A study of service quality: Gap analysis of expectations versus performance perceptions of junior, senior, and graduate students.

摘要

The purpose of this study was to use a service quality model (SERVQUAL) to investigate undergraduate and graduate students' perceptions of service quality in a higher education setting in a School of Education in the southeastern United States by determining if gaps existed in students' expectations versus the performance perceptions of their actual experiences with services delivered by their academic programs. In addition, this study examined the relationship of selected demographic characteristics with any gaps. The researcher tested six research questions designed to determine the relationship between service quality, customer satisfaction, behavioral intentions, and certain demographic variables (gender, ethnicity, degree program, and student classification).; The population consisted of 1,312 students, which represented the fall 2001 semester School of Education enrollment. A proportionate stratified sample of 460 students was chosen, which was approximately 34% of the population, and of which 97% responded to the survey.; The researcher tested the reliability and internal consistency of SERVQUAL through the use of a focus group and a pilot study. SERVQUAL was found to be reliable and have adequate internal consistency reliability and test-retest reliability. The coefficient alpha values for the expectations and perceptions subscales were all equal to or greater than .8025 for all dimensions.; Each question in the survey was analyzed individually using descriptive data for expectations, performance perceptions, and gap scores. These results found that responsive, knowledgeable, and caring services are the most important factors students expect of the School of Education. Tangible dimension was found to be less important to students' assessment of service quality. The widest gap between students' perceived performance and expectations were items found in the reliability and responsiveness dimensions. The School of Education did not fare well in performing the promised service dependably and accurately.; As a result of MANOVAs, the researcher found that knowledge of a student's ethnicity, gender, classification, or degree program is of little value in predicting students' evaluation of service quality. There were, however, statistical and practical significance found in the MANOVAs for each dependent variable.