Revisiting perceived service quality in higher education: uncovering service quality dimensions for postgraduate students

Alfy, Shahira El; Abukari, Abdulai

doi:10.1080/08841241.2019.1648360

Cited by 41 publications

(27 citation statements)

References 104 publications

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“…In particular, critical determinants of any universities' brand include service quality, university facilities and the direct student satisfaction with services therein (Helgesen & Nesset, 2007). Service quality is the perceived quality of campus functions such as teaching, tolerance to diversity and connections to industry (El Alfy & Abukari, 2020). The university facilities such as classrooms, laboratories and student residences also affect universities' image.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting university image among undergraduate students: the case study of qatar university

et al. 2021

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Worldwide there is an increase in competition between higher education institutions seeking to ascertain their position in the world ranking, resulting in universities introspectively reflecting on their image and student satisfaction. This is especially the case in the Gulf Cooperation Countries, where there has been significant growth in higher education institutions. This study examines the factors that influence Qatar University's image among undergraduate students and predicts factors impacting students' satisfaction, influencing the university's image. Results from 2,618 students' responses to a 57-item student satisfaction questionnaire indicate that the university's services are factors that influence students' view of QU, and the students' satisfaction directly contributes to a positive perception of Qatar University. The impact of university services on students' perception of QU is further discussed based on gender, nationality, student classification, and major.

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Section: Introductionmentioning

confidence: 99%

Factors affecting university image among undergraduate students: the case study of qatar university

et al. 2021

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“…Taken together, the findings suggest that foreign student satisfaction relates to the whole study abroad experience and both university- (Alfy & Abukari, 2020;Moslehpour et al, 2020) and non-university-related satisfaction (Alfano et al, 2021;Mihanovic et al, 2016) can be defined and distinguished between. Even though in the current study only five variables (competences, content, international environment, living in the city, places to spend free time at) influenced foreign student satisfaction, non-significant path-related variables can be included in the overall study of foreign students, as results may vary based on foreign student study track, level, and phase.…”

Section: Discussionmentioning

confidence: 74%

“…However, these factors are not clearly differentiated between. There is a negligible number of studies focusing on non-university-related satisfaction (Alfano et al, 2021;Faizan et al, 2016;Mihanovic et al, 2016), while the majority of studies focus on university-related aspects of satisfaction (Giner & Rillo, 2016;Alfy & Abukari, 2020;Moslehpour et al, 2020). In the current paper, foreign student satisfaction has been determined as the comparison between expectations and experience, which is related to the whole study-abroad process of students and is relevant to both university-and non-university-related issues.…”

Section: Key Definitionsmentioning

confidence: 97%

Is it only the university they are satisfied with? – Foreign student satisfaction and its effect on loyalty

Kéri

Hetesi

2021

Int Rev Public Nonprofit Mark

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Internationalization has been in the center of research interest in the past decades. With the increasing number of students studying abroad, there has been a growing need for higher education institutions to understand foreign student satisfaction and loyalty. Therefore, the aim of this paper is to distinguish between university- and non-university-related factors accountable for foreign student satisfaction, and to highlight the effect of non-university related factors on overall foreign student satisfaction and loyalty. A clear distinction made between foreign students based on the reason for their loyalty is also studied. The proposed theoretical model is examined with structural equation modeling (SEM) and with the method of partial least squares (PLS). Results show that both university-related and non-university-related satisfaction influence foreign student loyalty. Loyalty of foreign students could be distinguished between. Examined foreign students were proven to be loyal towards either the university, the study abroad experience or none of the above.

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“…Literature related to quality of satisfaction (QS) in HEIs is plentiful ( Bakrie et al, 2019 ), and its nature depends on the demographic and sociocultural context ( El Alfy and Abukari, 2020 ; Santini et al, 2017 ). Quality of satisfaction is directly related to student satisfaction (Elliott et al, 2002).…”

Section: Perception Of Student Satisfactionmentioning

confidence: 99%

Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context

Castaño

Durán

2022

Research in Comparative and International Education

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Emergency remote education (ERD) adopted by universities amidst the COVID-19 pandemic has pursued to maintain students’ satisfaction. The current research inquiries into perception of the satisfaction towards the quality of classes during ERD. The research is carried out through a mixed sequential approach. Six focus groups in its qualitative phase, and 2074 students from the business undergraduate program in Colombia, Peru, and Mexico in its quantitative phase. Measure of satisfaction towards ERD establishes three dimensions: Concerns about academic quality, teaching strategies used by professors, and perceptions of access limitations. This study identifies a moderating effect of the perceptions of access limitations on the relationship of the teaching strategies and concerns about academic quality. In high constraints, =.-016, p < 0.0001, the relationship is weaker than medium constraints, = −0.22, p < 0.0001. In turn, the medium access limitation condition shows a weaker effect than the high limitation condition, = −0.28, p < 0.0001.

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Revisiting perceived service quality in higher education: uncovering service quality dimensions for postgraduate students

Cited by 41 publications

References 104 publications

Factors affecting university image among undergraduate students: the case study of qatar university

Factors affecting university image among undergraduate students: the case study of qatar university

Is it only the university they are satisfied with? – Foreign student satisfaction and its effect on loyalty

Satisfaction of business students with the quality of classes during the pandemic: A mixed study in the Latin American context

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