Performance‐based service quality model: an empirical study on Japanese universities

Abstract

PurposeThis paper aims to develop and empirically test the performance‐based higher education service quality model.Design/methodology/approachThe study develops 67‐item instrument for measuring performance‐based service quality with a particular focus on the higher education sector. Scale reliability is confirmed using the Cronbach's alpha. The principle component analysis followed by a Varimax method is used to extract the factor loadings.FindingsThe results are satisfactory in terms of factor analysis, reliability and validity tests. Based on the overall loaded items, the eight dimensions are named. They are dependability, effectiveness, capability, efficiency, competencies, assurance, unusual situation management, and semester and syllabus.Research limitations/implicationsAlthough the empirical results are significant, a comparative study can identify relative strengths of this model.Practical implicationsThis study underlines some critical dimensions and related attributes on which the higher institutions should concentrate their efforts to improve quality.Originality/valueThis study is worth doing because it takes samples from international students studying at Japanese universities. This study also attempts to develop a comprehensive approach for scale development in measuring service quality for higher education institutes.