year of study. The study concluded that management of

higher education have to develop and implement a market-oriented service

strategy so as to achieve a high quality of service, enhance students' level of

satisfaction and create favourable future behavioural intentions.

Aghamolaei and Zare (2008)14 examined the quality gap of educational

services in viewpoints of students in Hormozgan University of Medical Sciences

with five dimensions of SERVQUAL instrument. Tangibles are the appearance of

institution, physical facilities, equipment, tools, computers, high speed internet,

online library, etc. Reliability is the capability of institution to provide services

coherent with promises and accurate services. Responsiveness is the ability of

institution to help the students during and after their studies and to respond with

13
Tzu Hui Kao (2007). University Student Satisfaction: An Empirical Analysis, Dissertation
Submitted to Lincoln University.
14
Aghamolaei, T and Zare, S (2008). “Quality Gap of Educational Services in Viewpoints of
Students in Hormozgan University of Medical Sciences”, BMC Medical Education, Vol.8,
No.1, p.34.
 25

quick action in delivery of education services. Assurance in educational context is

knowledge and courtesy of faculty, administration staff, and provide trust and

confidence to students. Empathy means that school give personalized attention to

students, caring, listen to their problems and issues in getting education, lectures,

using libraries or any other facility.

Anita Quinn, et al. (2009)15 examined the techniques for measuring and

improving service quality in higher education. Six techniques were examined

namely, total quality management, quality function deployment, the six sigma,

ISO 9001, the Malcolm Baldrige National Quality Award, and the academic

quality improvement program. TQM has been widely used and quality function

deployment is gaining in popularity. While six sigma was reported in the

literature, its use has been proposed for administrative areas. ISO 9001

certification is gaining popularity abroad and is beginning to be seen in K-12

education in the United States. Only three institutions have been awarded the

Malcolm Baldrige National Quality Award to date and little evidence of its impact

on quality is currently available. The academic quality improvement program is a

relatively new method of higher education accreditation that utilizes continuous

quality improvement. While institutions are beginning to utilize academic quality

improvement program for accreditation, little is known about its long-term impact.

The study concluded that efforts are needed to provide better data to justify the

use of quality improvement techniques in higher education.

15
Anita Quinn, et al. (2009). “Service Quality in Higher Education”, Total Quality Management,
Vol.20, No.2, February, pp.139–152.
 26

Basheer Al. Alak (2009)16 highlighted overall students’ satisfaction from

the higher education institutions in Jordan and investigated the difference in

satisfaction level of the students from public and private universities. The private

universities are competing well and even well ahead of government universities in

developing services and other inputs. Students at private universities perceive

higher quality service than at public universities and are more satisfied with such

services compared to students at public universities. The private universities are

differentiating themselves by delivering consistently higher quality service than

the public universities. The significant power is exercised by the higher education

council of Jordan over private universities, especially regarding the unprecedented

and strict review procedure and accreditation criteria, has actually enabled private

universities not only to settle merely good services but also to aim for 100 per cent

defect free service in order to be upto the challenge and provide superior services

unmatched by public universities. Public universities on the other hand are not

subject to council accreditation and seem to have escaped scrutiny in spite of

certain amount of administrative and fiscal recklessness. The results revealed that

students at the private universities were more satisfied with 21 out of 22 items

contained in the questionnaire than their counterpart at the public universities.

Students at public universities were more satisfied with the credit facilities offered

by the university, as compared to their counterpart at private universities. The

study suggests that the quality of private higher education in Jordan has witnessed

16
Basheer Al-Alak, A.M (2009). “Measuring and Evaluating Business Students Satisfaction
Perception at Public and Private Universities in Jordon”, Asian Journal of Marketing, Vol.4, No.2,
pp.62-80.
 27

improved and consequent privatization that can be considered to be right move

globally and particularly for Jordan.

Vaniarajan and Vijayadurai (2010)17 identified the important service

quality factors in the higher management institutions as placement facilities,

learning outcomes, responsiveness, personality development, physical facilities

and academics. The higher management institutes are classified into three groups

namely, arts and science colleges, engineering colleges and stand alone institutes.

From each group 10 institutions were selected. Thus, the sample consists of 600

respondents. The results revealed that the specialized management institutes are

performing far better than the engineering colleges and arts and science colleges.

The discriminate service quality factors among the three groups of institutes are

personality development and placement facilities. The findings indicate that the

important service quality factors in higher management education are placement

facilities, learning outcomes, responsiveness, personality development, physical

facilities and academics. There is a significant difference among the arts and

science colleges, engineering colleges and specialized management institutes

about service quality factors. The study suggests the need of improving service

quality in arts and science colleges and engineering colleges. All educational

institutions are advised to develop a systematic assessment program to monitor

service quality and student satisfaction over time so as to survive in globalized

economy.

17
Vaniarajan, T and Vijayadurai, J (2010). “Service Quality in Higher Management Education:
A Comparative Study on Three Group of Institutions”, International Journal of Management &
Strategy, Vol.1, No.1, July-December, pp.1-24.
 28

Chandra Shekhar, Narayana Raoand and Venkata Subbaiah (2010)18

determined the students’ preferences based on the quality gap of various services

provided by engineering education institutions. The primary data were collected

from 200 students who attended the Graduate Apprenticeship Counseling

programme with the help of questionnaire. The findings indicate that there is a

larger negative quality gap in the service quality items selected for factor analysis.

Professionalism and integrated education have evolved as the two important

factors during factor analysis. Professionalism factor includes skill development

along with guidance and counseling, good evaluation system, expert lectures and

industrial training during study. The integrated education factor was associated

with acquisition of multitasking skills, ability to work in any field, entrepreneurial

ability, orientation towards design and development of innovative engineering

products and ability to solve challenging engineering problems. The other factors

namely, facilities, responsiveness and empathy included items related to modern

equipment in labs, instructional aids, learning materials, prompt service, personal

attention by all teaching and other staff, orderliness, cleanliness, etc.

Sangeeta Sahaney (2010)19 proposed an integrated framework of quality

management with a students’ perspective. Based on the literature review followed

by a pilot study, the variables were conceptualized, and a study was conducted on

selected management institutes in India. The exploratory factor analysis conducted

to assess the dimensionality of the scale proved that one factor accounted for most

18
Chandra Shekhar, N, Narayana Raoand, K and Venkata Subbaiah (2010). “Enhancing the
Quality of Engineering Education Institutions through Gap Analysis”, International Journal for
Quality Research, Vol.4, No.4, pp.241-248.
19
Sahney Sangeeta (2010). “Delighting Customers of Management Education in India: A Students
Perspectives”, The TQM Journal, Vol.23, No.5, pp.531-548.
 29

of the variation in item scores, leading to the conclusion that the scale could be

treated as unidimensional with the items being considered as a single composite

set of individual measures. The study concluded that education is becoming much

more of a product with students expecting a quality experience. Concerns about

assessment, accreditation, ratings and rankings are gaining tremendous attention.

