The Determinant of Service Quality Measurement in the Case of Addis Ababa University, Ethiopia

Abstract

Service quality has played a significant role in the Higher education institution. It is essential that Higher education institution recognizes student perceptions and expectations and those factors that influence their satisfaction with the service provided. The purpose of this research is to assess students’ satisfaction and Service Quality in Addis Ababa University during the year of 2012. To address this objective, descriptive survey method was employed since it is believed that the method is more appropriate for gathering relevant research information on the measurement of service quality. A 42-items Service quality measurement in the Higher education scale having the six basic service quality dimensions, viz., Teaching Methodology (TM), Environmental Change in the Study Factor(ECSF), disciplinary measures are taken, students’ complaints and response practices, students demographic profile information and overall rating of the service quality, satisfactory level of service were used. Data were collected through a structured questionnaire from the prospective undergraduate and postgraduate student of Addis Ababa University. A total of 331 respondents were selected using stratified random sampling from each college found in the University. The data collected are analyzed from the entire sample. Data analyses have been performed with Statistical Packages for Social Sciences (SPSS) using a technique that includes descriptive statistics, regression analysis and ANOVA test. The major finding of the study indicates that the overall impression given by the students is that they are considerably dissatisfied than satisfied. However, on an individual item basis, graduate level of satisfaction varies from an undergraduate level of satisfaction from item to item. The perception level of students in the four quality dimensions is either moderate or to the lower level. The perception levels are 2.91, 2.83, 2.97 and 2.54 respectively, for the four quality dimensions best faculty teaching methodology (TM), best physical infrastructure, disciplinary action is taken and student`s complaint and response practices). The perception levels of undergraduate and postgraduate students are not significantly different under each quality dimension. Based on the major finding of the study, the researcher recommends that quality in higher education is a holistic concept that should involve various stakeholders. Addis Ababa University should develop and maintain knowledge of the staff through scholarship and improved pedagogical skills possibly with latest technological aids. Moreover, it should create enabling working conditions for academic staff so that it will best promote effective teaching scholarship, research and extension work and enable its staff to carry out their professional tasks, and designing techniques that will encourage formal and informal contact between faculty/staff and students is essential so as partly enhance students’ educational experience by the university. Conclusively, the study proves that the perception level of students in the four quality dimensions is either moderate or to the lower level. There was no area where the university exceeded the students’ expectation.