Performance‐based service quality model: an empirical study on Japanese universities

Abstract

Purpose -This paper aims to develop and empirically test the performance-based higher education service quality model. Design/methodology/approach -The study develops 67-item instrument for measuring performance-based service quality with a particular focus on the higher education sector. Scale reliability is confirmed using the Cronbach's alpha. The principle component analysis followed by a Varimax method is used to extract the factor loadings. Findings -The results are satisfactory in terms of factor analysis, reliability and validity tests. Based on the overall loaded items, the eight dimensions are named. They are dependability, effectiveness, capability, efficiency, competencies, assurance, unusual situation management, and semester and syllabus. Research limitations/implications -Although the empirical results are significant, a comparative study can identify relative strengths of this model. Practical implications -This study underlines some critical dimensions and related attributes on which the higher institutions should concentrate their efforts to improve quality. Originality/value -This study is worth doing because it takes samples from international students studying at Japanese universities. This study also attempts to develop a comprehensive approach for scale development in measuring service quality for higher education institutes.

A confirmatory factor analysis for SERVPERF instrument based on a sample of students from Syrian universities

“…Brochado (2009), however, claimed that despite SERVQUAL's popularity in the context of higher education, SERVPERF presents a better measurement against SERVQUAL in this context. Meanwhile, several other researchers claimed that higher-education-specific instruments may be more effective in measuring service quality in higher education (Abdulla, 2005(Abdulla, , 2006Senthilkumar and Arulraj, 2011;Sultan and Tarafder, 2007;Sultan and Wong, 2010;Sumaedi et al, 2012). Abdulla (2006) maintained that despite the undeniable impact of the generic instruments of service quality, they might not be very adequate for assessing perceived service quality in higher education.…”

“…However, most of the literature on students' perceived service quality is still, to our knowledge, based on developed countries, such as Australia (Soutar and McNeil, 1996;Sultan and Wong, 2012), Japan (Sultan and Tarafder, 2007;Sultan and Wong, 2010), Spain (Calvo-Porral et al, 2013;Gallifa and Batalle, 2010), UK (Russell, 2005), and USA (Joseph et al, 2005). Little attention has been paid for such studies in developing countries, such as India (Senthilkumar and Arulraj, 2011), Indonesia (Sumaedi et al, 2012), and Malaysia (Abdulla, 2006), with very limited studies targeting higher education in Arab countries such as Lebanon (Abouchedid and Nasser, 2002), State of Palestine (Koni et al, 2013), and the United Arab Emirates (Badri et al, 2004).…”

Service Quality, Students' Satisfaction and Behavioural Intentions in STEM and IC Higher Education Institutions

“…Helgesen and Nesset [55] conducted a study that provides the evidence of positive impact of students'satisfaction on students' loyalty in Norway and Sultan and Wong [18] conducted a similar study in Australian higher education context. Ledden, Kalafatis and Mathioudakis [3] studied the relationship between students'satisfaction and willingness of satisfied postgraduate students to recommend study programmes.…”

Banking Service Quality in the Middle Eastern and GCC Countries: Understanding the Future Research Directions

“…Sultan and Wong's (2010a, 2010b, 2012 model, in this context may provide important insights for the researchers and practitioners. Therefore, There are a number of scarce areas of research including the banking service innovation, globalisation of the banking product or service and institutional/corporate branding.…”