Muhammed Ehsan Malik and Rizwan Qaiser Danish (2010)20 assessed the

impact of service quality on students’ satisfaction in public and private higher

education institutes of Punjab, Pakistan. These educational institutions have

similar functionality and code of conduct governed by the higher education

commission of Pakistan. For the purpose of the study, convenience sampling

technique was used to record the responses of 240 students. Data were collected

from 240 students of business courses either enrolled in master program or

graduation program in provincially chartered universities of the Gujranwala

region. The results showed that students are satisfied with services of tangibility,

assurance, reliability and empathy but not much satisfied with parking facilities,

computer labs, cafeteria services, complaint handling system.

Ashim Kayastha (2011)21 studied the factors that contribute to graduate

students’ satisfaction in universities in Thailand. Students’ responses were

measured through an adapted questionnaire on a 5-point Likert scale. Total

number of samples collected was 303. The results showed that there is significant

20
Muhammed Ehsan Malik and Rizwan Qaiser Danish (2010). “The Impact of Service Quality on
Students’ Satisfaction in Higher Education Institutes of Punjab”, Journal of Management
Research, Vol. 2, No. 2, pp.1-11.
21
Ashim Kayastha (2011). A Study of Graduate Student Satisfaction towards Service Quality of
Universities in Thailand, Dissertation Submitted to Webster University.
 30

relationship between the service quality variables. There was a significant

difference in satisfaction level between the students who paid their own tuition fee

and who have it paid by others. The students who paid their own fee had high

expectation of service quality and were less satisfied than of the students whose

fee were paid by others.

Imran Arshad, et al. (2011)22 investigated the service quality perception of

the students and determinants of service quality of business institutes in Pakistan.

The data were collected from 294 students through questionnaires. The research

found that the students are satisfied with the level of service quality provided by

the business institutes and are not satisfied with the level of quality of food and

services provided at cafeteria. The service quality determinants in the business

institutes are reliability, responsiveness, competence, tangibility and

communication. There is no significant difference between male and female

perceptions about service quality levels for business institutes.

Jalal R. M Hanaysha, Haim Hilman Abdullah and Ari Warokka (2011)23

studied the overall student satisfaction over higher learning institutions in

Malaysia. The primary data were collected from 360 respondents with the help of

questionnaire. The findings indicate that the majority of students are satisfied with

the facilities provided by universities. The study concluded that the Malaysian

22
Imran Arshad, et al. (2011). “Students Perception about Service Quality Level and Significant
Determinants of Service Quality for Business Institutes/Universities in Pakistan”, Interdisciplinary
Journal of Contemporary Research in Business, Vol.3, No.8, December, pp.1062-1077.
23
Jalal R. M. Hanaysha, Haim Hilman Abdullah and Ari Warokka (2011). “Service Quality and
Students’ Satisfaction at Higher Learning Institutions: The Competing Dimensions of Malaysian
Universities’ Competitiveness”, Journal of Southeast Asian Research, Vol. 2011, pp.1-10.
 31

higher learning institutions have to work continuously towards ensuring that the

service provided can really meet or exceed the expectation of students.

Sik Sumaedi and Gede Mahatma Yuda Bakti (2011)24 investigated the

dimensions of industrial engineering students’ perceived service quality in

Indonesia. The survey was conducted on a public industrial engineering education

institution at West Java. The data were collected from 89 industrial engineering

higher education students with the help of questionnaire. This finding shows that

most of students’ perceived service quality dimensions are included in technical

quality. The study suggests that the management of public industrial engineering

education institution needs to push their education institution to perform well on

those dimensions. The institution could improve its service features by integrating

these five dimensions with the quality function deployment as mentioned in

reference.

Mubbsher Munawar Khan, Ishfaq Ahmed and Muhammd Musarrat Nawaz

(2011)25 assessed the impact of quality of service on the satisfaction level of

students. The study considers five dimensions of service quality such as

assurance, empathy, reliability, tangibility and responsiveness. The primary data

were collected from 495 students with the help of questionnaire. Findings of the

study reveal that students are slightly satisfied with the overall service quality and

all the dimensions of service quality. But the tangible dimension is not associated

24
Sik Sumaedi and Gede Mahatma Yuda Bakti (2011). “The Exploratory Study of Industrial
Engineering Students’ Perceived Quality Dimension”, International Journal of Basic & Applied
Sciences, Vol.11, No.1, pp.45-51.
25
Mubbsher Munawar Khan, Ishfaq Ahmed and Muhammd Musarrat Nawaz (2011). “Student’s
Perspective of Service Quality in Higher Learning Institutions: An Evidence Based Approach”,
International Journal of Business and Social Science, Vol. 2, No.11, June, pp.159-164.
 32

with the students’ satisfaction. The study concluded that better provision of

service quality contributes to increased level of students’ satisfaction, which

ultimately increases their willingness to excel in their studies.

Tesfatsion Sahlu Desta (2011)26 assessed the current level of perceived

service quality; evaluated how the quality factors are rated on the degree of

importance and how actually are performed; measured whether variability is

explained by the independent variables; measured the effects of service

satisfaction on students’ propensity to recommend and switching intentions; and

suggested ways and means for improving academic staff service quality in

College of Business and Economics, Mekelle University. The primary data were

collected through questionnaire from 320 students using multi-stage random

sampling. The secondary data were collected from books, articles, journals, and

internet. The findings showed a significant positive relationship between the

dimensions of service quality and the students’ overall service satisfaction. The

step-wise linear regression analysis revealed that assurance, empathy, and

outcome dimensions are the most predictors of the students’ overall academic

staff service satisfaction. Further, there is a significant relationship between

students’ overall service satisfaction and the students’ propensity to recommend

the FBE to others and students’ switching intention to others. The study endorsed

that there is a direct relationship between service quality perception and the

functional and technical quality dimensions; and the service quality leads to

students’ academic staff service satisfaction. Student perceptions of academic

26
Tesfatsion Sahlu Desta (2011). “Students’ Perceptions of Academic Staff Service Quality in
Ethiopia: A Case Study of College of Business and Economics, Mekelle University”, International
Journal of Research in Computer Application & Management, Vol.1, No.7, September, pp.11-21.
 33

staff’s reliability, trustfulness, and communication have been found to affect

student compliance and cooperation with academic staff class.

Mohd Zuhdi Ibrahim, Mohd Nizam Ab Rahman and Ruhizan M. Yasin

(2012)27 investigated the service quality perceived by the students at public and

private technical education and vocational training institutes in Malaysia.

