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From a service ecosystem perspective, the purpose of this paper is to examine students’ evaluation surveys as a tool used by most higher education (HE) institutions worldwide to measure teaching quality with consequences for tenure and promotion.

This study is based on the service-dominant (S-D) logic and specifically on the service ecosystem approach. Through an in-depth literature review and analysis the authors explore the effect of student evaluation surveys on the value co-creation process, describe the role they play in the HE ecosystem and critically evaluate their efficacy. The research is based on empirical data from the literature and previous studies findings.

The literature review highlights the detrimental consequences of the use of students’ evaluation surveys for teachers and students and for the rest of actors of this service. The authors argue that institutions should embrace a service ecosystem perspective based on S-D logic. The authors highlight the role of institutions as moderators of the interactions between actors and, finally, the authors have introduced the concept of “service ecosystem pollution” which the authors define as the presence or introduction of disruptive elements in the service ecosystem adversely affecting the nature of value co-creation.

This study emphasizes the importance for HE institutions to embrace a service ecosystem approach so as to foster and preserve the value co-creation processes taking place within the interactions among the HE actors. Conclusions drawn from this paper suggest that HE institutions should focus on strategies such as investing in improving students’ and teachers’ operant resources rather than polluting the HE service ecosystem with the use of students’ evaluation surveys.

Hitherto there are no studies analyzing the tools HE institutions use to measure teaching quality from a service ecosystem perspective. The study is especially valuable due to the consequences and the use of these measures entails for teachers, students and society.

The purpose of this paper was to identify similarities and differences between domestic and international student’s expectations of their tertiary experience, as well as the way in which they evaluate the quality of the service that they receive from their tertiary provider. The paper develops an augmented model of service quality which is adapted to suit the tertiary education context.

The study adopted a qualitative research approach. A total of six focus groups were conducted with a total of 36 International students and domestic students. All students were enrolled in the third year of an undergraduate degree at one large metropolitan university in Australia. The data were analyzed using qualitative analytic techniques and coded using NVIVO.

First, the study found that there are significant challenges with regard to the use of student expectations as the foundation for assessing students’ service quality evaluations. This is because students were found to have vague expectations, and limited prior experience of the service from which to shape their expectations. In addition students were found to form their expectations as they consumed the service, throughout their degree program which often spanned three to four years. Second, the study found that traditional dimensions of service quality were not sufficient to capture the depth of international and domestic students’ service evaluations. The study proposed the inclusion of an additional two service quality constructs, namely, social benefits and co-creation/participation.

Two new dimensions of service quality emerged from this study, “Social benefits” and “Co-creation/Participation”. The study therefore suggests that the tertiary experience should be enhanced through the provision of additional opportunities for student to staff and student to student interactions. In addition, tertiary institutions should also enhance opportunities for engagement within both the academic and industry environment.

This study aims to identify the most important e‐service quality evaluation dimensions in an emerging market context, focusing specifically on automatic teller machines (ATMs).

The study employs a triangulation approach, using both qualitative and quantitative methods based on a convenience sample composed mainly of students at Uganda Christian University. Instrument development was based on the results of a qualitative study. The psychometric properties of this instrument were assessed using exploratory factor analysis followed by cross‐validation using confirmatory factor analysis. This was followed by hierarchical linear regression to identify the most important dimensions of e‐service quality.

The study establishes that tangibles, card issues, reliability and location are the most important student service quality evaluation dimensions of ATMs in Uganda.

The study utilized a convenience sample of mainly college age students; however, many of them are working and engaged in business activities.

Managers should consider the identified dimensions when designing an ATM network to encourage usage of ATM facilities and decongest their banks.

This study is one of the few of its nature in an emerging market context.

This paper undertakes a case study of a business school within a leading university in the Middle East, which has implemented a quality system and has gained accreditation by the Association to Advance Collegiate Schools of Business International. The paper reviews the development of the quality system and examines the concept of service quality in business education. The aim of this study is to address the paucity of service quality research in business education in this region. Empirical research is used to determine the factors that influence student evaluation of service quality. With data collected from 310 students, the study identifies six factors that influence students’ evaluations of service quality. Research implications of the study are then discussed.

Via an experimental approach, this study therefore seeks to examine the effects of outcome valence upon service perception in the higher education setting where academic services form the core service element. To further extend this inquiry, the purpose of this paper is to explore the carryover effect of these emotional states to a subsequent unrelated service encounter which is classified as a peripheral service element which is hedonic in nature.

By using a simulated laboratory experimental procedure involving 300 participants, the authors examined the extent to which a student’s feeling toward an online test result has a bearing upon the teaching evaluation and a subsequent service experience in a branded retail context.

The results gathered from this study highlight the variability of the carryover effect of outcome valence from a work-related service context that serves as incidental emotions to a subsequent unrelated service encounter which is hedonic in nature. From the results gathered, variations were observed in relation to the dynamics of outcome valence in affecting core service evaluation where teaching quality was assessed, and in the peripheral service context in the form of retail experience at a branded cafè. From the basis of these findings, the psychological role of retail stores operating in a valence-oriented industry such as the higher education is discussed in this study.

