According to Zeithaml et al. (2009), the concepts service quality and satisfaction have been perceived as being the same and the terms have been used interchangeably. However, the authors contend that researchers have endeavoured to define and measure these terms more accurately and clearly, giving rise to much debate. Researchers concur that service quality and satisfaction are profoundly different concepts based on their essential causes and consequences. While these concepts have some issues in common, satisfaction is a wider phenomenon whilst service quality is comparatively narrower and emphasises on the specific dimensions of a service. On this basis, service quality is deemed a part of satisfaction. (Zeithaml et al., 2009:103).
Furthermore, Zeithaml et al. (2009) clarify that service quality is a concentrated assessment reflecting customer perceptions of dimensions such as Tangibles, Reliability, Responsiveness, Assurance and Empathy. In contrast, satisfaction is more wide-ranging and is impacted on by perceptions of service quality, quality of the product and price, in addition to situation-related and personal factors as depicted in Figure 3.1.
82 Figure 3.1: Service Quality and Customer Satisfaction
Source: Adapted from Zeithaml et al. (2009:103)
Table 3.3 reports on the most relevant South African studies that explored the relationship between service quality and student satisfaction. It is evident that by far the majority of studies were correlational and non-predictive.
In support of service quality and customer satisfaction being divergent constructs, Yap and Kew (2007:62) cite various researchers (Cronin and Taylor, 1992; Oliver, 1993; Bitner, 1990; Carman, 1990; Boulding et al., 1993; Spreng and Mackoy, 1996) who contend that service quality and customer satisfaction are distinct constructs.
Based on the aforementioned distinction concerning service quality and customer satisfaction, by inference therefore, service quality and student satisfaction would also be distinct constructs with service quality being a part of student satisfaction, which is a broader construct.
83 Table 3.3: Differences between Service Quality and Customer Satisfaction
Customer Satisfaction Service Quality
Customer satisfaction can come about through many dimensions or factors and not only from service quality dimensions.
Service quality comes about because of specific dimensions or factors.
Judgements pertaining to customer satisfaction can arise from a wide range of factors not related to quality.
Quality expectations are centred on an ideal concept and perceptions of distinction and excellence.
Customer satisfaction has a greater number of precursors or antecedents.
Service quality is affected by a smaller number of precursors or antecedents.
Source: Adapted from Yap and Kew (2007:62)
The relationship between Service Quality and Student Satisfaction has been widely reported in the literature both internationally and in South Africa (see Tables 3.4 and 3.5). Most of the South African studies to determine the relationship between service quality and student satisfaction were based on correlations. According to Awasthi (2013:98), correlation analysis has a restricted applicability to studying only whether there is a relationship or association between constructs and variables and does not predict like a regression analysis does. Of the most relevant South African studies, only three employed predictive analyses as shown in Table 3.4. Gbadamosi and de Jager (2009:251) factor analysis, Govender and Ramroop (2012) used both factor analysis and Structural Equation Modelling, but studied postgraduate students only, and Radder and Han (2009:116) used Structural Equation Modelling, but in studying student housing. Therefore, there is a dearth of information within a South African higher education context since 2009 on the predictive relationship between service quality and student satisfaction.
84 Table 3.4: South African Studies on Service Quality and Student Satisfaction
Author/s Study Focus Main Findings, Sample Size and Data Analysis Techniques Used
Nell and Cant (2014)
Service quality (SERVQUAL) and student satisfaction
Positive relationship between service quality and student satisfaction. Strongest relationship with Assurance and weakest with Empathy. (Sample:200, Correlations)
Hefer and Cant, (2014)
Measuring student service quality
(SERVQUAL)
Positive correlation for OVERALL SERVICE QUALITY (OSQ) and OVERALL STUDENT SATISFACTION (OSS).
Weak, but positive correlation between tangibility and OVERALL STUDENT SATISFACTION (OSS). (Sample:
200, Correlations).
Govender and Ramroop (2012)
Assessing the relationships for
postgraduate students between service experience, research climate,
quality, and satisfaction.
A significant positive link determined between service quality and student satisfaction. (Sample: 117, Exploratory Factor Analysis, Structural Equation Modelling).
85 Author/s Study Focus Main Findings, Sample Size and Data Analysis
Techniques Used Oduaran (2011) Correlation
between
service quality and student satisfaction in a distance-
learning context.
Positive correlation between service quality (all its dimensions) and student satisfaction found. (Sample: 313, Correlational Study).