Questionnaire survey was employed to collect primary data from 124 students.

The findings revealed that students in public institutes are more satisfied with the

services that they received when compared to private institutes. The students in

both technical education and vocational training institutes are moderately satisfied

with the aspects of training implementation including instructor; curriculum; and

training delivery. Therefore, these institutes have to concentrate their efforts in

creating and maintaining facilities and environment that can support training

process and satisfy the customers. They need to improve both aspects of the

quality of teaching and non-teaching services.

Subrahmanyam Annamdevula and Raja Shekhar Bellamkonda (2012)28

developed a new instrument called Higher Education Service Quality to measure

service quality in higher education through usage of qualitative and quantitative

studies. The data were collected from 358 senior students who completed at least

one year of education in university by using non-probability judgmental sampling.

The study reveals that there is a significant relationship between teaching and

27
Mohd Zuhdi Ibrahim, Mohd Nizam Ab Rahman and Ruhizan M. Yasin (2012). “Assessing
Student Perceptions of Service Quality in Technical Educational and Vocational Training (TEVT)
Institutions in Malaysia”, ICTLHE, RCEE, and RHED, pp.1-10.
28
Subrahmanyam Annamdevula and Raja Shekhar Bellamkonda (2012). “Development of
HiEdQUAL for Measuring Service Quality in Indian Higher Education Sector”, International
Journal of Innovation, Management and Technology, Vol. 3, No. 4, August, pp.412-416.
 34

course content, administrative services, academic facilities, campus infrastructure

and support services which also have significant positive influence on overall

students’ perceived service quality.

Niyaz Ahmad and Indu Garg (2012)29 studied secondary school students’

perception and expectation of service quality dimensions in Greater Mumbai.

Stratified random sampling technique was used in the selection of sample. The

sample consists of 1281 students of IX standard of 28 English medium schools of

Greater Mumbai. The study found that there is no significant difference in the

perception of secondary school students on service quality dimensions i.e. reliability,

responsiveness, and assurance, whereas a significant difference was found in the

perception on tangibles and empathy dimensions of service quality on the basis of

board affiliation. However, there is a significant difference in the expectations of

secondary school students on service quality dimensions i.e. tangibles, reliability,

responsiveness, assurance and empathy on the basis of board affiliation.

Pankaj Deshwal, Ashima Mahajan and Gaurav Choudhary (2012)30

intended to design modified SERVQUAL instrument to assess students’

satisfaction with the service quality of Delhi based government engineering

colleges. The primary data were collected from 361 undergraduate students based

on stratified random sampling. Eight factors were unveiled including satisfaction

with faculty teaching, faculty profile, academics, library, laboratory, campus

29
Niyaz Ahmad and Indu Garg (2012). “Service Quality in Schools: Secondary School Students’
Perspective”, Electronic International Interdisciplinary Research Journal, Vol.I, No.III. May-
June, pp.170-188.
30
Pankaj Deshwal, Ashima Mahajan and Gaurav Choudhary (2012). “An Effort to Develop and
Test UGENG-QUAL: A Study among Engineering Institutes in Delhi, India”, International
Journal of Management Research and Review, Vol.2, No.5, May, pp.702-713.
 35

infrastructure, competitive environment and inter-institute activities. The study

concluded that the engineering colleges should provide more facilities and

environment that can support training process and satisfy the students.

Ahmed El Rawas and Niveen M. El Sagheir (2012)31 explored the

students' satisfaction at private higher education. The study focuses on the

variables that affect students' satisfaction through monitoring their expectations

and perceptions of service quality overtime. The questionnaires were collected

from 427 students. Secondary data were obtained from the official

administrations. The sampling frame includes 5 types of colleges namely, the

college of maritime transportation, the college of international transportation, the

college of engineering, the college of computer sciences and business. The

findings highlight the effectiveness of service quality dimensions and their impact

on students' satisfaction. The study concluded that education is a service unlike

any normal service. It contains a lot of details and sophistications that must be

handled carefully. To enhance the education service quality, the institutions have

to work on the service quality dimensions. Student satisfaction is the clue to the

success of any organization working in the education service.

Aida Azlina Mansor, et al. (2012)32 investigated the importance of

Hierarchical Service Quality Model and student satisfaction in higher education

31
Ahmed El Rawas and Niveen M. El Sagheir (2012). “The Impact of Internal Service Quality
Dimensions on Students' Satisfaction: A Case Study of the Arab Academy for Science,
Technology and Maritime Transport”, Proceedings of the Second International Arab Conference
on Quality Assurance in Higher Education, pp.1110-1124.
32
Aida Azlina Mansor, et al. (2012). “Hierarchical Service Quality Model towards Student
Satisfaction”, International Journal of Innovation, Management and Technology, Vol. 3, No. 6,
December, pp.803-807.
 36

setting. The three main areas in HSQM such as physical environment, interaction

quality and outcome quality have been measured to identify student satisfaction.

The data were collected through survey questionnaires from 179 respondents in

the Faculty of Office Management, Universiti Teknologi MARA, Selangor. The

physical environment of the faculty is the highest element that contributes to

student satisfaction. The study suggests that the university should improve its

service quality in order to stay competitive in this globalized environment as well

as to increase student satisfaction. The study concluded that it is imperative for all

universities to improve their service quality by increasing student satisfaction.

Kaushik Mandal and Chandan Kumar Banerjee (2012)33 made an attempt

to recognize an ideal program, acceptable to both industry and academia and be

able to address the common quality aspirations of the engineering students; to

develop a reliable construct, which helps to measure the quality of engineering

and technology program, considering all the parameters concerning this issue; and

to identify gaps between the faculty and industry executives regarding the

requirement of quality of an ideal program for engineering and technology. The

study is confined to private educational entrepreneurs in West Bengal. For the

faculty survey, the primary data were collected from 90 faculty members. Factor

analysis was employed to identify the underlying dimensions of the selected

items. The findings reveal the discrepancy between the two stakeholders on the

quality of an ideal program. The study suggests that the gaps between faculty and

33
Kaushik Mandal and Chandan Kumar Banerjee (2012). “A Search for Measuring Quality in
Engineering Education: An Empirical Study”, Zenith International Journal of Business Economics
& Management Research, Vol.2, No.3, March, pp.50-67.
 37

industry must be bridged to improve the quality of the engineering program and

enhance the quality of an engineering education.

Dursun Yener (2013)34 studied students’ perceived service quality of

distance learning courses in Beykoz Vocational School of Logistics, Turkey.

Convenience sampling method was used to select 377 students. The primary data

were obtained with the help of questionnaire. The findings showed that technical

and functional quality of distance learning and image of the institution have

positive effect on students’ perceived service quality. Students’ technical quality

perception about distance learning is more than functional quality perception.

