Perceived service quality and student satisfaction in higher learning institutions in Tanzania

Abstract

Despite policy efforts to promote higher learning in Tanzania, reports show persistent student dissatisfaction, revealing the extant inadequate quality measurement models. The study examined the fundamental elements causing dissatisfaction using an extended SERVQUAL model with additional variables, perceived transparency mediated by trust. Researchers collected quantitative data from 398 third-year higher learning students. The structural equations modelling result shows that reliability, perceived transparency, and trust in an institution significantly predict satisfaction. Further, trust partially mediates the influence of perceived transparency on student satisfaction. Evidence from this study suggests that education policy geared to promote the expertise of service providers and punctuality of service offering, transparency in service offering, and social responsibility of service provision is adequate for student satisfaction. Future research can look into a cross-level of economic development, groups of students—analysis of satisfaction determinants, and test the transparency—trust-based SERVIQUAL Model in quality struggling sectors in Tanzania and other developing countries. Also, studies can test how satisfaction mediates the effect of quality on academic performance.

Relationships Between Student Characteristics and Perception of the Quality of Tourism, Hospitality and Leisure Courses According to the SERVQUAL Scale

“…The concise definitions of these dimensions and the amount of items used to measure the service quality are the following: Knowledge and courtesy of employees and their ability to inspire trust and confidence Empathy 5 Caring, individualized attention the firm provides to its customers Source: Parasuraman et al, 1988, p. 23. bachelor's degree courses in higher education institutions. Some studies used samples of students from several courses, such as those by Aboubakr and Bayoumy (2022), Abu-Rumman and Qawasmeh (2022), Bwachele et al (2023), Ganbold et al (2022), Kinker et al (2023), Malanga et al (2022), Nojavan et al (2021) and Sukardi et al (2022).…”

Inclusive Special Needs Education and Happiness of Students with Physical Disabilities in Saudi Arabia: The Role of School Satisfaction and Self-Concept

“…Recently, an increasing number of studies evaluating student well-being have emerged [1][2][3] due to the importance of this concept and its impact on many relevant domains of student life [4,5]. A particular interest in the well-being of students with special needs has been shown by many international studies regarding sustainable development goals [6][7][8][9].…”