An integrated-process model of service quality, institutional brand and behavioural intentions

Abstract

Purpose-The purpose of this paper is to develop and test an integrated-process model/an index model by incorporating the antecedents and consequences of service quality in a higher education context. Design/methodology/approach-This research employed both qualitative and quantitative research methods. The data from three focus groups, conducted at an Australian University, generated key themes and their interrelationships. The theoretical model was then tested using the structural equation modelling (SEM) technique on a sample of 528 University students. Findings-The findings show that information (or marketing communications) and past experience are the antecedents of perceived service quality (PSQ). PSQ is a second order construct and has three dimensions: academic, administrative and facilities. The consequences of PSQ include trust, satisfaction, university-brand (UniBrand) performance and behavioural intentions. Overall, the results suggest a good validity of the model, and the nine path coefficients are found statistically significant. Originality/value-The model explains how service quality is formed, and how PSQ affects UniBrand and positive behavioural intentions overtime. This paper develops and validates three new constructs including information, past experience and UniBrand performance. In addition, it improves and validates other constructs including service quality, satisfaction, trust and behavioural intention. The paper also advances service quality literature and validates five hypothesised relationships between constructs that are relatively new in the service quality literature. Finally, this study validates a comprehensive three-tiered "integrated-process" model/an index model that includes antecedents, dimensions and consequences of service quality taking a University as a case. Universities aiming for a sustainable presence in a competitive global market and intending to enhance brand performance and attract and retain students are encouraged to consider this model and its implications.

Stakeholder’s perception of service quality: a case in Qatar

“…Several authors have investigated and used five SERQUAL dimensions (responsiveness, reliability, assurance, empathy and tangibles) in a higher education context (Calvo-Porral et al,2013;Cuthbert, 1996;Enayati et al, 2013;Shaari, 2014;Vaz and Mansori, 2013). However, as mentioned in Section 2, few authors such as Ali et al (2016), Sultan and Yin Wong (2014) and Sarstedt et al (2013) have mentioned the importance of image in the evaluation of service quality. The service quality perception can change with image and the culture/values that are followed or perceived at or around the location of the higher education.…”

UnivQual: a holistic scale to assess student perceptions of service quality at universities

“…Likewise, Tsinidou et al (2010) split this dimension into three: services, library and facilities. The work of Sultan and Wong (2014) also highlight the importance of this dimension. Particularly, the second dimension in their scale ("administrative service quality") collects information about administrative staff quality, while the third dimension accounts for the facilities and additional services offered by the university (e.g.…”

“…In this direction, Abdullah Particularly relevant is the contribution made by professors Sultan and Wong. In the recent years these authors have published a number of papers (Sultan and Wong 2014, 2010a, 2010b that provide a complete model that includes not only a scale for assessing perceived quality, but also the antecedents and consequences of quality, such as satisfaction or intentional behavior.…”

“…Within the academic literature on university quality, there is an increasing interest in identifying the antecedents and consequences of customer satisfaction in HEIs (Letcher and Neves 2010;Mahmood 2011;Sultan and Wong 2014). In the quality context, perceived quality is commonly considered an antecedent of student satisfaction (Snipes et al 2005).…”

“…Through the teaching mission, universities provide human capital (graduates, postgraduates and PhDs) that aim at satisfying market demands for a qualified workforce. Paraphrasing the work of Sultan and Wong (2014) rewriting "the customer is the king" as "the student is the king" may not be appropriate. Although students pay for a specific service, the primary goal of education is not to delight students but to equip them to be effective professionals.…”