However, increase in image perception does not depend only on distance learning

system. Positive brand image is positively related to higher brand equity.

However, universities have limited financial resources and distance learning is a

useful tool for universities about cost saving.

Siti Falindah Padlee and Azizul Yadi Yaakop (2013)35 stated that

observing international student satisfaction with service offerings by Malaysian

higher education institutions is important so as to compete in competitive market

place. Thus, marketing strategies used in creating and supporting the demand for

international education should be considered more carefully. Malaysian higher

education institutions need to streamline their strategies for internationalization.

The Malaysian universities have to promote their high performing factors

34
Dursun Yener (2013). “Students’ Perceived Service Quality of Distance Learning Courses in a
Dual-Mode Education System”, Contemporary Educational Technology, Vol.4, No.1, pp.50-65.
35
Siti Falindah Padlee and Azizul Yadi Yaakop (2013). “Service Quality of Malaysian Higher
Educational Institutions: A Conceptual Framework”, International Journal of Business, Economics
and Law, Vol. 2, No.1, June, pp.60-69.
 38

aggressively to potential international students by explaining the high levels of

satisfaction and quality offered. The communication channel could prove a

valuable line of distribution of information, which could influence the opinion of

potential students. Such strategic action is likely to result in a more direct impact

on overall satisfaction, which in turn is likely to result in student attraction and

retention. The study concluded that developing a more effective and sustainable

approach to international student recruitment is an arduous task. They seek value-

exchange from their university, and it is the responsibility of the latter to ensure

that the services it provides are delivered in a way that ensures students are

satisfied and that they feel their investment has been honored.

Harileela Vemula (2013)36 examined the usage of different dimensions of

service quality in education system, and evaluated the service quality with

students’ satisfaction in the higher education institutes in twin cities of Hyderabad

and Secunderabad. Primary data were collected from 306 students of 6 colleges in

Hyderabad with the help of questionnaire. The five dimensions of educational

service quality are important in determining satisfaction with their education, and

among them reliability and assurance are very important for the satisfaction levels

of the students. Promptness and accuracy and assurance of service play a major

role in their satisfaction levels. Further, longitudinal and cross-cultural studies can

shed more light on service delivery processes and factors which influence

students’ perceptions on quality. The study concluded that education institutions

36
Harileela Vemula (2013). “Students’ Perception on Educational Service Quality: An Empirical
Study”, International Journal of Innovative Research & Development, Vol.2, No.7, July,
pp.160-166.
 39

have to incorporate right kind of assessment tools for selection of students and

also check that at various levels, filters need to be incorporated in the institutes.

Aep Saepudin and Ai Marlina (2013)37 studied the effects of institution

service quality on student satisfaction. The study employed descriptive

quantitative method. The primary data were collected through questionnaire from

278 students. The findings indicate that the physical aspects have very little

impact on student satisfaction. Partially quality service of institution significantly

influences student satisfaction. There is an increase in student discipline, a

significant improvement in student achievements, and increase of student

adherence to rules and institutions which reduced student violations, the

establishment of noble character in the lives of students in schools, and the

increased number of applicants from year to year. The study concluded that

quality of service of the educational institutions should be a greater concern than

the physical aspects of buildings and other facilities.

Ghulam Muhammad Kundi, et al. (2014)38 studied the relationship

between dependent and independent variables used in this study. A structured

questionnaire was developed based on 5-point Likert scale. Population of the

study was the students of Master in Business and Public Administration of Gomal

University of Pakistan. The primary data were collected form 200 students with

the help of questionnaire. The results indicate a significant impact of the

37
Aep Saepudin and Ai Marlina (2013). “The Effects of Institution Service Quality on Student
Satisfaction of SMPN 3 Cibadak Sukabumi”, International Journal of Scientific & Technology
Research, Vol.2, No.3, March, pp.162-172.
38
Ghulam Muhammad Kundi, et al. (2014). “Impact of Service Quality on Customer Satisfaction
in Higher Education Institutions (A Case Study of Gomal University, DIKhan, Khyber
Pakhtunkhwa Pakistan)”, Industrial Engineering Letters, Vol.4, No.3, pp.23-28.
 40

independent variables on customer satisfaction. The study found that there is a

significant relationship between tangibility and assurance. The study concluded

that it is not only the bookish knowledge to which the students of the education

institution pay attention, rather there are other factors on which student take more

care before making a decision for enrolment in any university.

Lokman Coskun (2014)39 examined student satisfaction of higher

education in an Albanian's private university. A questionnaire was employed to

identify student satisfaction by considering six major factors. The findings reveal

that satisfaction model of education gives a ground to student-centered learning

that causes effective teaching/learning, improves communication skills and

supportive learning environment. Students are giving more importance to

academic staff, teaching, and relationships apart from technology, administration,

and campus facilities. The study suggests that private educational institutions

should consider these six factors while allocating their existing resources for

satisfying student expectation.

Lokanadha Reddy and Shaik Karim (2014)40 examined the relationship

between service quality dimensions such as tangibility, responsiveness, reliability,

assurance and empathy, and students’ satisfaction. The samples were selected

through random sampling method from students studying in private management

educational institutions in Chittoor district. The primary data were collected from

39
Lokman Coskun (2014). “Investigating the Essential Factors on Student Satisfaction: A Case of
Albanian Private University”, Journal of Educational and Social Research, Vol. 4, No.1, January,
pp.489-503.
40
Lokanadha Reddy, E and Shaik Karim (2014). “Service Quality and Student Satisfaction:
A Case Study in Private Management Institutions in Chittoor District of Andhra Pradesh”,
International Journal of Human Resource Management and Research, Vol.4, No.2, April, pp.1-8.
 41

185 students through questionnaire. The findings revealed that service quality has

significant positive relationship with student satisfaction. Further, by focusing on

critical factor in service quality especially empathy and responsiveness mean that

the institution is paving a way towards better evaluation in satisfaction.

Deepti Sharma (2014)41 made an attempt to identify how applicable the

SERVQUAL model in the context of management education; to examine

students’ expectations and perceptions of service quality in management

education; and to study the impact of service quality dimensions on the students’

satisfaction. The primary data were collected from 500 students of select

management institutes affiliated to GBTU. Five quality dimensions viz. teaching,

cooperation and support, facilities, convenience and reliability are identified based

on principal component factor analysis. The result shows that students are

satisfied with quality service on dimensions like teaching, convenience, facilities,

and cooperation but least satisfied with the dimension reliability. The study

suggests that the management institutes have to develop a monitoring system for

management education and should takeout guidelines on service parameters where

they could adopt so as to have competitive advantage over their competitors.

