Pdf quality education service

Overall, the results show that the students are satisfied with the service quality at UiTM Sabah. The reliability, responsiveness, assurance, and empathy dimensions demonstrated a strong correlation with student satisfaction. Meanwhile, tangibility had a moderate correlation with student satisfaction. This study aims to contribute knowledge to the service quality field, especially in higher education institutions.

In the final section of this study, it is proposed that future research investigate different perspectives of service quality. In the higher education context, students are considered the main customers of universities.

To become a highly competitive educational establishment, institutions must not only focus on the academic aspects but also be committed to other features of service delivery, such as facilities, administration, and other support services. As a result, the image that employers have of the higher education institutions in Malaysia will improve and cooperation between universities and industry may also be enhanced in the future, both locally and globally.

Creating a positive image of local institutions also may enhance the global visibility of Malaysian higher education, so the country can become a global higher education hub.

This is especially true today, with many higher institutions expanding and being established in this globalization era.

On the other hand, if institutions do not take the student satisfaction seriously, a gap will be created between the service perceived and the service received by the students. Situations leading to student dissatisfaction with the service quality usually include teaching quality, facilities inadequacy and administrative inefficiency issues Abbas, Given the importance of student satisfaction in the higher education context, the research objective of this study was to identify the correlation between the service quality dimensions SERVQUAL and student satisfaction.

To achieve this objective, the following research question was designed and investigated: What is the correlation between SERVQUAL dimensions tangibility, reliability, responsiveness, assurance, and empathy and student satisfaction? Therefore, it is essential to measure the service delivery level and, with this tool, take any necessary action to provide a good image to the stakeholders and attract students to enroll in this university.

Therefore, this study will be beneficial to the administration department of UiTM Sabah by enabling them to strategize their plans to attract and retain students. Furthermore, the study may become the benchmark for other universities and stakeholders with an interest in students' perceptions of the service delivery in public universities in Sabah.

The outcome of this study may contribute to the existing literature and provide inputs to the relevant stakeholders for future directions. For institutions, this provision can become a critical indicator of positive word of mouth, student retention levels, and student loyalty to their institution Cahyono et al.

If all institutions integrate the element of student satisfaction as their critical indicator in all aspects of their planning and execution, this will be mutually beneficial for the students and the organization itself. According to Parasuraman et. The ability to provide a conducive learning environment may have a significant impact on student satisfaction. Therefore, it is crucial to ensure that institutions are well-equipped in terms of tangible elements to ensure their students develop and retain positive perceptions of the institutions.

This is consistent with the findings by Sibai et al. Rasheed et al. Parasuraman et. This element can reduce the gap between the service perceived and the service received by the students as it demonstrates that the institutions are committed to delivering accurate and timely services Pollack, Institutions need to ensure that reliable and accurate actions are being performed to assist students and gain their trust.

The failure to provide reliable services will result in students having a negative experience of service delivery. The importance of this dimension in terms of satisfaction is revealed in the study by Danish et al. Moreover, the reliability factor was also identified as one of the important dimensions that may enhance student satisfaction when utilizing the Student Activities Information System Humaidi et al.

This shows that, apart from providing good service at the counter, it was demanded that the university focus on providing good e-service to students as well. Responsiveness refers to the willingness or readiness of the staff to deliver services and provide facilities promptly Parasuraman et al. In other words, responsiveness means the ability of the staff to respond to customer inquiries immediately Lee et al. As employees of higher institutions, both academic and non-academic staffs must commit to the client charter and deliver services effectively and efficiently to the students.

Parasuraman et al. Zeithaml et al. This will demonstrate staff professionalism and thus create a strong impression among the students.

The importance of assurance in service delivery is shown in the empirical study by Stephen et al. This is also consistent with a study conducted by Sarsale and Caday , who found that the level of assurance provided by the Philippine State University Satellite Campus was among the strongest of all dimensions, which reflected the satisfaction of their students. Therefore, institutions need to ensure their staffs are well equipped with the proper knowledge of their roles and responsibilities to ensure students receive the correct information from their inquiries and the right treatment as a customer of the institution Pakurar et al.

