South Africa University students’ perceptions of key education service quality determinants

Abstract

Understanding higher education (HE) service quality is critical for success in a highly competitive environment, since through a better understanding of the determinants of HE service quality, HE managers and leaders could better manage HE service quality better. A survey was conducted among a purposive judgmental sample of 400 students, from two HE institution campuses in SA, to identify their perceptions of key service quality determinants (KSQDs), and the importance of the KSQDs, by using a semi-structured questionnaire. It was ascertained that students ranked KSQDs as follows: Responsiveness, Assurance, Reliability, Tangibles, and Empathy (RARTE), and in terms of their importance, the KSQDs were ranked as follows: Responsiveness, Reliability, Assurance, Empathy and Tangibles (RRAET). Higher education leadership should take note of the KSQDs and focus their resources on these in order to create an organization that is student-centric.

Determinants of Quality Education Delivery in Selected Public Universities in Ghana: Students’ Perceptions

“…If government support to public universities is dwindling at a time when these public institutions are also competing with private universities in the supply of university education, quality becomes a critical issue that 'buyers' (students) consider to decide where to enroll and access tertiary education. A study of this kind, therefore, becomes crucial since it provides an opportunity to ascertain students' perceptions of quality service delivery (Sanjay & Govender, 2018). Based on the perceptions, the universities could put in place quality assurance mechanisms to address some of their challenges that often fuel the negative perceptions among students, and which usually tend to be inimical to the image of public universities.…”

“…Good quality education is the one that provides all learners with the capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual well-being (Mwanga, 2015). Recent studies identified the dimensions of quality higher education as quality of students, faculty credentials, academic features, and administrative supports (Akareem & Hossain, 2012;Sanjay & Govender, 2018). Schargel (1996) stated that modern universities are experiencing a 'buyers' market' and that students are buying higher education from universities via the curriculum, faculties, library, resources offered, and more importantly SSR analyses among others (Wallisch & Cachia, 2019).…”

“…Other studies also focused on students' perception of the learning environment across their entire degree and the way these perceptions related to learning outcomes. Akareem and Hossain (2012) found that students' characteristics, such as current status and socio-economic background influenced the perceptions of quality service in the delivery of education (Clemes et al, 2001;Sanjay & Govender, 2018).Some studies, identifying multiple measures, focused on student quality, faculty credentials, academic features, SSR, and administrative supports as benchmarks for determining quality in higher education delivery (Akareem& Hossain, 2012). They noted that the socio-economic background variables of students influence their perception of higher education quality.…”