Mohsen Zareinejada, et al. (2014)42 developed a model to understand

service quality, and assessed the performance of some universities using the

modified SERVQUAL approach. Social responsibility was identified as the

41
Deepti Sharma (2014). Measuring Service Quality in Management Education in Select
Institutions Affiliated to GBTU, Thesis Submitted to the University of Lucknow.
42
Mohsen Zareinejada, et al. (2014). “Performance Evaluation of Services Quality in Higher
Education Institutions using Modified SERVQUAL Approach with Grey Analytic Hierarchy
Process (G-AHP) and Multilevel Grey Evaluation”, Decision Science Letters, Vol. 3, pp.143–156.
 42

important dimension of service quality in higher education institutions. Service

core that includes the service principle was placed in second rank. Human factors,

providing a systematic service and tangibles comprised the next priorities for

increasing satisfaction about the performance of higher education institutions. The

study suggests that universities should focus more on social responsibility and

human factors so that their services lead to more students’ satisfaction.

Abdul Rahim Abu Bakar, Asmat Nizam Abdul Talib and Fariza Hashim

(2014)43 made an attempt to gauge the level of market orientation in Malaysian

private higher education institutions; to validate the relationship between firm

market orientation and customer perceived service quality; to determine the

relationship between perceived service quality and customer satisfaction; and to

identify the relationship between customer satisfaction and customer loyalty. The

population for this study consists of all private higher education institutions in the

peninsular Malaysia offering part-time and full-time masters programme in

business related studies like Masters in Business Administration, Masters of

Science in Management, M.Sc Entrepreneurship and the like. The primary data

were collected from 147 students in Malaysian private higher education

institutions. The findings showed that market orientation influences service

quality that subsequently influences customer satisfaction and loyalty.

43
Abdul Rahim Abu Bakar, Asmat Nizam Abdul Talib and Fariza Hashim (2014). “Restoring
Service Quality, Satisfaction and Loyalty in Higher Education Institutions through Market
Orientation”, Journal of Global Business Advancement, Vol.7, No.1, pp.88-107.
 43

Rita Chopra, Mamta Chawla and Tejinder Sharma (2014)44 made an

attempt to identify the gaps between expected and perceived service quality in

educational services in Haryana; to study the gaps in expected and delivered

service quality of the education colleges and management institutes; and to find

out the difference in the overall satisfaction of the students of the education

colleges and management institutes about the service quality. The universe of the

study is the students of Haryana, pursuing their higher education in the disciplines

of management and education. Out of 200 management institutions and 450

education institutions located in Haryana, a sample of 5 colleges from each of

these two disciplines was selected. From each of the institutions, 50 students were

chosen randomly, making the total sample size of 500. The primary data were

collected with the help of self-administered questionnaire. There is a gap in the

form of emotional connection between the students and their institutions.

A similar gap of high magnitude exists in reliability of service due to high

turnover of the faculty members. The direction of this gap between the

perceptions and expectations of all the dimensions of service quality is negative,

implying a sense of dissatisfaction among the students.

Dirkse Van Schalkwyk and Steenkamp (2014)45 determined the service

quality of South African private higher education institutes using the

SERVQUAL. The primary data were collected from 984 students enrolled in the

44
Rita Chopra, Mamta Chawla and Tejinder Sharma (2014). “Service Quality in Higher
Education: A Comparative Study of Management and Education Institutions”, NMIMS
Management Review, Vol.XXIV, April-May, pp.59-72.
45
Dirkse Van Schalkwyk, R and Steenkamp, R. J (2014). “The Exploration of Service Quality and
Its Measurement for Private Higher Education Institutions”, South African Business Review,
Vol.18, No.2, pp.83-107.
 44

five campuses of the private higher education institutes. The findings revealed that

the service quality gaps in the private higher education institutes were small as

compared to those in the public universities. Thus, it was concluded that service

quality as perceived by the students is at a satisfactory level in the private higher

education institutes. However, there exist negative gaps that need to be bridged.

Sahney, Banwet and Karunes (2015)46 studied the service quality of Indian

engineering and management institutes. The primary data were collected through

questionnaire from 219 students. The results showed that there were negative gaps

in service quality dimensions indicating dissatisfaction among students with the

services offered by the institutes. The authors have classified students as

customers of the educational system and concluded that a customer orientation is

required to enhance the service quality of Indian educational institutions.

Munirul Abidin (2015)47 studied the views of quality of education services

from perspective of students and lecturers of the UIN Maliki institution. This

study is descriptive in nature. By using purposive random sampling technique, the

primary data were collected from 361 students and 78 lecturers with the help of

questionnaire. This research confirms that there is different perception between

lecturers and students. Students tend to have lower satisfaction than lecturers. The

study suggests that the university should provide modern classrooms with updated

equipment to support the delivery of curriculum and teaching learning process.

46
Sahney, S, Banwet, D. K and Karunes, S (2015). “A SERVQUAL and QFD Approach to Total
Quality Education: A Student Perspective”, International Journal of Productivity and Performance
Management, Vol.53, No.2, pp.143-166.
47
Munirul Abidin (2015). “Higher Education Quality: Perception Differences among Internal and
External Stakeholders”, International Education Studies, Vol. 8, No. 12, pp.185-192.
 45

Textbooks and reference materials must be updated. Also, there should be

adequate access to digital repositories. Longer working hours in libraries should

be of concern so as to increase student satisfaction.

Harpreet Kaur and Bhalla (2015)48 evaluated the effectiveness of the

higher educational institutions in providing quality education in Punjab. The study

covers three districts of Punjab i.e. Amritsar, Jalandhar and Ludhiana. Primary

data were collected through a well structured questionnaire from 162 students.

The factor analysis resulted in eight factors showing the satisfaction of students

regarding the quality of education. Accordingly, the availability of infrastructure

facilities as an important factor followed by placement services, education

environment, extra curricular activities, knowledge upgradation, academic

facilities, student support services and academic staff. The study suggests that

higher education institutions should try to engage themselves in the campus

placement activities. Infrastructure facilities of the institutions should be

improved. Students should be provided with up-to date equipment and learning

material.

Naseem M. Twaissi and Mohammad H. Al-Kilani (2015)49 investigated

the impact of perceived service quality regarding the academic side on students’

behaviour intentions in a Jordanian governmental university. The study was

conducted with a sample of 572 students. The results proved that the two genders

48
Harpreet Kaur and Bhalla, G.S (2015). “Satisfaction of Students towards Quality in Higher
Education: A Study of Higher Education Sector Punjab (India)”, Pacific Business Review
International, Vol.8, No.6, December, pp.83-91.
49
Naseem M. Twaissi and Mohammad H. Al-Kilani (2015). “The Impact of Perceived Service
Quality on Students’ Intentions in Higher Education in a Jordanian Governmental University”,
International Business Research, Vol. 8, No. 5, pp.81-92.
 46

perceived the tangibility dimension of service quality differently, as males

reported higher assessment. For new students, tangible dimension is the most

influential dimension, followed by the assurance dimension. As regards the

intention to transfer to another university, assurance was the most influential

dimension followed by empathy, whereas the rest of the service quality

dimensions studied had no significant effects.

