Students’ satisfaction with service quality in higher education institutions in the perspective of students’ expectations and perceptions in Tanzania

Published: 3 December 2020| Version 1 | DOI: 10.17632/gyhbjzm72y.1
Contributor:
Majiyd H. Suru

Description

The uploaded dataset was obtained from a PhD study, guided by four specific objectives, which intended to: 1. Assess the influence of demographic characteristics on students’ expectations about service quality dimensions and overall service quality in a HEI in Tanzania. 2. Assess the influence of demographic characteristics on students’ perceptions about service quality dimensions and overall service quality in a HEI in Tanzania. 3. Assess the influence of demographic characteristics on students’ satisfaction with service quality dimensions and overall service quality in a HEI in Tanzania. 4. Assess the influence of demographic characteristics on students’ future intention to re-enroll or recommend a surveyed public HEI in Tanzania. In order to examine the stated objectives, four hypotheses were stated as follows: Hypothesis 1: Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ expectations about service quality dimensions and the overall service quality in a public HEI. Hypothesis 2: Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ perceptions about service quality dimensions and the overall service quality in a public HEI. Hypothesis 3: Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ satisfaction with service quality dimensions and the overall service quality in a public HEI. Hypothesis 4: Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ intentions to recommend or re-enroll to a surveyed public HEI. Both ontological and epistemological discourses were delineated within pragmatic research underpinning for the purpose of understanding "students’ satisfaction with service quality in higher education institutions in the perspective of students’ expectations and perceptions in Tanzania". A cross-sectional survey design was employed to collect data from one selected Higher Education Institution in Tanzania. The main study findings indicated that, parent education and type of student’s degree programme had a statistical significant influence on the students’ satisfaction about technical and residential services. Moreover, student’s degree programme had a statistical significant influence on the students’ satisfaction with overall service quality and students’ intentions to recommend the university to colleagues. School ownership and student’s degree programme had a significant influence on students’ intentions to re-enroll to the same HEI, if given offers of scholarships. Parent occupation, school ownership and degree programme, had a significant influence on students’ intentions to recommend or re-enroll to the same HEI due to its geographical location. Students’ satisfaction with the overall service quality are determined by type of degree programme (students’ specialization).

Files

Steps to reproduce

Major Steps included: 1. Conducting both Exploratory and Confirmatory Factor Analyses factors (dimensions) that influence expectations, perceptions and satisfaction in Higher Education Institutions as per Tanzania context. 2. Using demographic characteristics of university students (respondents) as independent variables (which comprised sex, mode of parenting, parent education, parent occupation, school ownership, type of school, year of study and degree programme). 3. In order to obtain a comprehensive set of correlated factors in the HiEdQualServ scale, Confirmatory Factor Analysis (CFA) was run by fixing the number of factors for extraction. 4. Two separate CFA were run in a Varimax rotation by fixing the number factors for the expectations and perceptions items. 5. Two factors produced through Confirmatory Factor Analysis were used as dependent variables (Factor 1 represented Academic and Consultation Services while Factor 2 represented Technical and Residential Services). Each of this factors together with overall services represents service quality in the surveyed HEI in Tanzania. To clearly understand the influence of students' demographic characteristics on students' expectation, perception, satisfaction and intention with university service affairs, the following were conducted: 6. The first Multiple Linear Regression Analysis was conducted to examine the influence of each demographic characteristic on students' expectations about service quality in HEI, 7. The second Multiple Linear Regression Analysis was run to assess the influence of each demographic characteristic on students' perceptions on service quality in HEI, 8. The third Multiple Linear Regression Analysis was conducted to assess the influence of each demographic characteristic on students' satisfaction with service quality in HEI, 9. The fourth Multiple Linear Regression Analysis was done to examine the influence of each demographic characteristic on students' intention to re-enroll or recommend the same HEI to colleagues, 10. The fifth Multiple Linear Regression Analysis was conducted to examine the influence of each demographic characteristic on students' intention to recommend the surveyed HEI due to its geographical location.

Institutions

University of Dodoma College of Education

Categories

Higher Education, Categorical Data Analysis, Academic Quality

License