service quality and student satisfaction in higher ... · education is the issue of quality of...
TRANSCRIPT
http://www.iaeme.com/IJM/index.asp 648 [email protected]
International Journal of Management (IJM) Volume 11, Issue 7, July 2020, pp. 648-665, Article ID: IJM_11_07_058
Available online at http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=7
ISSN Print: 0976-6502 and ISSN Online: 0976-6510
DOI: 10.34218/IJM.11.7.2020.058
© IAEME Publication Scopus Indexed
SERVICE QUALITY AND STUDENT
SATISFACTION IN HIGHER EDUCATION
INSTITUTIONS IN SAUDI ARABIA
Saad Aziz Al-Otaibi*
Deanship of University Development and Quality
Umm Al-Qura University, 5662 Makkah, Kingdom of Saudi Arabia
Sha’ri Mohd Yusof
Razak Faculty of Technology and Informatics
Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia
Wan Khairuzzaman Wan Ismail
Sulaiman al-Rajhi School of Business
Sulaiman Al-Rajhi Colleges, 51941 Alqasssim, Kingdom of Saudi Arabia
*Corresponding Author: [email protected]
ABSTRACT
This paper reviewed the literature in how service quality influences student
satisfaction in higher education institutions (HEIs) of Saudi Arabia. HEIs in Saudi
Arabia have the task of providing the teeming youth population yearning for high-
quality education services and also provide for the Saudi Arabia's manpower needs
for achieving its Vision 2030 programmes. Several studies on customer satisfaction
and service quality were thus reviewed. The review suggests that service quality and
student satisfaction are closely associated, and services quality tends to influence
student satisfaction. Also, it was found that all the five dimensions of the SERVQUAL
model impact on student satisfaction but at varying degrees. The review concluded by
recommending that universities in Saudi Arabia should endeavour to fulfil all the five
dimensions of the SERVQUAL model in order to meet student expectations and
thereby have a high student satisfaction rate.
Key words: Saudi Arabia, Student satisfaction, Customer satisfaction, Service quality
Cite this Article: Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman
Wan Ismail, Service Quality and Student Satisfaction in Higher Education Institutions
in Saudi Arabia, International Journal of Management, 11(7), 2020, pp. 648-665.
http://www.iaeme.com/IJM/issues.asp?JType=IJM&VType=11&IType=7
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 649 [email protected]
1. INTRODUCTION
Arab countries, including the Saudi Arabia, are facing tremendous challenges and changes in
all facets of life. In the case of Saudi Arabia, the Vision 2030 currently implemented in the
country has thrown significant challenges to country's HEIs by making them responsible for
producing the necessary human resources for development [1, 2]. This sends a strong message
for public HEIs to move forward by changing or revamping their management styles and the
traditional way they have been using for a long time as they are no longer useful or workable
in today's situations. The situation calls for even more action as globalisation and fierce
competition affect every industry and environment, including the higher education sector. For
HEIs in Saudi Arabia to achieve their objectives and maintain a competitive edge in the
current market. Therefore, they must implement modern management methods in a
sustainable manner [3, 4].
The Vision 2030 seeks to reposition KSA universities to be among the top 200 globally by
developing rigorous curricula whose implementation is monitored closely. The Vision further
seeks to align higher education outcomes with market needs, benchmarking professional
qualifications in all fields, and maintaining students records from kindergarten through higher
education [5]. A critical enabling strategy for the attainment of the KSA Vision 2030 is the
National Transformation Programme 2020 (NTP 2020) [6]. This programme was developed
"to help fulfil Saudi Arabia's Vision 2030, and to identify the challenges faced by government
bodies in the economic and development sectors" [6].
An aspect of the NTP 2020 relevant to this paper is the one relating to the Ministry of
Education. Based on the identified challenges facing KSA education, the NTP 2020 sets out
eight strategies for the Ministry of Education towards the achievement of the overall Vision
2030. These objectives are all geared towards enhancing service quality in education in the
KSA and producing satisfied students [6]. The objectives cover student education services;
recruitment, training and development of teachers; improvement of the learning environment
for creativity and innovation; upgrading of curricula and teaching methods; development of
students‟ values and core skills; provision of industry-relevant education; better education
financing; and private sector participation in the education sector [6].
In view of the foregoing, this paper suggests that service quality and student satisfaction
in the context of the Saudi Vision 2030 are closely associated and should be considered in
tandem in order to create the targeted engagement from students. This is underscored by the
literature which support the direct and mediated effects (albeit of varying degrees) of all the
five dimensions of the SERVQUAL model impact on student satisfaction. The review
concluded by recommending that universities in Saudi Arabia should endeavour to fulfil all
the five dimensions of the SERVQUAL model in order to meet student expectations and
thereby have a high student satisfaction rate.
2. STUDENT SATISFACTION
In the context of this study, student satisfaction is synonymous with customer satisfaction
which is widely studied in the marketing literature. Students are the main customers of HEIs.
Satisfying students' needs for quality education delivered through quality educational services
is, therefore, the main business of any higher learning institution.
The concept of satisfaction has been presented as a multidimensional construct [7]. It is an
extensively studied issue as the literature dates far back 1980s, and there seems to appear
much more studies on the concept now than ever before. However, there is over
fragmentation of the dimensions of the construct as detailed in Alves and Raposo [7]. Past
studies on satisfaction mostly revolve around the job, life, self, and patient satisfaction [8], but
now, the concept has been widely tested and applied including students‟ satisfaction in higher
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 650 [email protected]
education [9-11]. As it has gained excellent research attention in education, there seems to be
disagreement as to what constitutes the dimensions and determinants of the concept. This is
demonstrated in many different conceptualisations and resultant differences in the
dimensionality of the construct as documented in the recent meta-analysis of Santini and his
colleagues [12]. This could pose practice challenge as to what HEIs could focus on to
implement.
Several scholars have observed that what brings about student satisfaction in higher
education is the issue of quality of service in the higher education sector [13, 14].
Consequently, to explain students‟ satisfaction in HEIs, research has mostly adopted the
service quality model of Parasuraman et al. [15]. This is a multidimensional model, yet
studies have adopted the model as a single unit (as a whole) to explain students' satisfaction,
yet it is a multi-component model. That makes it difficult to assess if some of the dimension's
matter to customers/students more than the other. Such a dilemma could pose practice
challenge. This current study has attempted to examine the relationship between the
components and students‟ satisfaction separately.
Student satisfaction is an essential element and one of the most critical characteristics for
organisations to maintain their sustainability and competitiveness in the industry. Student
satisfaction can be measured based on two characteristics which are past experiences and the
expectations and perceptions of a customer of the actual services provided by any
organisation and/or company [16-19].
Previous research has demonstrated clearly that the experience of customers plays a
crucial role in customer expectations and perceptions in evaluating service, and, at the same
time, generates a particular link between them [20-22]. It has also been observed that two
different characteristics of the satisfaction variable can be identified, transaction-specific and
brand-specific. Therefore, satisfaction can be limited to a specific purchase time [16].
Satisfaction refers to the degree to which a customer will experience an agreeable level of
consumption of a related fulfilment [16, 23]. Student satisfaction, technically, develops over
time and the right thing in this development is that it happens over a short time according to
experience with, and expectations of, the service provider. At HEIs, student satisfaction has
several definitions. Hoda et al. [24] have defined student satisfaction as an attitude which
arises from a student's assessment of the experience within a higher learning institution.