Alpha J. Mwongoso and Isaac Kazungu (2015)50 measured the quality of

services offered by MUCCoBS using SERVQUAL model. A total of 132 survey

questionnaire was completed by three distinct groups namely non-degree, degree

and postgraduate students. The results indicate that faculties sometimes do not

keep their promises in providing services at due time. In this claim, participants

were reported citing examples such as: faculty delay to issue examination progress

reports to continuing students at time promised. The study suggests that faculties

should overcome this challenge through investing on advanced software that

would help in fast processing and issuing examination results and progress

reports. The staff have to adhere to client service charter which guides the

provision of quality services to the students.

Asinyo Irene Kafui Esi (2015)51 measured the Ghana’s higher education

service quality by studying the perceptions of students in the University of Ghana,

Ghana Institute of Management and Public Administration, and University of

50
Alpha J. Mwongoso and Isaac Kazungu (2015). “Measuring Service Quality Gap in Higher
Education Using SERVIQUAL Model at Moshi University College of Co-operative and Business
Studies: Implications for Improvement”, International Journal of Economics, Commerce and
Management, Vol. III, No.6, June, pp.298-317.
51
Asinyo Irene Kafui Esi (2015). Measuring Higher Education Service Quality (A Study across
Some Selected Universities in Ghana), Thesis Submitted to the University of Ghana.
 47

Professional Studies, Accra. The primary data were collected with the help of

questionnaire from 300 graduate students. The study found that empathizing with

students, instilling confidence in students, being responsive to students and timely

delivery of promises by staff of the institutions were the key service quality

criteria that affect the students’ perception of service delivery. The study

recommended that higher education institutions in Ghana should put measures in

place and take steps that will greatly improve student-staff relationships which in

the long run, affirmatively influence students’ perception of service quality.

Stephen Kwasi Anim (2015)52 studied service quality in higher education

institutions in Ghana. The target population was composed of students of the

Kwame Nkrumah University of Science and Technology and Methodist

University College Ghana. Kwame Nkrumah University of Science and

Technology was clustered into 6 colleges. The simple random technique was used

to select 40 students from each college. Of the total population size of 240

students, 80 students responded. On the other hand, students of MUCG were

clustered into 2 colleges. 80 students were given the questionnaire to answer and

60 students responded. The primary data were collected using a questionnaire.

The analysis revealed that MUCG showed a significant effect. Private institution

students are better informed than those studying in public institutions. The study

suggests that public institutions should place more emphasis on responsiveness to

students’ demands and requests.

52
Stephen Kwasi Anim (2015). “Service Quality in Higher Education: A Comparative Study in
Tertiary Institutions in Sub Saharan Africa”, Global Journal of Educational Studies, Vol. 1, No. 2,
pp.24-44.
 48

Nuray Atsan (2015)53 examined the process of parental evaluation of

educational service quality within public secondary schools by identifying,

prioritizing and examining the criteria used by parents. The AHP methodology

was used as it draws on both qualitative and quantitative information. The results

of the study demonstrate that parents indicate the individual development as the

most important quality factor in public secondary schools. Educational

development takes the second place with a slight difference. The findings show

that despite the lack of financial resources, laboratory maintenance, computer and

library maintenances in Turkish public schools, parents did not evaluate physical

maintenance as a prior factor of service quality. Hence, students must be inspired

to develop their intellectual skills.

Umer Mukhtar, et al. (2015)54 assessed the influence of demographic and

other factors on overall service quality of public and private universities in

Pakistan. 174 useable responses are collected from students. The study showed

that males and females have same perceived service quality of private and public

universities. Compared to private sector universities, the overall service quality of

government universities are on lower side. Residence of student does not have any

significant relationship with service quality of public and private universities.

Class strength is affecting both universities but more significantly on public

universities. The study suggests improvement for all stakeholders in planning,

53
Nuray Atsan (2015). “Measuring Educational Service Quality Using Analytic Hierarchy
Process”, International Journal of Education and Research, Vol. 3, No. 2, February, pp.527-538.
54
Umer Mukhtar, et al. (2015). “Factors Effecting the Service Quality of Public and Private Sector
Universities Comparatively: An Empirical Investigation”, Journal of Arts, Science & Commerce,
Vol.3, No.1, July, pp.132-144.
 49

administration and management practices in higher education academic systems

based on service quality dimensions.

Maysoon Khaleel Ibraheem (2016)55 examined the relationship between

service quality and students’ satisfaction at private higher educational institution

in UAE. The research design is a cross-sectional, field-based study of private

higher education institute in Dubai. A structured questionnaire was administered

to collect primary data from the students of media studies program at bachelor

levels. The study revealed that empathy was one of the most crucial factors of the

perceived satisfaction and students perceived high quality services. Similarly, in

terms of assurance, the perceived level of trust while dealing with information

sharing and also the overall attitude and behaviour of the staff and faculty

appeared to be significant with students’ level of higher perceived satisfaction.

The study concluded that in private university, student value respect is expected to

be treated professionally as well as expect faculty and management of the

university to be polite and helpful to them in their education and solving issues.

Ashish Viswanath Prakash and Faizaan Sheikh Muhammed (2016)56

carried out a research to identify the critical service quality dimensions that

contribute to student satisfaction; and examined if satisfaction with service

delivery in higher education leads to behavioural intentions for recommendation.

55
Maysoon Khaleel Ibraheem (2016). “Relationship between Perceived Service Quality and
Students’ Satisfaction among Undergraduate Students: A Case Study of Private Higher Education
Institute in Dubai”, International Journal of Emerging Research in Management &Technology,
March, pp.70-74.
56
Ashish Viswanath Prakash and Faizaan Sheikh Muhammed (2016). “Service Quality in Higher
Education: An Antecedent to Satisfaction and Behavioural Intentions”, International Journal of
Management and Applied Science, Vol.2, No.5, May, pp.73-79.
 50

The primary data were collected from 216 postgraduate management students

from two leading universities in South India through questionnaire. The analysis

indicates that service quality plays a key role in predicting student satisfaction and

subsequently shaping their behavioural intentions. Of the eight identified service

quality dimensions, interaction quality, curriculum and industry interaction were

found to be significant and influential. The study concluded that industrial

interactions will enhance the chances of employability of graduates. If universities

devise the curriculum and courses in such a way that it caters to industry

requirement then the possibility of students being industry ready by the time of

their course completion an thereby reducing the chances of unemployability.