Essentially, this study contributes to the academic literature and managerial practices by extending the knowledge in the dynamics of valence and its impact upon service perceptions.

This study adopts a simulated experimental design to assess the transference effect of valence in specific service encounters. This methodological approach offers greater reliability compared to existing studies which undertake a retrospective approach via questionnaire survey to examine outcome valence in service experiences. The results from this study provide important managerial implications by assessing the impact of valence upon customer satisfaction ratings which are commonly used for performance appraisal of service staff members. Additionally, the outcome of this study potentially assist managers to account for incidental emotions which may have an impact upon customer’s service experience.

There are international students studying in the universities of Northern Cyprus that come from more than 68 countries. Travel agencies are among those firms which are affected the most from these international students. Therefore, the purpose of this study is to investigate how international students perceive travel agency services by using the SERVQUAL instrument.

A total of 579 university students studying at the universities of Northern Cyprus responded to a revised version of the SERVQUAL instrument. After a descriptive analysis, a multivariate regression was used to estimate the impact of service quality dimensions on overall student satisfaction and positive word of mouth.

Research results reveal that the expectations of university students are not met and that the largest gap was found in the “empathy” dimension. Results also reveal that the service quality perceptions of Turkish students coming from Turkey significantly differ from that of Turkish Cypriot and other overseas students. The “responsiveness” dimension has the largest influence on student satisfaction in the case of Turkish Cypriot and other overseas students, and the “empathy” dimension has the largest influence on the satisfaction of Turkish students coming from Turkey. Finally, overall satisfaction of all students has a positive and statistically significant impact on their word of mouth.

Millions of students pursue their higher education abroad; therefore, they extensively benefit from travel agencies. The present study is the first of its kind that investigates service quality evaluations and satisfaction levels of international students for travel agencies in Northern Cyprus, a non‐recognized small island state that managed to attract international students from more than 69 different countries.

Examines the concept of service quality in business education with data collected from 388 students. Identifies seven factors which influence student evaluations of service quality. In descending order of importance these factors are: reputation, administrative personnel, faculty, curriculum, responsiveness, physical evidence and access to facilities. Describes the implications for controlling quality and for achieving excellence in business education.

This paper aims to investigate international students’ perception and satisfaction towards Turkish universities’ service quality.

This paper used modified version of SERVQUAL questionnaire for education purpose to collect data. Data were collected from 168 international students studying in public and private universities in Turkey.

Based on findings of this study, there is negative gap between perception and expectation for all 35 items in questionnaire among international students.

This study adds on educational service quality literature in developing country, specifically in Turkey. Additionally, decision-makers, institutions, etc. can use findings of this study to overcome the dissatisfactions and difficulties faced by international students in Turkey.

This study fulfills identified need to study international students’ perception and satisfaction towards Turkish universities.

Recovery Colleges are education-based mental health resources, utilising practitioner and lived experience expertise, promoting skills to enhance student independence. The purpose of this paper is to evaluate the impact of engagement with a Recovery College in Northern England on student wellbeing.

Feedback questionnaires were analysed from 89 students attending the Recovery College. Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMBS) and “Empower Flower” (a measure of personal resources) data for 56 students were compared pre- and post-attendance at courses.

The SWEMBS and Empower Flower indicated improvements in wellbeing and personal resources pre- to post-attendance at Recovery College courses. Satisfaction with the service was high. Students saw the service as unique, accepting and enabling. Students noted they developed a sense of hope, confidence and aspirations. They related this to practical changes, e.g. increasing work-related activity and decreasing service use.

This research suggests that there is a need for further evaluation of the unique contribution that Recovery Colleges can make to mental wellbeing, and the mechanisms involved in promoting the process of recovery.

The Recovery College may be a cost-effective way to provide a supportive recovery-orientated environment which promotes students’ ability to build self-confidence and skills, enabling them to connect with others and progress towards independence and valued goals. This complements more traditional mental health services.

This paper reports on an area of mental health development where there is very limited research, adding valuable data to the literature.

The purpose of this paper is to empirically test a new disabled service user‐specific service quality model ARCHSECRET against a modified SERVQUAL model in the context of disabled students within higher education.

The application of SERVQUAL in the voluntary sector had raised serious issues on its portability into this sector in general and its ability to measure the experience of the disabled service user in particular. In consequence, a disabled service user‐specific service quality model – ARCHSECRET – was developed which led to this research being designed to compare ARCHSECRET and a modified SERVQUAL model in terms of their ability to predict and explain the variation in the service quality experience of disabled students in higher education.

ARCHSECRET was superior to the modified SERVQUAL in terms of its overall predictive power; ARCHSECRET key drivers were different and better in predictive power than those of the modified SERVQUAL; and ARCHSECRET was found to be reliable and valid for the measurement of the disabled student experience in higher education, while acting as a diagnostic tool for the identification of service quality shortfalls.

The reported research should be regarded as a pilot study whose results are worthy of further investigation among larger samples of disabled service users.

It is held that the disabled service user‐specific ARCHSECRET model has made a positive contribution to the measurement of service quality within the context of disabled students in higher education while demonstrating its superiority over the SERVQUAL scale which did not quite “measure up”.