Higher Education Quality and Student Satisfaction Nexus: Evidence from Zambia

Bruce Mwiya,Moffat Chawala,Hillary Chanda,Justice Bwalya,Beenzu Siachinji,Shem Sikombe

doi:10.4236/ce.2017.87076

Abstract

This paper contributes to the service quality literature by applying the service performance (SERVPERF) model in an under-researched Zambian universities context. Therefore, it examines the influence of each service quality dimension on overall service satisfaction and behavioural intentions in terms of loyalty and positive word of mouth. Based on a quantitative correlational design, primary data were collected from 656 senior final year undergraduate students at one public university. The findings indicate that service quality performance dimensions (tangibility, reliability, responsiveness, empathy and assurance) are each significantly positively related to overall customer satisfaction which in turn affects behavioural intentions. For scholars, administrations and policy makers, the study shows that the service performance model is a valid and useful framework for assessing and monitoring how students form their service quality perceptions and behavioural intentions. This paper is the first to extend the service performance model of service quality into the under researched developing country context of higher education in Zambia.

Highlights

In the 21st century, the purpose of universities is threefold: Knowledge creation, utilising and sharing
The findings indicate that service quality performance dimensions are each significantly positively related to overall customer satisfaction which in turn affects behavioural intentions
Model 6 in Table 4 presents the multiple regression with all the control and independent variables’ effects on overall customer satisfaction reflected

Summary

Introduction

In the 21st century, the purpose of universities is threefold: Knowledge creation, utilising and sharing (van Schalkwyk & Steenkamp, 2014; Umashankar & Dutta, 2007). Students are customers who come in contact with universities at a fee for the purpose of acquiring knowledge and skills (Abili, Thani, Mokhtarian, & Rashidi, 2011; Doherty, 2008). All this is undertaken in order to equip, enrich and extend human understanding for social and economic development. From the year 2000 to 2017, the number of public universities has increased to 6 while the number of private universities has grown from 0 to 55 (Higher Education Authority, 2017) This entails that competition in the subsector has grown but mechanisms to assess and monitor service quality are yet to be devised let alone implemented. This necessitates baseline studies on the quality of higher education services from the perspectives of various stakeholders

Objectives

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Results

Conclusion