Effect of Service Quality on Customers Satisfaction: An Application of HEdPERF Model

Abstract

The aim of this study was to measures the effect of service quality on customer satisfaction. There are 384 respondents were selected from 19 universities of Khyber Pakhtunkwa (Pakistan). The proportionate stratified sampling method was used for the collection of data. The collected data was analysed using SPSS and AMOS packages. Exploratory Factor, Confirmatory Analysis and Parallel Analysis were also performed. Structural Equation Modelling technique was used to investigate the relationship among variables under investigation. Findings of the research reveals that majority of the respondents were satisfied with the dimensions of HEdPERF model in universities of Khyber Pakhunkhwa (Pakistan). The dimension academic was ranked the most important dimension of service quality. Thus, this unique finding implies that universities should nurture the academic quality rigorously in order to enhance students’ satisfaction without ignoring the remaining dimension of service quality.

Customer Satisfaction Role in Mediating the Influence of Service Quality and Promotional Appeal on Electronic Word of Mouth

“…Thus, the more satisfied the customers are with the service provided by Go-Food, the higher the customers' satisfaction is. This result is also supported by similar research showing that service quality has influence on customers' satisfaction (Muhammad et al, 2018;Omar et al, 2016).…”

The assessment of service quality effect in higher education sector on satisfaction, suggestion, and behavioral intention of university students: The case of Turkey

“…Academic and non-academic dimensions are rated at the same level as they come in the first place in the ranking according to the explained variance values, followed by reputation and access. Different studies that use the Hedperf scale in HES have different numbers of dimensions, such as four service quality dimensions -academic, non-academic, reputation, and access- (Sheeja, Krishnaraj, and Harindranath 2014;Mang'unyi and Govender 2014;Ushantha and Kumara 2016;Muhammad, Kakakhel, and Shah 2018;Banahene, Kraa and Kasu 2018), five service quality dimensions -academic, non-academic, reputation, access, and program issues- (Abdullah 2005;Abdullah 2006c;Abdullah 2006a), and six service quality dimensions -academic, non-academic, reputation, access, program issues and understanding- (Abdullah 2006a). The capacity of the service provider to appropriately execute academic, nonacademic, program issue, and access dimensions is confirmed as being crucial to increase the satisfaction by Khalid, Ali, and Makhbul (2019).…”

“…Factors such as geographical, religious, cultural, socio-political, lifestyle and technology can differentiate consumers' perceptions of service quality (Randheer 2015, 38). Therefore, the number of dimensions differ in studies using the Hedperf scale in HES such as four service quality dimensions -academic, non-academic, reputation and access- (Sheeja, Krishnaraj, and Harindranath 2014;Mang'unyi and Govender 2014;Ushantha and Kumara 2016;Muhammad, Kakakhel, and Shah 2018;Banahene, Kraa and Kasu 2018), five service quality dimensions -academic, non-academic, reputation, access and program issues- (Abdullah 2005;Abdullah 2006c;Abdullah 2006a) and six service quality dimensions -academic, non-academic, reputation, access, program issues and understanding- (Abdullah 2006a).…”

“…They found that students' and lecturers' perceptions of service quality were important determinants of student satisfaction. Muhammad, Kakakhel, and Shah (2018) analysed the impact of the Hedperf scale -academic, nonacademic, access, reputation, and program issues-on customer satisfaction. It has been determined that academic, non-academic, reputation and access service quality dimensions affect customer satisfaction, while the program issues dimension is not effective.…”

Analisis Kepentingan dan Kinerja Kualitas Pelayanan Universitas Almuslim dengan Model Higher Education Performance (HEdPERF)

“…menyelesaikan persoalan mahasiswa, kepedulian staf terkait permasalahan administratif mahasiswa, jaminan kenyamanan mahasiswa dalam mendapat pelayanan administrasi, ketepatan waktu jam buka dan tutup pelayanan administrasi, kesediaan dosen dalam meluangkan waktu bagi mahasiswa untuk berkonsultasi, ketersediaan fasilitas penunjang kegiatan belajar mengajar (perpustakaan, laboratorium, kelengkapan ruang kuliah), citra kampus yang membuat lulusan mudah mendapatkan pekerjaan, ketersediaan layanan konseling bagi mahasiswa, dan ketersediaan layanan kesehatan bagi mahasiswa merupakan item pelayanan yang menjadi harapan mahasiswa namun kinerjanya belum sesuai harapan mahasiswa. Hasil ini sejalan dengan hasil penelitian (Muhammad et al, 2018) yang melakukan penelitian di Universitas Khyber Pakhunkhwa (Pakistan) dan memperoleh hasil dimensi akademik menduduki peringkat dimensi kualitas pelayanan yang paling penting. Dimensi akademik, reputasi, non akademik, dan akses berhubungan signifikan dengan kepuasan mahasiswa.…”