Similarly, Shin [25] describes student satisfaction as the personal result of the different
result and experiences at a higher learning institution. Several authors have looked at the
relationship between student satisfaction and service quality delivery. For instance, Andreasen
[26] propose that student satisfaction is the way by which a customer‟s perception is
influenced. Kahai and Cooper [27] have also argued that there is a link between student
satisfaction and negative word-of-mouth. Therefore, the less negative word-of-mouth, the
higher the satisfaction. This is in line with the theory of confirmation and disconfirmation [16,
28].
In order to provide high-quality service to customers, satisfaction is paramount.
Satisfaction is the feeling expressed by a person pleased by some service that meets or
exceeds their expectations. Satisfaction is the result of activity and expresses the meeting or
exceeding a level of high expectation. It is also observed through a purposeful performance of
customers seen at the end of the day [29]. According to Sapri et al. [30], customers are the
fundamental forces of any organisation, whether private or public. Therefore, the accuracy or
quality of any system used is determined by the customer [31, 32].
Student satisfaction can be generated when students have positive experiences in terms of
services. Student satisfaction with the services received from a college does not necessarily
mean that students enjoyed a high level of satisfaction, nor does it motivate them to continue
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 651 [email protected]
using the services provided by the college. More accurately, it can be said that satisfaction is
not the only element necessary to measure student loyalty [19].
3. SERVICE QUALITY
Service quality is one of the quality instruments that has attracted the attention of researchers
and practitioners in the field of management. It has been studied from various perspectives
and at different levels of analysis. Over the last thirty years, a plethora of literature has been
written in the service marketing arena. Most of the research done has paid attention to the use
of service quality across industries, cultures and organisations. However, defining what
constitutes service quality has generated a great debate since 1994. One of the earliest
definitions is that service quality is the level of distinctiveness between the customer‟s
expectations and those of another, and their experiences of the service in question [33]. The
definition of service quality has evolved to mean total and complete assessment of a precise
service that comes from comparing the performance of an organisation with the expectations
of the customer [34], a student in our case.
Service quality is defined as the overall assessment of service by the customer [35].
Service quality has also been defined as a global judgment or attitude relating to the overall
excellence or superiority of the service [36]. It is the customer‟s assessment of an entity‟s
overall excellence or superiority [37]. Service quality perception is the overall evaluation of
the goodness or badness of a product or service [38]. The degree to which customer service
expectations have been met is used as a basis for service quality conceptualisation.
Accordingly, Wan Zahari et al. [39] define service quality as the extent to which a service
meets or exceeds customer needs and expectations. This means that the principal objective of
service quality is not just to meet customer expectations, but even to go a step further, to
exceed them. Other researchers have argued that perceived service quality reflects the
difference between consumer expectations and perceptions [40].
Service quality is a tool which measures the dimensions of quality and the discrepancy
between expectations and performance [41]. However, although delivering a high quality of
the service and providing excellent customer satisfaction are must-do tasks [42], the need to
maintain momentum and continually measure service quality and customer satisfaction is
challenging, particularly for service institutions such as HEIs [43].
Table 1 Summary of service quality studies in the context of HEIs
Author & Year,
Article Title ROs/RQs Methodology
Variable
Dimensions
Findings
Green [44], Measuring
service quality in
higher education: A
South African case
study
To measure expectations
and perceptions of students
and staff to determine their
satisfaction of service
quality provided at Durban
University of Technology,
South Africa.
Used quantitative
research design by
adopting the
SERVQUAL model
adapted to a tertiary
environment which
contains five dimensions
of service quality
(tangibles,
responsiveness,
assurance, reliability and
empathy).
The study also used a
convenience sampling
technique in sampling
280 respondents from the
Durban University of
Technology.
DV
Customer
satisfaction at the
Durban University
of Technology.
IV
Service quality
dimensions i.e.
Tangibles,
assurance,
responsiveness,
reliability and
empathy.
It has been found that
on average, customers
had high expectations
about tangibles,
reliability and
assurance dimensions,
whereas their highest
expectations were
placed on the assurance
dimension.
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 652 [email protected]
Author & Year,
Article Title ROs/RQs Methodology
Variable
Dimensions
Findings
Hanaysha et al. [32],
Service Quality and
Students‟ Satisfaction
at Higher Learning
Institution: The
Competing Dimensions
of Malaysian
Universities
Competitiveness
To evaluate students‟
satisfaction of services
provided by HEIs.
The study adopted
Parasuraman‟s
SERVQUAL
dimensions. 1000
questionnaires sent out to
respondents
DV
Overall student
satisfaction of HEIs
in Malaysia.
IV
Service quality
dimensions which
are: tangibility,
reliability,
responsiveness,
assurance and
empathy.
The findings indicated
that the majority of
students are satisfied
with the facilities
provided by
universities.
Ramaiyah et al. [45],
Exploring the
Dimensions of Service
Quality in Higher
Education Research,
To examine the different
dimensions used and
applied in the process of
evaluating the service
quality in the higher
education sector.
The study used a
qualitative method.
DV
Dimensions used
and applied in
Malaysian Higher
Education sector
IV
Eight dimensions of
service quality
without any
specification
depending on
customer demand.
The outcome of the
findings indicates that
each set of dimensions
developed are relevant
according to the
different expectations
of customers.
Jusoh et al. [46],
Service Quality in
higher education:
Management student
perspective. A
monograph.
To measure service quality
performance of a faculty in
a public university.
Used stratified random
sampling of 229 students
employing a survey
instrument that measures
six dimensions of quality
attributes.
DV
Service quality
performance of a
faculty in a public
university.
IV
Six dimensions of
quality attributes,
namely: tangibles,
competence,
attitude, content,
delivery and
reliability.
Found that service
quality dimensions
affect service quality
performance.
Prasad and Jha [47],
Quality measures in
higher education: A
review and conceptual
model
To present a holistic view
of the factors that affect
service quality in higher
education.
A conceptual and review
paper.
Theoretical and
conceptual
It is found that different
factors affect service
quality.
Abdullah [48].
Measuring Service
Quality in higher
education: Three
instruments compared.
To test and compare the
relative efficacy of three
measuring instruments of
service quality namely:
HEdPERF, SERVPERF
and the moderating scale
HEdPERF-SERVPERF
To determine which
instrument had the superior
measuring capability in
terms of unidimensionality,
reliability, validity and
explained variance.
Conducted tests using a
sample of higher
education students
DV
Higher education
setting.
IV
Three measuring
instruments of
service quality, i.e.
HEdPERF,
SERVPERF and
HEdPERF-
SERVPERF.
Found that HEdPERF
instrument leads to
higher and more
reliable estimations,
criterion and construct
validity and superior
explained variance and
is overall a better
instrument than the
other two.
Beaumont [49], Service
Quality in higher
education: A students'
viewpoint.
To investigate perceptions
of service quality at the
University of Manchester.
Mixed methodology of
qualitative and
quantitative approach by
using Importance-
Performance Analysis.
DV
Perceptions of
service quality at
the University of
Manchester
IV
Several service
quality dimensions.
The United Kingdom
perceptions of different
service quality features
are involved as they
vary in terms of
importance and
performance.
