Abstract
Student loyalty has become an important determinant of the success of Universities aiming to retain students and attract them back for post-graduate studies. To explain how student loyalty could be generated by examining the sequence of constructs: student perceived service quality, student satisfaction, and student loyalty and to identify the crucial determinants of student perceived service quality, we hypothesize that satisfaction plays an important role in linking service quality to loyalty. Using a sample of 177 students enrolled in a Lebanese University, our empirical study examines the relationship among student perceived service quality, student satisfaction, and student loyalty and identifies the important determinants of student perceived service quality. Our findings suggest that students must be satisfied with the service quality to demonstrate loyalty to their educational institution. The findings also conclude that the quality of curriculum is the most important determinant of student perceived service quality.
Highlights
In higher education institutions, emphasizing on service quality and satisfaction in generating loyalty is a newly emerging field of concern (Nadiri et al, 2009; Ramsey and Lorenz, 2016; Sanchez et al, 2006)
Our goal is to investigate the antecedents of student loyalty in higher education institutions through examining the importance of relationship sequence of the following constructs: student perceived service quality, student satisfaction, student loyalty; to identify the crucial determinants that affect student perceived service quality in educational institutions
Hypothesized models In order to identify the crucial determinants of student perceived service quality, multiple regression analysis was used due to its powerful effect on the relationships between a metric dependent variable and one or more metric independent variables (Hair et al, 2003)
Summary
In higher education institutions, emphasizing on service quality and satisfaction in generating loyalty is a newly emerging field of concern (Nadiri et al, 2009; Ramsey and Lorenz, 2016; Sanchez et al, 2006). Educational institutions will have to establish appropriate programs that maintain successful relationships with their students (Hennig-Thurau et al, 2001; Bowden, 2011; Rojas-Méndez et al, 2009; Trice and Yoo, 2007). Such programs have to be well-defined and based on a clear understanding of the creation of these relationships. The determinants examined are as follows: quality of instructors, quality of curriculum, and extra-curricular opportunities
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