Measuring Service Quality in Higher Education: Development of a Hierarchical Model (HESQUAL)

Autor/inn/en	Teeroovengadum, Viraiyan; Kamalanabhan, T. J.; Seebaluck, Ashley Keshwar
Titel	Measuring Service Quality in Higher Education: Development of a Hierarchical Model (HESQUAL)
Quelle	In: Quality Assurance in Education: An International Perspective, 24 (2016) 2, S.244-258 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-06-2014-0028
Schlagwörter	Student Surveys; Educational Quality; Validity; Reliability; Hierarchical Linear Modeling; Institutional Evaluation; Factor Analysis; Physical Environment; Higher Education; Item Analysis; Foreign Countries; Guidelines; Developing Nations; Holistic Approach; Universities; Quality Control; Transformative Learning; Mixed Methods Research; Mauritius + Suchen Sie Ihr Suchwort? Schülerbefragung; Quality of education; Bildungsqualität; Gültigkeit; Reliabilität; Faktorenanalyse; Natürliche Umwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Itemanalyse; Ausland; Richtlinien; Developing country; Developing countries; Entwicklungsland; Holistischer Ansatz; University; Universität; Qualitätskontrolle; Pädagogische Transformation
Abstract	Purpose: This paper aims to develop and empirically test a hierarchical model for measuring service quality in higher education. Design/methodology/approach: 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. Findings: 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. Research limitations/implications: This empirical study made use of data collected in Mauritius only, a developing country. Practical implications: This study provides a framework and an instrument that can be used by higher education institutions in view of continuously improving educational quality. Originality/value: 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01