Abstract
Purpose The purpose of this study is to examine the influence of service quality on student’s satisfaction. Design/methodology/approach Using empirical research, the study identified previously validated scales of service quality and student satisfaction. Using the SERVPERF scale, data were collected from 279 students studying in public and private universities across Saudi Arabia. The model fit of the scale was assessed to ensure that the data produced accurate outcomes. Structural equation modelling was used to test the effects of independent variables on dependent variables. Findings The results suggest that four of the five dimensions of service quality, namely, tangibility, reliability, responsiveness and assurance had a significant effect on students’ satisfaction. Empathy was not found to contribute to student satisfaction. The findings broaden and deepen our understanding of how the dimensions of service quality reinforce students’ satisfaction. Research limitations/implications Future research can also incorporate in the model other variables, academic and non-academic, related to student satisfaction. Practical implications The results have useful implications for decision-makers in higher education institutions who strive to enhance students’ satisfaction and increase the quality of higher education programmes, particularly in Saudi Arabia and the Gulf region in general. Originality/value This study uses the SERVPERF scale, which is empirically superior to the SERVQUAL scale for measuring student satisfaction.
Highlights
Organizations have been placing a high priority on the quality of their services because of their essential contribution in building competitive advantage, appealing to new customers and maintaining an existing customer base
Empathy was not found to contribute to student satisfaction
While previous research has demonstrated that improving service quality is one of the main objectives of higher education service providers, the opinion of students in determining service equality improvements has not been taken into account, especially in developing nations (Osman and Saputra, 2019; Bozbay et al, 2020)
Summary
Organizations have been placing a high priority on the quality of their services because of their essential contribution in building competitive advantage, appealing to new customers and maintaining an existing customer base. While previous research has demonstrated that improving service quality is one of the main objectives of higher education service providers, the opinion of students in determining service equality improvements has not been taken into account, especially in developing nations (Osman and Saputra, 2019; Bozbay et al, 2020). Higher educational institutions (HEI) are increasingly focusing on student satisfaction in the wake of growing competition (Kashif et al, 2016). Further support is provided by various studies that suggest that the main customers of the higher education segment are students, as they are involved in the selection and the purchase of services (Ali et al, 2016). It has been argued that the satisfaction of students is significant because service quality is the only performance indicator for a higher education service provider (Barnett, 2011)
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