Gusti Ngurah Joko Adinegara and Putu Steven Eka Putra (2016)57

explored the students’ perspective on the service quality received during the

learning process. This research was conducted at a private university in Badung,

Bali. Purposive sampling was used to collect data from 95 students. The study

showed that the performance in serving students in the learning process is below

the expectations. The quality of services provided to students of private

universities is not in accordance with the interests or expectations of students.

Therefore, all academic faculties are expected to improve service to all students.

Bharat Mishra and Gauri Shanker Kushwaha (2016)58 identified the

quality factors of higher education through qualitative and quantitative studies.

57
Gusti Ngurah Joko Adinegara and Putu Steven Eka Putra (2016). “Assessment of Service
Quality in Higher Education: Case Study in Private University”, International Journal of Business
and Management Invention, Vol.5, No.9, September, pp.82-88.
58
Bharat Mishra and Gauri Shanker Kushwaha (2016). “A Review of Quality Factors of Higher
Education”, IOSR Journal of Research & Method in Education, Vol.6, No.5, September-October,
pp.62-68.
 51

The online databases were used to identify the articles and research papers

published in various journals, magazines, reports and newspapers relevant to the

objectives of the paper. Formal search techniques were used. The significance of

this paper lies in its integration of the extant theories of higher educational service

quality dimensions, determinants and factors as a theory building efforts.

Gurbinder Singh and Maneek Kumar (2016)59 studied the effect of

demographics on the service quality of various higher education institutions as

perceived by the postgraduate students at the campuses of the three Universities of

Punjab. One of the participating universities was a full-fledged government

university, the second a deemed-to-be-university and the third was a private

university. A self-administered questionnaire was used to collect the data from

600 students studying in final year PG courses. The perception of the male and

female students varied significantly for the faculty and reliability dimensions of

service quality. The study concluded that higher education institutions need to

place emphasis on all the dimensions of service quality and take into account

more importantly the gender aspect of the demographic factor while maintaining

adequate standards of service.

Bushra S. P. Singh (2016)60 studied the gaps in student expectations and

perceptions regarding the service quality of ten higher education institutions in

Chandigarh, Punjab and Haryana. A total of 10 institutes were selected for data

59
Gurbinder Singh and Maneek Kumar (2016). “Analyzing Students’ Perception and Attitude
towards Service Quality Delivery in Higher Educational Institutions of Punjab”, Global Business
and Management Research: An International Journal, Vol.8, No.1, pp.18-33.
60
Bushra S. P. Singh (2016). “Using HiEduQual to Assess Student Satisfaction in Selected Higher
Educational Institutions in North India”, International Research in Education, Vol. 4, No. 1,
pp.67-85.
 52

collection. The primary data were collected from 248 students with the help of

questionnaire. The analysis showed that the students of higher education

institutions are not satisfied with the overall teaching aspects and the performance

of all of the aspects listed under administrative services dimension. The

respondents are not satisfied with the overall academic facilities, sports and

recreational facilities, hostel facilities and safety and security measures, and

internalization aspects. The institutions are lacking in all six dimensions of service

quality, most of all in the internationalization dimension. The number of students

participating in exchange programmes is very small. The next largest negative gap

score was found in the administrative services dimension, followed by campus

infrastructure dimension. The lowest gap score was obtained in the dimension of

academic facilities. The study suggests that work efficiency of staff could be

enhanced by including English language and computer knowledge as criteria for

selection in the clerical staff. Clerical staff must be trained as to their job roles and

responsibilities. Records must be computerized and made available to students

over a digital platform using information systems. Online submission of

documents and fees must be accepted to improve efficiency and speed.

Saodia Pohyae, et al. (2016)61 determined the relationship between service

quality dimensions and student satisfaction, and identified service quality

dimensions that predict student satisfaction among international students in UUM.

The population of this study was 250 international students. The primary data

were collected through questionnaire. The results revealed that the areas of

61
Saodia Pohyae, et al. (2016). “The Relationship between Service Quality and Student
Satisfaction: The Case of International Students in Public University”, World Applied Sciences
Journal, Vol.34, No.4, pp.491-498.
 53

university’s service quality that reach the requirements or the needs of students’

expectation or not in order to enhance the potential to build strong relationship

with the student satisfaction.

Ahmed Zain Elabdin Ahmed (2016)62 investigated the attitude of students

in AUST-Fujairah Campus towards university services quality. The primary data

were collected from 562 students from 8 AUST-Fujairah Campus Colleges.

Questionnaires were distributed to regular students during the fall semester. The

study revealed that 51.24 per cent of respondents had positive attitudes toward

service quality programs. The finding demonstrates negative attitudes towards the

methodology used in assessing the service quality assurance. The study suggests

introducing SERVQUAL model that grouped the measurement of different

services provided to students in one model which include assurance, empathy,

reliability, responsiveness and tangibility.

Narmina Vazirova (2016)63 investigated the satisfaction level with service

quality from perspective of post-graduate students of Eastern Mediterranean

University of Northern Cyprus. The primary data were collected through

structured questionnaire. The sample was drawn from two faculties, namely

Business Administration and Tourism. The findings showed that service quality

variables have significant relationships with the overall satisfaction of

postgraduate students. The results of this study showed that all five determinants

62
Ahmed Zain Elabdin Ahmed (2016). “Student’s Attitude toward University Services Quality
Assurance Methodology Case Study: Ajman University of Science & Technology, UAE-Fujairah
Campus”, The Business and Management Review, Vol.7, No.3, April, pp.69-81.
63
Narmina Vazirova (2016). Measuring Service Quality in Higher Education: A Study of
Postgraduate Students in Northern Cyprus, Thesis Submitted to Eastern Mediterranean University
Gazimağusa, North Cyprus.
 54

of service quality have correlation with satisfaction. The program issues have the

lowest score. Hence, the university should focus on program issues aspects to

strengthen student attrition. The university should pay attention to non-academic

aspects, reputation and access for increasing the level of satisfaction.

Dipta Kanti Mukhopadhyay (2017)64 studied the gaps in the quality of

educational services as perceived by 171 students in Bankura Sammilani Medical

College, Bankura in West Bengal. Dimension-wise difference in the mean scores

for expectation and perception was calculated and was considered as quality gaps

in educational services. Significant negative quality gaps were noted in all five

dimensions. The highest gap was found in tangible followed by empathy. The

smallest gap was noted in the dimension of assurance, which indicates the

students’ overall confidence in teaching departments regarding their management

or content expertise. Thus, students’ perceptions of existing services lagged

behind their expectations. The study concluded that awareness of teachers and

staff regarding this issue followed by capacity-building can address this dimension

of educational services.