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 653 [email protected]
Author & Year,
Article Title ROs/RQs Methodology
Variable
Dimensions
Findings
Pereda et al. [50],
Service quality in
higher education: The
experience of overseas
students.
To report on a study that
establishes and tests
dimensions for measuring
service quality in higher
education, focusing on full-
fee-paying postgraduate
students from non-EU
countries at one university
in the UK.
Using Lehtinen &
Lehtinen (1991)
framework. A Q-sort was
undertaken, followed by
factor analysis.
DV
Postgraduate
students are paying
full fees from the
non-EU countries at
one institution in the
UK.
IV
Service quality
factors:
recognition, quality
of instruction,
interaction with
faculty, the
sufficiency of
resources and
aspects of physical
quality
The study showed how
much significance the
students attached to
their university‟s
recognition.
Khodayari and
Khodayari [40], Service
Quality in higher
education, case study:
measuring service
quality of Islamic Azad
University, Firoozkooh
To identify the service
quality factors.
To describe researches
undertaken to assess the
quality of service provided
by a university in Iran.
Used questionnaires that
contain 22 questions with
a seven-point Likert
scale
DV
Services provided
by a university in
Iran.
IV
Service quality
factors.
The findings of the
study have indicated
that there is a gap
between student
perceptions and
expectations.
Kontic [51], Measuring
service quality in
higher education: The
case of Serbia.
To investigate the potential
to apply the SERVPERF
scale for assessing service
quality under the Bologna
process and Higher
Education reform in Serbia.
Survey technique in
which questionnaires
were distributed to 109
students of the faculty of
management at a Serbian
university.
DV
Students of Faculty
of Management at a
University in
Serbia.
IV
Service quality
dimensions such as
responsiveness,
assurance, empathy
and reliability.
The study suggests a
change of the proposed
scale, particularly on
the dimension of
responsiveness which
was found to be
different across gender.
van Schalkwyk and
Steenkamp [52], The
exploration of service
quality and its
measurement for
private HEIs.
1. To gain insight into
service quality concepts
and the need for service
quality leadership and
management at Private
Higher Education
Institutions (PHEIs).
To explore and validate the
values of the SERVQUAL
instrument for PHEIs
The research used an
exploratory approach.
DV
Private Higher
Education
Institutions (PHEIs)
IV
Service quality
instruments
Found that service
quality affect private
education institutions
Several factors inform students' satisfaction with the quality of the educational services
they are being provided. Gibson [53] has listed nine factors, which are quality in instruction,
quality in curriculum, quality in advisory services, quality in students‟ skills development,
quality in future-oriented programmes, quality in educational infrastructure, quality in
students‟ campus experience, quality student support services including financial aid, and
quality student enrolment processes.
4. SERVICE QUALITY AND STUDENTS SATISFACTION
It has been stated that in the last decade customer satisfaction has been dramatically affected
not only by the service quality offered by HEIs but also by the ever-changing environment of
the global markets. Therefore, success rests solely on service quality through which a higher
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 654 [email protected]
education institution can gain a competitive advantage over its counterparts [54] and service
quality is also observed as a critical element in this success [55, 56]. Service quality as a
driver of client satisfaction has been empirically demonstrated in the HEIs across the globe,
including the Middle East and Africa [57-60] in the banking and financial services industry
[61], and the tourism and recreation industry [62].
Table 1 summarises some relevant literature on service quality. Most of the studies listed
are relevant because of their use of the SERVQUAL model to investigate student satisfaction.
Service quality has been studied at various levels of analysis: local, state, regional and
international levels. The information contained in Table 1 provides empirical evidence for the
use of the SERVQUAL in service quality research with student satisfaction as the criterion.
Also, the summaries extend the time horizon of Lee's [63] study that supports the
SERVQUAL as the best instrument for measuring service quality in cross-cultural contexts.
HEIs are service institutions, and for this reason, the dimensions of service quality can be
measured in this industry [64, 65]. Since service encounters are many and diverse, researchers
such as Gronroos [66] and Parasuraman et al. [15] have treated service quality as a
multidimensional phenomenon. According to Parasuraman et al. [33], service quality
dimensions utilised by HEIs include reliability, responsiveness, customisation, credibility,
competence, access, courtesy, communication, tangibles and understanding clients such as
students. These dimensions have been amended by Ghobadian et al. [67] and Jusoh et al.
[46].
Table 2 Summary of service quality dimensions
Author and Year The Model of Service
Quality Dimensions
Bitner et al. [71]; Hill [72] Bitner‟s model of service
encounter evaluation
Expectations, Perceived service
performance, disconfirmation and the
relationship between consumer satisfaction and
Perceived service quality.
Beaumont [49] SERVQUAL Requisite elements, acceptable elements and
functional elements
Pereda et al. [50] Q-sort and factor analysis
model
Recognition, Quality of instruction, Interaction
with faculty, Sufficiency of resources and
aspects of physical quality.
Jelena [73] HedPERF and SERVPERF
models
Non-Academic Aspects, Academic Aspects,
Reputation, Access, Programme Issues
Kelso [74] SERVQUAL Tangibles, Reliability, Responsiveness,
Assurance, Empathy.
Kontic [51] Service Performance
(SERVPERF)
Assurance, Reliability, Responsiveness,
Empathy.
Đonlagić and Fazlić [75] Service Quality
(SERVQUAL)
Tangibles, Reliability, Responsiveness,
Assurance, Empathy.
Khan et al. [76] SERVQUAL Assurance, Empathy, Reliability, Tangibility,
Responsiveness.
Hanaysha et al. [32] SERVQUAL Assurance, Empathy, Reliability, Tangibility,
Responsiveness.
Jusoh et al. [46] SERVQUAL & SERVPERF Tangibles, Competence, Attitude, Content,
Delivery, Reliability.
Rasli et al. [77] SERVQUAL Tangibility, Reliability, Responsiveness,
Assurance, Empathy.
Khodayari and Khodayari
[40] SERVQUAL
Tangibility, Reliability, Responsiveness,
Assurance, Empathy.
Sultan and TaRaFDER [78] SERVQUAL Tangibility, Reliability, Responsiveness,
Assurance, Empathy.
Green [44] SERVQUAL Tangibility, Reliability, Responsiveness,
Assurance, Empathy.
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 655 [email protected]
While the original SERVQUAL had ten dimensions (Parasuraman, 1985), these get
reduced to five [44, 68]. The model used in this study were taken from Owlia and Aspinwall
[69] and Sureshchandar et al. [70] based on the observation that the assessment of service
quality by students is a crucial element for universities. Table 2 shows these dimensions.
Table 2 above contains a summary of the literature reviewed on the dimensions of service
quality. The second column provides the service quality model employed in the respective
studies. This is indicative of the variety of models available for determining service quality in
higher education. The most commonly used models are SERVQUAL, SERVPERF
(developed as a modification to SERVQUAL that implies a consumer attitude [79], and
HEDPERF (which focus on a specific form of service and solve the problem of the general
nature of service quality [80]. However, there are other models which are employed equally,
such as the Bitner [81] model of service encounter evaluation. The last column of the table
contains information on dimensions of service quality measured by the researchers. As much
as their chosen models vary, so do the dimensions of the service quality, which depend mostly
on the unique nature of the scholars and the contexts to which they are applied. A summary
description of the dimensions of the SERVQUAL model used in this study is shown in Table
3.
