This paper aims to develop and empirically test a hierarchical model for measuring service quality in higher education.
The first phase of the study consisted of qualitative research methods and a comprehensive literature review, which allowed the development of a conceptual model comprising 53 service quality attributes. Quantitative methods were used for the second phase so as to test the dimensionality of the measurement instrument and assess its validity and reliability. A sample of 207 students was surveyed, and data were analysed using exploratory factor analysis and Cronbach’s alpha test.
The results of the factor analysis revealed the presence of sub-dimensions. A hierarchical model was therefore considered most appropriate. The final model consisted of five primary dimensions, which are administrative quality, physical environment quality, core educational quality, support facilities quality and transformative quality. The instrument contained a total of 48 items. Each scale was satisfactorily tested for validity and reliability.
This empirical study made use of data collected in Mauritius only, a developing country.
This study provides a framework and an instrument that can be used by higher education institutions in view of continuously improving educational quality.
The study adopted a holistic approach by considering both the functional and technical aspect of service quality in higher education. Moreover, technical quality was operationalised by considering the notion of transformative quality.
Teeroovengadum, V., Kamalanabhan, T. and Seebaluck, A. (2016), "Measuring service quality in higher education: Development of a hierarchical model (HESQUAL)", Quality Assurance in Education, Vol. 24 No. 2, pp. 244-258. https://doi.org/10.1108/QAE-06-2014-0028Download as .RIS
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