Siachinji, et al. (2017)65 examined the relationship between the dimensions

of higher education service quality and customer satisfaction. The primary data

were collected through a self-administered questionnaire from 656 final year

undergraduate students at one public university in Zambia. The findings showed

64
Dipta Kanti Mukhopadhyay (2017). “Students’ Perception of Quality of Medical Education in a
Medical College in West Bengal, India”, Indian Journal of Public Health, Vol.20, December,
pp.4-9.
65
Siachinji, et al. (2017). “Higher Education Quality and Student Satisfaction Nexus: Evidence
from Zambia”, Creative Education, Vol.8, pp.1044-1068.
 55

that perceived responsiveness, empathy, assurance, reliability and tangibility each

significantly influence overall student satisfaction in public university. The largest

predictor of satisfaction is perceived tangibility. Further, the student satisfaction

positively influences behavioural intentions of loyalty and positive word of

mouth. It means that students who are satisfied with the education service at the

university are more likely to encourage friends and relatives to pursue their studies

at the same university and they are also more likely to encourage employers to

employ graduates from that university. Similarly, students who are satisfied with

the education service are more likely to intend to return to the same university to

pursue further studies or support the university as part of the alumni. The study

concluded that service quality elements should be monitored, developed and

improved as a whole and not in isolation from each other.

Fariba Asefi, Masoumeh Delaram and Fatemeh Deris (2017)66 studied the

gap between the students’ expectations and perceptions towards the educational

services of the School of Nursing and Midwifery in Shahrekord University of

Medical Sciences. In this cross-sectional study, 320 students were selected by

stratified random sampling and data were collected by SERVQUAL

questionnaire. The result indicates a negative gap between the students’

expectations and perceptions of the quality of educational services delivered to

them. The highest gap was related to the tangibles. The findings showed a

negative gap between the students’ expectations and perceptions for all areas of

educational service quality. The lowest mean gap of quality was derived for

66
Fariba Asefi, Masoumeh Delaram and Fatemeh Deris (2017). “Gap between the Expectations
and Perceptions of Students regarding the Educational Services Offered in a School of Nursing and
Midwifery”, Journal of Clinical and Diagnostic Research, Vol.11, No.4, April, pp.1-4.
 56

assurance followed by reliability, accountability, and empathy, and the greatest

gap in the tangibles. The study suggests that university authorities need to

consider the appropriate time for classes; teachers should adjust the assignments

given to students according to teaching content; teachers and staff should treat the

students respectfully; faculty advisors should be available to talk with students

about the educational problems, training references should be introduced to the

students; student-teacher meeting hours should be clearly specified; and in

educational planning, the comments and suggestions of the students should be

considered seriously.

Husain Salilul Akareem and Syed Shahadat Hossain (2017)67 identified the

demographic and background information of students that differentiate their

perception about quality of higher education. A sample of 432 students was taken

from five top private universities located in Dhaka city, Bangladesh. The primary

data were collected with the help of questionnaire. The findings show that status

of students for scholarship, extra-curricular activities, parents’ education, age,

previous result, and university they study in have a significant influence on

perception about quality of higher education. Part-time job status has moderate

influence on the students’ perception. This study indicates that the environment

created by higher education institutions influences the students’ perception of

quality. The study suggests that university authorities should ensure a supportive

learning environment for the students. Establishing a practice of field inspection to

rate the environmental support available in different universities would improve

67
Husain Salilul Akareem and Syed Shahadat Hossain (2017). “Determinants of Education
Quality: What Makes Students’ Perception Different?” Open Review of Educational Research,
Vol.3, No.1, pp.52–67.
 57

an understanding of these characteristics and could be administered by quality

assurance authorities.

Shahzadi Saima Saleem, et al. (2017)68 assessed the effect of service

quality on student satisfaction with moderating effect of university culture, price

and university reputation. Convenience sampling technique was used. The

primary data were collected from 747 students of 20 higher education institutions

through a questionnaire in Pakistan. The results indicate that service quality

impacts the students’ satisfaction in education sector. The study suggests that it is

imperative for the higher education institutions to guarantee quality of service for

students to augment students’ satisfaction. Along with service quality, strong

university culture can bring student satisfaction into account. There is a substantial

moderating association of university culture between service quality and student

satisfaction. Reputation of higher education institution is important in determining

the worth of that institute.

Hulya Senol and Gokmen Dagli (2017)69 studied the ways to improve the

quality of service in high schools so as to improve student satisfaction. Semi-

structured interviews were conducted with 22 teachers lecturing at high schools

and 10 school principals. The leadership of the principals is the most important

factor in determining the development of schools. Participation of stakeholders of

education in decision making from the initiation stage of the school improvement

68
Shahzadi Saima Saleem, et al. (2017). “Service Quality and Student Satisfaction: The
Moderating Role of University Culture, Reputation and Price in Education Sector of Pakistan”,
Iranian Journal of Management Studies, Vol.10, No.1, Winter, pp.237-258.
69
Hulya Senol and Gokmen Dagli (2017). “Increasing Service Quality in Education: Views of
Principals and Teachers”, EURASIA Journal of Mathematics Science and Technology Education,
Vol.13, No.8, pp.4857-4871.
 58

effort is essential. In-service training and school staff development are accepted as

common ways to foster school improvement and accountability. The role of the

school counsellor is seen important as they foster academic achievement of

students and a collaborative effort with stakeholders to develop a strategic plan to

improve student achievement and this helps determination, excellence, and

innovation to turn low-performing schools into thriving and high achieving

schools.

Napitupulu, et al. (2018)70 analyzed the extent to which the quality of the

services effect on students’ satisfaction. The researcher used survey-based

questionnaire to measure perception and expectation. The primary data were

collected from 84 students with the help of questionnaire. The results showed a

gap between perception and expectations of the respondents. It means service

facility is not meeting the expectations of students. Three service facilities have

the lowest index are: laboratory, computer and multimedia as well as Wifi

network. There is a strong and positive relationship between satisfaction and

quality of service facilities.

It may be observed from the above reviews that very limited efforts have

been made in terms of correlating service quality, satisfaction and loyalty in the

higher education sector. Keeping in view this gap in the body of knowledge, this

study has been designed to examine the perception of the college students towards

service quality of the higher education institutions. Moreover, the studies

reviewed above have not looked into the factors influencing the students to prefer

70
Napitupulu, et al. (2018). “Analysis of Student Satisfaction toward Quality of Service Facility”,
Journal of Physics: Conference Series, No. 954, pp.1-7.
 59

particular higher education institution, students’ satisfaction towards services of

the higher education institutions, students’ perceived service quality, service

quality gap, and loyalty of the students towards higher education institutions.

Thus, the present study is quite different from the studies undertaken so far in

filling this gap. With this background, this study is an attempt to fill in the

research gap in these areas. The study covers 685 students from 11 higher

education institutions in Namakkal district.