Table 3 Summary of the dimensions of the SERVQUAL model
Dimensions Description
Reliability The capability to implement the guaranteed service precisely and reliably.
Responsiveness Readiness to aid customers and deliver timely service.
Empathy Showing compassionate and individualised kindness to customers.
Assurance The capability of employees to show knowledge and kindness and their capability to
instil trust and confidence.
Tangibles Showing physical assistance to provide facilities and equipment.
The SERVQUAL model is a widely used measure of service quality in a variety of service
industries and applied in several countries [82]. Parasuraman et al. [15] hold that service
quality is the subjective perception of customers and is defined by the difference between
customer expectations and service performance. They developed a multidimensional service
quality model with ten dimensions. Subsequently, Parasuraman et al. [83] developed the 22-
item SERVQUAL scale with five dimensions: namely, tangibles (defined by the appearance
of physical facilities, equipment and personnel); reliability (the ability to perform the
promised service dependably and accurately); responsiveness (the willingness to help
customers and provide prompt service); assurance (the knowledge and courtesy of employees
and their ability to inspire trust and confidence); and empathy (the level of caring and
individualised attention the firm provides to its customers). It is noteworthy that service
quality consists of two elements: technical quality (based on the results of the service
encounter), and functional quality (which is focused on the internal procedures involved in
providing a service). The SERVQUAL model is structured on functional (perceived) quality
rather than technical (objective) quality [83, 84].
Service quality, which serves as an independent variable and is hypothesised to affect
student satisfaction, as explained by Athiyaman‟s [38] model of customer satisfaction. Service
quality is measured through its five dimensions: reliability, responsiveness, empathy,
assurance and tangibles, developed and validated by Parasuraman et al. [83] based on
Parasuraman et al.‟s [15] SERVQUAL model.
Student satisfaction refers to the perceptions of students regarding the services provided to
them by their faculties. Therefore, student satisfaction can be measured through their
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 656 [email protected]
evaluation of different sets of services they have received during their study at a university.
Student satisfaction is a product of students emotions, attribution and disconfirmation [38],
and can be considered as a criterion (dependent) variable. It can be seen that the independent
variable, service quality, is hypothesised to influence to affect student satisfaction. Thus,
service quality is hypothesised to have direct and indirect effects. There are two direct
influences of service quality, one on organisational culture as underscored by Cameron and
Quinn‟s [85] theory, and the other on student satisfaction as explained by the Athiyaman‟s
[38] model of customer satisfaction. The indirect influence of service quality on student
satisfaction is mediated through organisational culture, as explained using Cameron and
Quinn's [85] anthropological paradigm of culture based on its functional approach and
Weiner‟s [86-89] attribution theory.
5. DIMENSIONS OF SERVICE QUALITY
As explained earlier, there are five dimensions of service quality in Parasuraman et al.‟s [15]
SERVQUAL model. The SERVQUAL model posits that service quality and customer
satisfaction are two different but closely associated concepts, especially when considered
from within service context. Thus, several researchers have tested the service quality–
customer satisfaction relationship.
An overwhelming number of researchers working on different industries, including higher
education, have reported significant and positive relationship [60, 90-93]. However, most of
such research, albeit with few exceptions such as Famiyeh et al. [94], Galabo [95] and
Pakurár et al. [96], treated service quality as though it were a unidimensional construct though
the generally employed model is multidimensional, thereby averaging out their unique effects.
Also, it is essential to note that the five SERVQUAL dimensions do not exert equal influence
on customer satisfaction. Parasuraman et al. [97] are explicit on this when they say that “the
items under the five dimensions do not all contribute in like fashion to explaining the variance
in overall service quality” [97]. Indeed, several studies have reported different rankings
assigned by customers to the dimensions. For instance, Zeithaml et al. [98] consider reliability
the first and most important dimension irrespective of service context, but El Saghier [99] and
Ravichandran et al. [100] place it second. For Rosen and Karwan [101], reliability shares the
first position with tangibles. These dimensions are briefly examined below.
5.1. Reliability Dimension of Service Quality
The reliability dimension of service quality is related mainly to the outcome of the service
[102]. It concerns the ability to dependably and accurately provide the promised services in all
its quality ramifications [83, 97, 98, 103]. The reliability of a university as a service provider
projects a culture of dependability into the mind of the student who experienced such
reliability in a service encounter and vice versa.
A university with a high ability to provide promised service dependably and accurately
gives the student a positive picture of the university culture. The outcomes delivered to the
customer shapes the customer's perception of the organisation, HEIs in this case. This, in turn,
influences and boosts student satisfaction since the organisation fulfils its promises by
providing the services promised, which attracted the students to the school in the first
instance. Thus, if service reliability [service delivered] is salient to customers [104, 105], and
customer perceptions of organisational culture is crucial in the generation of customer
satisfaction [106], then it seems logical to assume a relationship between service reliability
and customer satisfaction.
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 657 [email protected]
5.2. Responsiveness Dimension of Service Quality
The responsiveness dimension of service quality largely relates to the service process [102].
Responsiveness defines the willingness and readiness of a service provider to provide
requested or self-initiated assistance customers promptly and courteously [83, 97, 98]. It is the
coordinated reaction and concerted efforts made by a service provider to meet customers'
needs on time and within the expectation of the customer [107, 108]. Failure in this regard
may portray a university in poor light. Thus, a responsive university informs students exactly
when a service will be provided and has put in place adequate mechanisms that provide
information and assistance to students in an accessible and user-friendly manner.
Students‟ satisfaction is tied to their perception about a university; and how quick, severe
and prompt the university is in attending to students' cases and affairs are part of their
experience at the school and a part of the factors that determine student satisfaction in the
long run. An organisation's image, its perceived organisational culture, may be built from the
thousands of incidences of responsiveness experienced by the customers. In other words, a
student who feels disappointed in the manner the university handles his or her issues or in
attending to them tend to feel dissatisfied with the services of the university. Consequently,
responsiveness is an important aspect of service quality and has an impact on student
satisfaction.
5.3. Assurance Dimension of Service Quality
Just like responsiveness, assurance dimension of service quality is also about the process of
the service [102]. This service quality dimension is a pointer to the knowledge, competences
and courtesy of an organisation‟s employees and their ability to inspire trust and confidence in
the customer [83, 98]. Parasuraman et al. [97] state that assurance indicates the attitudes of
the employees and their behaviour, and the staff's ability to provide friendly, confidential,
courteous, and competent services. All these attributes, no doubt, influence customers'
satisfaction with the service provided; no matter how excellent the services are, customers
will feel some level of dissatisfaction if these attributes are missing in the service providers.
The process of service delivery in a university handled by confident and well-prepared
staff who demonstrate a high level of knowledge and common courtesy hardly fail to inspire
trust in students [109], and the aggregation of this trust forms the kernel of satisfaction with a
university‟s services and culture. This position is underscored by Kelley‟s [110, 111]
extension of the attribution theory which posits that behaviour (e.g., positive disconfirmation
of assurance given in the process of service delivery) causes the development of specific
values (e.g., customer satisfaction). Therefore, students tend to feel satisfied with the services
of a university with high assurance dimension of service quality.