The empathy element is considered to relate to the emotions portrayed by the service provider towards the service receiver.

According to the findings generated by Gregory , empathy is the most important element in service quality. The findings further highlighted that student at the School of Business at Valley View University were moderately satisfied with the empathy element due to the treatment they received from their lecturers. This is consistent with the findings from Zaineldeen et al.

If staff show empathy towards students, the latter may feel a sense of belonging to their institution, thus potentially creating a harmonious relationship between them.

After reviewing the literature, it was found that studies of higher institutions in Sabah are still lacking, so few overviews are available of the service quality provided by higher education institutions in Sabah. Therefore, this study may provide insights into the perspectives of students, specifically those at UiTM Sabah, on the service quality delivered by the institution.

Thus, may provide relevant inputs to achieve the objective to attract students in the near future. According to Cresswell and Guetterman , a quantitative method is the most suitable research design if the study objective is to examine the relationship between variables. Therefore, employing this research design was expected to answer questions related to the correlation between SERVQUAL dimensions and student satisfaction.

The convenience sampling technique was employed in the data collection process. The students were selected based on their willingness to participate in this study and they answered the questionnaires voluntarily.

The questionnaires were distributed through Google Forms and responses were collected. The data were then analyzed using SPSS by running the Spearman Correlation analysis to identify correlations between the variables. The questionnaires were divided into several sections. All the items from Part B to Part F used 5-point Likert scales, which ranged from 1 as strongly disagree to 5 as strongly agree.

The facilities are adequate. Employees are neat in appearance. The tools and instruments used to provide the service are appealing. Teaching aids are available as planned e. Classrooms and study rooms are comfortable.

Overall, the university is clean. The above two test are the non- parametric equivalent of the parametric 2 Independent Samples T-test and the One- Way ANOVA respectively; which could not be used on data collected using an ordinal Likert scale.

Items that had a factor loading of less than 0. A cut-off point of 0. These dimensions explained 30 per cent of the total variance in the original dataset. However, certain percentages have been suggested Williams et al. Each of the dimensions has been discussed below.

Dimension 1: general attitude. Dimension 2: facilitating elements. Dimension 3: access. QAE Factor loadings 26,3 Quality dimensions and elements 1 2 3 4 5 Dimension 1: general attitude Lecturers respect students 0. NUST has a good and functional clinic 0. Dimension 5: health services. These variables formed a universities coherent group that had a strong focus on health services.

Consequently, this factor was named health services. Objective 2: overall student perception of service quality at NUST. This was because a Likert scale is only useful in ranking observations but does not assume equal magnitudes between rank-steps.

This rating represented Only 2 per cent of respondents felt that overall service quality was very bad while the remaining 21 per cent felt that the service was good. A total of On the other hand, As a result, there were more students who gave a negative rating of quality compared to those who gave a positive rating. This was contrary to Western countries where these issues were a recurrent theme in literature Sumaedi et al. This prominence could have been a sign of poor infrastructure at State Universities, especially lecture rooms.

Overall student perception of service quality at NUST Findings were unsettling in that there were more students There is also a need to conduct a longitudinal study assessing how service quality dimensions at State Universities change over the passage of time in order to enable service quality managers to stay ahead of customer expectations.

Abdullah, F. Abouchedid, K. Abu Hasan, H. Angela, R. Athiyaman, A. Beaumont, D. Ben, A. Berry, L. Brown, C. Churchill, G. Cronin, J. Cuthbert, P. Dabholkar, P. Ford, J. QAE Gerring, J. Gray, D. Gronroos, C. Hadikoemoro, S. Hair, J. Ham, L. Harvey, L. Helms, S. Hill, F. Hill, Y. Holm-Nielsen, L. Jager, J.

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