Abstract
The main purpose of this research is to determine the current situation of the five SERVQUAL dimensions of service quality instrumentation: tangibles, reliability, responsiveness, assurance, and empathy. These dimensions are used shed light on the most meaningful service features. This study has used a service quality model from an undergraduate student’s point of view. It aimed to explore and evaluate current service attitude and quality at the college. A mixed methodology was conducted on human science program students at Sariputta College in 2019. The students were selected through printed questionnaires using the purposive sampling method. The students’ attitude towards educational service quality was measured through a questionnaire that was designed according to service quality instrumentation based on the five dimensions. The quantitative data was analyzed by SPSS software through the Alpha Test, Descriptive Statistics, Multiple Linear Regression and one-way ANOVA and also by qualitative analysis. The results revealed the lowest recorded service quality gaps belonged to the tangible (-.042) and the highest belonged to the empathy (.007) dimensions respectively. Moreover, a significant number of students felt that Sariputta College does not have an up-to-date curriculum and the highest number felt that the staff of Sariputta College are friendly towards them. Another factor that emerged concerned the facilities and equipment which need to be upgraded in order to reduce the undergraduate students’ negative attitude towards higher education at the college. Thus, it is recommended that services are provided based on students’ needs and suggestions.
Highlights
Service quality was first developed as an economic factor in the early 1980s; the service quality is a relationship between effects and progress in which effects are achieved
What is the current situation of service quality in terms of reliability, responsiveness, assurance, empathy, and tangibles at Sariputta College? 2
What are the factors influencing on the service quality of Sariputta College? 3
Summary
Service quality was first developed as an economic factor in the early 1980s; the service quality is a relationship between effects and progress in which effects are achieved. The origin of development in education is a service quality of management and is considered as a systematic requirement for management change in education (Frasier, l997) as the commercial organizations confront unceasingly demand to satisfy clients. Educational institutions need to consider their students by offering superior service quality at their school (Srikanthan and Dalrymple, 2007). To become a successful educational institution, INTL. & ECON., 3 (1):39-51, 2020 the schools need to remember their unremitting efforts to protect school service quality. (Kwek, Lau, and Tan, 2010); Chong & Ahmed, 2012)
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