5.4. Empathy Dimension of Service Quality
The empathy dimension of service quality concerns the process of the service [102]. Empathy
is caring, and individualised attention which the service providers give to their customers [83,
97, 98]. In the context of HEIs, empathy entails giving students individual and engaged
attention in a caring fashion, having their best interest at heart and helping them meet their
educational objectives [109]. Since students interests and needs vary, the essence of empathy
as a service quality dimension is individualised attention given to students [96].
However, as is the case with the preceding four dimensions of service quality, not much
has been done to establish the effects of empathy on customer satisfaction within the
education context. Thus, the researcher is constrained to draw Bass's theory of individualised
consideration [112-116] were paying attention to the individual employee's needs, sharing
his/her concerns while simultaneously helping him/her build self-confidence are the hallmarks
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 658 [email protected]
of transformational leaders. These characteristics are the direct reflections of an empathic
service provider. In a study on the implementation and use of e-services in public
organisations in Saudi Arabia, Alomiri [117] found that individualised consideration has a
significant positive effect (f2 = 0.400) on involvement culture, thereby supporting his
hypothesis that there is a positive relationship between individualised support and
involvement culture (β = 0.618, p < 0.001). Thus, Alomiri [117] concludes that
"individualised support contributes to the creation or manipulation of the culture of
involvement within organisations" [117]. This seems to suggest that empathy, just like
assurance, tend to influence student satisfaction and positively relate to student satisfaction.
5.5. The Tangible Dimension of Service Quality
The tangibles dimension of service quality largely associates with the service process [102]. It
is related to university‟s physical facilities, equipment and appearance of personnel [83, 98],
and cleanliness [118]. Thus, the quality standards of a university‟s tangibles determine
student's expectations and by extension, shape the student's perception of the university
culture. This will influence students' satisfaction too.
Thus, a university must strive to have up-to-date equipment, visually appealing facilities
and well-dressed and neat employees, especially the administrative staff in order to project
into the mind of the student that a progressive and student-centric culture exists in the
university. For instance, a combined reading of Bitner [81] and Bitner [119] shows that
tangible cues associated with physical surroundings and smartly dressed employees (where
services are produced and consumed) have a significant influence on customer‟s perception of
organisational culture. Also, Jiewanto et al. [120] and LeBlanc and Nguyen [121] have
identified the quality of service offering as one of the important cues shaping customer‟s
perception of organisational image (the unwritten and hidden aspects of organisational
culture). Their perception tends to influence their feeling of satisfaction since service quality
and satisfaction are closely related (Parasuraman et al., 1988). Therefore, the tangible
dimension too, could influence student satisfaction.
6. CONCLUSION
We have discussed in this paper the concept of service quality, and concept of student
satisfaction which is a variety of customer satisfaction. Both these concepts are interwoven
but differ. It was revealed that service quality influences student satisfaction. Several studies
on these concepts were reviewed, and the important findings of each were identified. Going
through the Parasuraman et al. [15] SERVQUAL model, it was found that service quality has
five aspects: reliability, responsiveness, assurance, empathy and tangible. Although all these
five aspects of service quality do not have equal the degree of influence on student
satisfaction, they all have an impact on it. Consequently, it highly recommended that HEIs in
the Saudi Arabia must try their best to fulfil all these five dimensions of service quality to
enable them to meet their students' expectations and if their needs would be satisfied.
REFERENCES
[1] M. Khan, "Saudi Arabia's Vision 2030," Defence Journal, vol. 119, no. 11, pp. 36-42, 2016.
[2] H. Alshuwaikhat, Y. Adenle, and B. Saghir, "Sustainability Assessment of Higher Education
Institutions in Saudi Arabia," Sustainability, vol. 8, no. 8, pp. 750-765, 2016.
[3] M. A. Abdel-Qader, M. Abu Quleh, M. Almahyra, and W. Hindawi, "The total quality
management in the Jordanian universities," European Journal of Business and Management,
vol. 5, no. 9, pp. 1-12, 2013.
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 659 [email protected]
[4] M. Abu Quleh, M. A. Abdel-Qader, and M. I. N. Ibrahim, "Using Management Control
System to Improvement the Strategy," European Journal of Business and Management, vol. 5,
no. 6, pp. 192-198, 2013.
[5] KSA, "Saudi Vision 2030," Accessed on: 14/9/2018Available:
vision2030.gov.sa/download/file/fid/417
[6] KSA, "National Transformation Program 2020," Available:
http://vision2030.gov.sa/sites/default/files/NTP_En.pdf
[7] H. Alves and M. Raposo, "Conceptual model of student satisfaction in higher education,"
Total Quality Management, vol. 18, no. 5, pp. 571-588, 2007.
[8] J. Dado, J. Taborecka-Petrovicova, S. Cuzovic, and T. Rajic, "An empirical examination of
the relationships between service quality, satisfaction and behavioral intentions in higher
education setting," Serbian Journal of Management, vol. 7, no. 2, pp. 203-218, 2012.
[9] H. Nadiri, J. Kandampully, and K. Hussain, "Students' perceptions of service quality in higher
education," Total Quality Management, vol. 20, no. 5, pp. 523-535, 2009.
[10] J. Haihambo, "An investigation of students' perceptions of service quality at the Namibia
Business School," PhD Thesis, University of Namibia, 2018.
[11] A. Khalil and A. Hassan, "Empirical Investigation of Service Quality and Students'
Satisfaction in Higher Education," Journal of Contemporary Teacher Education, vol. 2, no. 1,
pp. 9-22, 2018.
[12] F. d. O. Santini, W. J. Ladeira, C. H. Sampaio, and G. da Silva Costa, "Student satisfaction in
higher education: a meta-analytic study," Journal of Marketing for Higher Education, vol. 27,
no. 1, pp. 1-18, 2017.
[13] Y. Stukalina, "Addressing service quality issues in higher education: the educational
environment evaluation from the students' perspective," Technological and economic
development of economy, vol. 18, no. 1, pp. 84-98, 2012.
[14] A. Y. Salimi, A. Kornelus, and A. Abo-Hebeish, "Improvement in Accounting Students'
Perception and Judgment on Ethical Issues as They Progress Through the Accounting
Curriculum," Journal of Higher Education Theory and Practice, vol. 16, no. 3, p. 51, 2016.
[15] A. Parasuraman, V. A. Zeithaml, and L. L. Berry, "A conceptual model of service quality and
its implications for future research," the Journal of Marketing, pp. 41-50, 1985.
[16] R. L. Oliver, "A cognitive model of the antecedents and consequences of satisfaction
decisions," Journal of Marketing Research, vol. 18, no. November, pp. 460-469, 1980.
[17] Y. Yi, "A critical review of consumer satisfaction," Review of marketing, vol. 4, no. 1, pp. 68-
123, 1990.
[18] R. A. Westbrook and R. L. Oliver, "The dimensionality of consumption emotion patterns and
consumer satisfaction," Journal of Consumer Research, vol. 18, no. 1, pp. 84-91, 1991.
[19] M. Fazzarudin and M. Sabri, "Service Quality, Customer Loyalty and the Mediating Effects of
Customer Satisfaction towards Audit Firms: Perspective of Small-Medium Enterprise (SMEs)
Companies in Malaysia," Doctoral Dissertation, Universiti Utara Malaysia, UUM, Malaysia,
2014.