Gbadamosi and de Jager (2009:251)
Service quality perceptions and student
satisfaction
Significant predictors of student satisfaction were
“perceptions of readiness for change, intention to leave, trust in management and support, living arrangements (accommodation) and academic performance.” (Sample: 391, Factor Analysis).
Radder and Han (2009:116)
Measuring service quality using
SERVQUAL in student housing.
Four underlying factors uncovered – “Interaction, Empathy, General Amenities and Room amenities” (Sample: 430, Exploratory and Confirmatory Factor Analyses, Structural Equation Modelling).
Source: Authors’ Own Compilation
The results of international studies between service quality and student satisfaction are reported in the Table 3.5. Evidently, most of the international studies (Table 3.4) have found that service quality and student satisfaction are positively and significantly related, except for one study by Dib and Alnazer (2013) that found no relationship between the two constructs.
86 Table 3.5: International Studies on Service Quality and Student Satisfaction
Author/s Study Focus Main Findings Shanmuga and
Jeyakumaran, (2015).
SERVQUAL dimensions.
Assurance was the only significant dimension to influence student satisfaction.
Alnaser and Almsafir (2014)
Dimensions of service quality and student satisfaction
Proposed a thirteen-factor theoretical framework (including all the SERVQUAL factors) affecting student satisfaction based on a literature review.
Lazibata,
Bakovića, and Duževića (2014)
Perceived service quality’s
influence on student
satisfaction taking a student and teacher
perspective.
Significant impact on student satisfaction found for the following factors: access, reputation, and academic dimension.
Kundi et al., (2014)
Pakistan higher education.
SERVQUAL.
All SERVQUAL dimensions significantly impacted on student satisfaction particularly Assurance and Tangibles.
Razi-ur-Rahim (2013)
Service quality, student
satisfaction and branding in business schools
SERVQUAL dimensions directly influence student satisfaction.
87 Author/s Study Focus Main Findings
Shah (2013) 22 universities in Pakistan.
Reliability together with Assurance are significant predictors of Student Satisfaction and less significant are Responsiveness, Empathy and Tangibles.
Saepudin and Marlina (2013)
Influence of institution service quality of student satisfaction
SERVQUAL dimensions significantly influence student satisfaction.
Seng and Ling (2013:141)
Effect on service quality
dimensions on student
satisfaction
Significant influence of the following service quality dimensions found: “instructor”, “learning resources”,
“academic courses”, and “student engagement”. No positive effect found for assessment.
Al-Alak &
Alnaser (2012)
Business
Students/Jordan
Assurance made largest contribution to service quality and Tangibles were significantly negative in the contribution to service quality.
Jiewantoa,
Laurensb, and Nellohc (2012)
The effect of service quality on image of the university and student
satisfaction.
Service quality (SERVQUAL) positively influences student satisfaction.
88 Author/s Study Focus Main Findings
Minh Tuan
(2012:138)
The influence of service quality and pricing fairness on student
satisfaction.
Service quality positively influences student satisfaction based on the following five factors: “Facility, Faculty, Administration, Documentation, and Appearance”.
Palli and Mamilla (2012)
Student opinion of service quality
in higher
education.
Students satisfied with all SERVQUAL dimensions except Responsiveness. Female students expressed higher levels of satisfaction with service quality.
Hanaysha et al.
(2011)
Service quality and student satisfaction at Malaysian
Universities.
Significantly positive influence found between service quality and student satisfaction for both Malaysian and International students across all dimensions of SERVQUAL.
Sumaedi, Bakti, and Metasari, (2011)
The effects of perceived quality and price on student
satisfaction
Service quality positively and significantly influences student satisfaction.
Malik (2010) Influence of service quality on student
satisfaction in Punjab.
Tangibles, Assurance, Reliability and Empathy positively and significantly influence student satisfaction.
89 Author/s Study Focus Main Findings
Gong (2010) Comparing SERVQUAL and SERVPERF in influencing student satisfaction
Both SERVQUAL and SERVPERF positively and significantly influence student satisfaction.
Source: Authors’ own compilation.
The international studies between service quality and student satisfaction, as reported in Table 3.5, were far more extensive than the South African studies. However, there is a dearth of information pertaining to the influence of Service Quality and the influence of its dimensions on Student Satisfaction, especially pertaining to South African higher education.
Based on the aforementioned discussion on the relationship between service quality and student satisfaction, it is hypothesized that:
H2: Service quality and its dimensions (Tangibles, Reliability, Responsiveness, Assurance and Empathy) have a significant positive effect on OVERALL STUDENT
SATISFACTION (OSS)