[20] L. A. Crosby, K. R. Evans, and D. Cowles, "Relationship quality in services selling: an
interpersonal influence perspective," The journal of marketing, pp. 68-81, 1990.
[21] D. A. Baker and J. L. Crompton, "Quality, satisfaction and behavioral intentions," Annals of
Tourism Research, vol. 27, no. 3, pp. 785-804, 2000.
[22] J. Sanchez, L. Callarisa, R. M. Rodriguez, and M. A. Moliner, "Perceived value of the
purchase of a tourism product," Tourism Management, vol. 27, no. 3, pp. 394-409, 2006.
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 660 [email protected]
[23] O. Koppius, W. Speelman, O. Stulp, B. Verhoef, and E. van Heck, "Why are customers
coming back to buy their airline tickets online? Theoretical explanations and empirical
evidence," in Proceedings of the 7th International Conference on Electronic Commerce, 2005,
pp. 319-326.
[24] N. Hoda, N. Ahmad, and Q. N. Naveed, "Evaluating Student Satisfaction with Interactive
Television Classes in Saudi Universities," in 2018 IEEE 5th International Conference on
Engineering Technologies and Applied Sciences (ICETAS), 2018
[25] N. Shin, "Beyond interaction: The relational construct of' transactional presence'," Open
Learning: The Journal of Open, Distance and e-Learning, vol. 17, no. 2, pp. 121-137, 2002.
[26] A. R. Andreasen, "Social marketing: Its definition and domain," Journal of public policy &
marketing, vol. 13, no. 1, pp. 108-114, 1994.
[27] S. S. Kahai and R. B. Cooper, "Exploring the core concepts of media richness theory: The
impact of cue multiplicity and feedback immediacy on decision quality," Journal of
management information systems, vol. 20, no. 1, pp. 263-299, 2003.
[28] U. Usman and S. S. M. Mokhtar, "Analysis of service quality, university image and student
satisfaction on student loyalty in higher education in Nigeria," International Business
Management, vol. 10, no. 12, pp. 2490-2502, 2016.
[29] M. E. Malik, R. Q. Danish, and A. Usman, "The impact of service quality on students‟
satisfaction in higher education Institutes of Punjab," Journal of Management Research, vol.
2, no. 2, 2010.
[30] M. Sapri, A. Kaka, and E. Finch, "Factors that influence student‟s level of satisfaction with
regards to higher educational facilities services," Malaysian Journal of Real Estate, vol. 4, no.
1, pp. 34-51, 2009.
[31] A. B. Palacio, G. D. Meneses, and P. J. P. Perez, "The configuration of the university image
and its relationship with the satisfaction of students," Journal of Educational administration,
vol. 40, no. 5, pp. 486-505, 2002.
[32] J. R. Hanaysha, H. H. Abdullah, and A. Warokka, "Service quality and students‟ satisfaction
at higher learning institutions: The competing dimensions of Malaysian universities‟
competitiveness," The Journal of Southeast Asian Research, vol. 2011, pp. 1-10, 2011.
[33] A. Parasuraman, L. L. Berry, and V. A. Zeithaml, "Refinement and reassessment of the
SERVQUAL scale," Journal of retailing, vol. 67, no. 4, p. 420, 1991.
[34] A. Ramachandran and V. Chidambaram, "A review of customer satisfaction towards service
quality of banking sector," Periodica Polytechnica Social and Management Sciences, vol. 20,
no. 2, pp. 71-79, 2012.
[35] A. Eshghi, S. K. Roy, and S. Ganguli, "Service Quality and Customer Satisfaction: An
Empirical Investigation in Indian Mobile Telecommunications Services," Marketing
Management Journal, vol. 18, no. 2, 2008.
[36] A. Parasuraman, V. A. Zeithaml, and L. L. Berry, "Servqual: A multiple-item scale for
measuring consumer perc," Journal of retailing, vol. 64, no. 1, p. 12, 1988.
[37] J. Rowley, "Beyond service quality dimensions in higher education and towards a service
contract," Quality Assurance in Education, vol. 5, no. 1, pp. 7-14, 1997.
[38] A. Athiyaman, "Linking student satisfaction and service quality perceptions: the case of
university education," European Journal of Marketing, vol. 31, no. 7, pp. 528-540, 1997.
[39] W. Y. Wan Zahari, M. Ismail, and G. Newell, "FM-SERVQUAL: a new approach of service
quality measurement framework in local authorities," Journal of Corporate Real Estate, vol.
10, no. 2, pp. 130-144, 2008.
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 661 [email protected]
[40] F. Khodayari and B. Khodayari, "Service quality in higher education," interdisciplinary
Journal of Research in Business, vol. 1, no. 9, pp. 38-46, 2011.
[41] N. Seth, S. Deshmukh, and P. Vrat, "Service quality models: a review," International journal
of quality & reliability management, vol. 22, no. 9, pp. 913-949, 2005.
[42] B. Usman, "A Note on the Relationship between Service Quality Dimensions and Customer
Satisfaction in the Banking Sector," Management Research Spectrum, vol. 10, no. 1, pp. 12-
15, 2020.
[43] Y. Hung, M. Huang, and K. Chen, "Service quality evaluation by service quality performance
matrix," Total Quality Management & Business Excellence, vol. 14, no. 1, pp. 79-89, 2003.
[44] P. Green, "Measuring service quality in higher education: A South African case study,"
Journal of International Education Research, vol. 10, no. 2, pp. 131-142, 2014.
[45] A. Ramaiyah, A. N. M. Zain, and H. B. Ahmad, "Exploring the dimensions of service quality
in higher education research," in Regional conference on quality in higher education “Quality
driven initiatives: sharing good practices in higher education”, 2007.
[46] A. Jusoh, S. Z. Omain, A. Majid, M. Som, and A. S. Shamsuddin, "Service quality in higher
education: Management students' perspective," Unpublished Project Report. Skudai, Johor:
UTM [Technology University of Malaysia], 2004.
[47] R. K. Prasad and M. K. Jha, "Quality measures in higher education: A review and conceptual
model," Quest Journals, Journal of Research in Business and Management, vol. 1, no. 3, pp.
23-40, 2013.
[48] F. Abdullah, "Measuring service quality in higher education: HEdPERF versus SERVPERF,"
Marketing Intelligence & Planning, vol. 24, no. 1, pp. 31-47, 2006.
[49] D. J. Beaumont, "Service Quality in Higher Education," Bachelor of Science Dissertation,
University of Manchester, UK, 2012.
[50] M. Pereda, D. Airey, and M. Bennett, "Service quality in higher education: The experience of
overseas students," Journal of Hospitality, Leisure, Sport and Tourism Education, vol. 6, no.
2, pp. 55-67, 2007.
[51] L. Kontic, "Measuring service quality in higher education: the case of Serbia," in Proceedings
of the international conference on management, knowledge and learning, pp. 25-27. 2014
[52] R. D. van Schalkwyk and R. Steenkamp, "The exploration of service quality and its
measurement for private higher education institutions," Southern African Business Review,
vol. 18, no. 2, pp. 83-107, 2014.
[53] A. Gibson, "Measuring business student satisfaction: A review and summary of the major
predictors," Journal of Higher Education Policy and Management, vol. 32, no. 3, pp. 251-259,
2010.
[54] M. S. Pérez, J. C. G. Abad, G. M. M. Carrillo, and R. S. Fernández, "Effects of service quality
dimensions on behavioural purchase intentions: A study in public-sector transport," Managing
Service Quality: An International Journal, vol. 17, no. 2, pp. 134-151, 2007.
[55] A. Shahin and M. Samea, "Developing the models of service quality gaps: a critical
discussion," Business Management and Strategy, vol. 1, no. 1, p. 2, 2010.
[56] E. E. Mang'unyi and K. K. Govender, "Employees' service quality perceptions of Kenyan
private universities," Journal of Contemporary Management, vol. 12, no. 1, pp. 226-248,
2015.
[57] P. Saodia, A. R. Romle, M. Darus, N. H. Saleh, S. S. Saleh, and S. K. B. Mohamood, "The
Relationship Between Service Quality and Student Satisfaction: The Case of International
Students in Public University," World Applied Sciences Journal, vol. 34, no. 4, pp. 491-498,
2016.
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 662 [email protected]
[58] S. Al Khattab and F. Fraij, "Assessing students „satisfaction with quality of service of students
information system," Management & Marketing Journal, vol. 9, no. 1, 2011.
[59] A. M. Kara, E. Tanui, and J. M. Kalai, "Educational Service Quality and Students‟
Satisfaction in Public Universities in Kenya," International Journal of Education and Social
Sciences, vol. 3, no. 10, pp. 37-48, 2016.
[60] H. F. A. Hasan, A. Ilias, R. A. Rahman, and M. Z. A. Razak, "Service Quality and Student
Satisfaction: A Case Study at Private Higher Education Institutions," International Business
Research, vol. 1, no. 3, pp. 163-175, 2008.
[61] P. Ndikubwimana and A. Berndt, "Service quality and customer satisfaction among bank
clients in Rwanda," British Journal of Economics, Management & Trade, vol. 13, no. 4, pp. 1-
11, 2016.
[62] Y.-C. Lee et al., "An empirical research on customer satisfaction study: A consideration of
different levels of performance," SpringerPlus, vol. 5, no. 1, p. 1577, 2016.
[63] J. Lee, "SERVQUAL vs SERVPERF: round 2 in a multicultural setting," Journal of Academy
of Bussiness and Economics, vol. 7, no. 3, pp. 77-87, 2007.
[64] A. D. John and S. John, "Total Quality Management in Services. Part 1: Understanding and
Classifying Services," International Journal of Quality & Reliability Management, vol. 11, no.
3, pp. 9-26, 1994.
[65] C. Zimmerman and J. W. Enell, "Service industries," in Juran's quality control handbook, ed.
New York, NY: McGraw-Hill 1988, pp. 33.1-72.
[66] C. Gronroos, "A service-orientated approach to marketing of services," European Journal of
marketing, vol. 12, no. 8, pp. 588-601, 1978.
[67] A. Ghobadian, S. Speller, and M. Jones, "Service quality: concepts and models," International
journal of quality & reliability management, vol. 11, no. 9, pp. 43-66, 1994.
[68] J. J. Cronin and S. A. Taylor, "SERVPERF versus SERVQUAL: reconciling performance-
based and perceptions-minus-expectations measurement of service quality," Journal of
marketing, vol. 58, no. 1, pp. 125-131, 1994.
[69] M. S. Owlia and E. M. Aspinwall, "A framework for the dimensions of quality in higher
education," Quality Assurance in Education, vol. 4, no. 2, pp. 12-20, 1996.
[70] G. Sureshchandar, C. Rajendran, and R. Anantharaman, "The relationship between service
quality and customer satisfaction–a factor specific approach," Journal of services marketing,
vol. 16, no. 4, pp. 363-379, 2002.
[71] M. J. Bitner, B. H. Booms, and M. S. Tetreault, "The Service Encounter: Diagnosing
Favorable and Unfavorable Incidents," Journal of Marketing, vol. 54, no. 1, pp. 71-84, 1990.
[72] F. M. Hill, "Managing service quality in higher education: the role of the student as primary
consumer," Quality assurance in education, vol. 3, no. 3, pp. 10-21, 1995.
[73] L. Jelena, "Determinants of service quality in higher education," Interdisciplinary
Management Research, vol. 6, pp. 631-647, 2010.
[74] R. S. Kelso, "Measuring undergraduate student perceptions of service quality in higher
education," Doctoral dissertations, Department of Adult, Career, and Higher Education,
University of South Florida, College of Eduaction, 2008.
[75] S. Đonlagić and S. Fazlić, "Quality assessment in higher education using the SERVQUALQ
model," Management: journal of contemporary management issues, vol. 20, no. 1, pp. 39-57,
2015.
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 663 [email protected]
[76] M. M. Khan, I. Ahmed, and M. M. Nawaz, "Student's perspective of service quality in higher
learning institutions; an evidence based approach," International Journal of Business and
Social Science, vol. 2, no. 11, 2011.
[77] A. Rasli, A. Shekarchizadeh, and M. J. Iqbal, "Perception of service quality in higher
education: Perspective of Iranian students in Malaysian universities," International Journal of
Academic Research in Management (IJARM), vol. 1, no. 1, pp. 10-25, 2012.
[78] P. Sultan and T. TaRaFDER, "Critical factors in service quality measurement for private
universities: the case of Bangladesh," Ritsumeikan Journal of Asia Pacific Studies, vol. 22, no.
1, pp. 75-98, 2007.
[79] M. Adil, O. F. M. Al Ghaswyneh, and A. M. Albkour, "SERVQUAL and SERVPERF: A
review of measures in services marketing research," Global Journal of Management And
Business Research, vol. 13, no. 6, pp. 64-76, 2013.
[80] F. Abdullah, "HEdPERF versus SERVPERF: The quest for ideal measuring instrument of
service quality in higher education sector," Quality Assurance in education, vol. 13, no. 4, pp.
305-328, 2005.
[81] M. J. Bitner, "Evaluating Service Encounters: The Effects of Physical Surroundings and
Employee Responses," Journal of Marketing, vol. 54, no. 2, 1990.
[82] R. Ladhari, "A review of twenty years of SERVQUAL research," International Journal of
Quality and Service Sciences, vol. 1, no. 2, pp. 172-198, 2009.
[83] A. Parasuraman, V. A. Zeithaml, and L. L. Berry, "SERVQUAL: A multiple-item scale for
measuring consumer perceptions of service quality," Journal of Retailing, vol. 64, no. 1, pp.
12-40, 1988.
[84] R. Ladhari, "Alternative measures of service quality: a review," Managing Service Quality: An
International Journal, vol. 18, pp. 65-86, 2008.
[85] K. S. Cameron and R. E. Quinn, Diagnosing and Changing Organizational Culture: Based on
the Competing Values Framework, Third ed. San Francisco, CA: Jossey-Bass, 2011.
[86] B. Weiner, Social Motivation, Justice, And The Moral Emotions: An Attributional Approach.
Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc., Publishers, 2006.
[87] B. Weiner, An Attributional Theory of Motivation and Emotion. New York: Springer-Verlag
New York Inc., 1986.
[88] B. Weiner, Cognitive Views of Human Motivation. New York, NY: Academic Press Inc.,
1974.
[89] B. Weiner, "Implications of the current theory of achievement motivation for research and
performance in the classroom," Psychology in the Schools, vol. 4, no. 2, pp. 164-171, 1967.
[90] A.-A. A. Sharabati, M. M. Alhileh, and H. Abusaimeh, "Effect of service quality on
graduates‟ satisfaction," Quality Assurance in Education, vol. 27, no. 3, pp. 320-337, 2019.
[91] F. Ali, Y. Zhou, K. Hussain, P. K. Nair, and N. A. Ragavan, "Does higher education service
quality effect student satisfaction, image and loyalty?," Quality Assurance in Education, vol.
24, no. 1, pp. 70-94, 2016.
[92] N. M. Tuan, "Effects of service quality and price fairness on student satisfaction,"
International Journal of Business and Social Science, vol. 3, no. 19, pp. 132-150, 2012.
[93] A. Usman, "The Impact of Service Quality on Students‟ Satisfaction in Higher Education
Institutes of Punjab," Journal of Management Research, vol. 2, no. 2, 2010.
[94] S. Famiyeh, D. Asante-Darko, and A. Kwarteng, "Service quality, customer satisfaction, and
loyalty in the banking sector: The moderating role of organizational culture," International
Journal of Quality & Reliability Management, vol. 35, no. 8, pp. 1546-1567, 2018.
Saad Aziz Al-Otaibi, Sha‟ri Mohd Yusof and Wan Khairuzzaman Wan Ismail
http://www.iaeme.com/IJM/index.asp 664 [email protected]
[95] N. R. Galabo, "Canteen Service Quality and Student Satisfaction," International Journal of
Scientific & Technology Research, vol. 8, no. 6, pp. 114-126, 2019.
[96] M. Pakurár, H. Haddad, J. Nagy, J. Popp, and J. Oláh, "The Service Quality Dimensions that
Affect Customer Satisfaction in the Jordanian Banking Sector," Sustainability, vol. 11, no. 4,
pp. 1113-1136, 2019.
[97] A. Parasuraman, V. A. Zeithaml, and L. L. Berry, "Reassessment of Expectations as a
Comparison Standard in Measuring Service Quality: Implications for Further Research,"
Journal of Marketing, vol. 58, no. 1, pp. 111-124, 1994.
[98] V. A. Zeithaml, A. Parasuraman, and L. L. Berry, Delivering quality service: Balancing
customer perceptions and expectations. New York, NY: The Free Press, 1990.
[99] N. M. El Saghier, "Managing Service Quality: Dimensions of service quality: a study in
Egypt," International Journal of African and Asian Studies, vol. 9, pp. 56-63, 2015.
[100] K. Ravichandran, B. T. Mani, S. A. Kumar, and S. Prabhakaran, "Influence of Service Quality
on Customer Satisfaction: Application of SERVQUAL Model," International Journal of
Business and Management, vol. 5, no. 4, pp. 117-124, 2010.
[101] L. D. Rosen and K. R. Karwan, "Prioritizing the Dimensions of Service Quality,"
International Journal of Service Industry Management, vol. 5, no. 4, pp. 39-52, 1994.
[102] A. Parasuraman, L. L. Berry, and V. A. Zeithaml, "Understanding customer expectations of
service," Sloan Management Review, vol. 32, no. 3, pp. 39-48, 1991.
[103] G. Gunawardane, "Reliability of the internal service encounter," International Journal of
Quality & Reliability Management, vol. 28, no. 9, pp. 1003-1018, 2011.
[104] M. Galetzka, J. W. M. Verhoeven, and A. T. H. Pruyn, "Service validity and service reliability
of search, experience and credence services," International Journal of Service Industry
Management, vol. 17, no. 3, pp. 271-283, 2006.
[105] A. Caruana, L. Pitt, and M. Ewing, "The market orientation-performance link: the role of
service reliability," The Service Industries Journal, vol. 23, no. 4, pp. 25-41, 2003.
[106] V. Murgul and M. Leontev, "Impact of organizational culture, satisfaction of employees and
students on the quality of education in University of Civil Engineering," MATEC Web of
Conferences, vol. 106, pp. 9005-9011, 2017.
[107] A. Gupta and S. Dev, "Client satisfaction in Indian banks: an empirical study," Management
Research Review, vol. 35, no. 7, pp. 617-636, 2012.
[108] P. Gritti and N. Foss, "Customer satisfaction and competencies: an econometric study of an
Italian bank," Applied Economics Letters, vol. 17, no. 18, pp. 1811-1817, 2010.
[109] S. Castle. (2017, 29 September 2019). Student-Centred Dimensions of Service Quality.
Available: https://www.sheffield.ac.uk/sss/ssid/service-quality/dimensions
[110] H. H. Kelley, "The processes of causal attribution," American Psychologist, vol. 28, no. 2, pp.
107-128, 1973.
[111] H. H. Kelley, Personal Relationships: Their Structures and Processes. Hillsdale, New Jersey:
Lawrence Erlbaum Associates, Inc., Publishers, 1979.
[112] B. J. Avolio, D. A. Waldman, and F. J. Yammarino, "Leading in the 1990s: The Four I′s of
Transformational Leadership," Journal of European Industrial Training, vol. 15, no. 4, pp. 9-
16, 1991.
[113] B. M. Bass, "From transactional to transformational leadership: Learning to share the vision,"
Organizational Dynamics, vol. 18, no. 3, pp. 19-31, 1990.
[114] B. M. Bass and R. E. Riggio, Transformational Leadership, Second ed. Mahwah, New Jersey:
Lawrence Erlbaum Associates, Publishers, 2006.
Service Quality and Student Satisfaction in Higher Education Institutions in Saudi Arabia
http://www.iaeme.com/IJM/index.asp 665 [email protected]
[115] B. J. Avolio and B. M. Bass, "Developing Potential across a Full Range of Leadership: Cases
on Transactional and Transformational Leadership." Mahwah. New Jersey: Lawrence
Erlbaum Associates, Publishers, 2002
[116] B. M. Bass and R. Bass, The Bass Handbook of Leadership: Theory, Research, and
Managerial Application, Fourth ed. New York, NY: The Free Press, 2008.
[117] H. Alomiri, "The Impact of Leadership Style and Organisational Culture on the
Implementation of e-Services: An Empirical Study in Saudi Arabia," PhD Thesis, Plymouth
University, 2015.
[118] N. Barber and J. M. Scarcelli, "Enhancing the assessment of tangible service quality through
the creation of a cleanliness measurement scale," Managing Service Quality: An International
Journal, vol. 20, no. 1, pp. 70-88, 2010.
[119] M. J. Bitner, "Servicescapes: The Impact of Physical Surroundings on Customers and
Employees," Journal of Marketing, vol. 56, no. 2, pp. 57-71, 1992.
[120] A. Jiewanto, C. Laurens, and L. Nelloh, "Influence of Service Quality, University Image, and
Student Satisfaction toward WOM Intention: A Case Study on Universitas Pelita Harapan
Surabaya," Procedia - Social and Behavioral Sciences, vol. 40, pp. 16-23, 2012.
[121] G. LeBlanc and N. Nguyen, "Cues used by customers evaluating corporate image in service
firms," International Journal of Service Industry Management, vol. 7, no. 2, pp. 44-56, 1996.