Browsing by Author "Bwachele, Victor"

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Perceived Service Quality and Student Satisfaction in Higher Learning Institutions in Tanzania
(Humanities and Social Science Communications, 2023) Bwachele, Victor
Despite policy efforts to promote higher learning in Tanzania, reports show persistent student dissatisfaction, revealing the extant inadequate quality measurement models. The study examined the fundamental elements causing dissatisfaction using an extended SERVQUAL model with additional variables, perceived transparency mediated by trust. Researchers collected quantitative data from 398 third-year higher learning students. The structural equations modelling result shows that reliability, perceived transparency, and trust in an institution significantly predict satisfaction. Further, trust partially mediates the influence of perceived transparency on student satisfaction. Evidence from this study suggests that education policy geared to promote the expertise of service providers and punctuality of service offering, transparency in service offering, and social responsibility of service provision is adequate for student satisfaction. Future research can look into a cross-level of economic development, groups of students—analysis of satisfaction determinants, and test the trans parency—trust-based SERVIQUAL Model in quality struggling sectors in Tanzania and other developing countries. Also, studies can test how satisfaction mediates the effect of quality on academic performance.
The Role of Service Quality Influence on Students’ Satisfaction in Tanzanian Higher Learning Institutions: A Preliminary Investigation
(2023-02-15) Bwachele, Victor
Abstract From a student’s perspective, the essential functions of a higher learning institution (HLI) include providing students with the teaching and learning infrastructures lodgings, assigning experts to sharpen students' theoretical and applied knowledge and critical thinking skills, and offering social, cultural, and athletic activities. However, as public financial support is shared among many HLIs in Tanzania, the HLI needs to increase its monetary fund through tuition collection. Quality services that meet the student’s expectations increase the student’s satisfaction which in turn encourages the enrollment of future students through the spread of positive word of mouth about the HLI. In analysing how the HLIs students have defined service quality dimensions and satisfaction, the researcher collected qualitative data from 15 final-year students from science, social science, and business disciplines. They were analysed using content analysis. The result shows that researchers can use additional items to measure specific service quality dimensions: perceived transparency and trust in an institution on top of the conventional (service quality, (SERVQUAL)) items measured by past researchers. In addition, the researcher identifies two additional service quality dimensions: perceived transparency and trust in an institution. This article explains how researchers can use service quality dimensions pertinent to the study environment to find more systematic to enhance the literature on service quality.
Service Quality of the Technical Education Service at the Tanzania Institute of Accountancy: Gaps and Recommendations
(Tanzania Institute of Accountancy, 2023-06) Bwachele, Victor
In this article, the service standard of Tanzania's higher education is examined, particularly with regard to the five SERVQUAL arrangement aspects (tangibility, reliability, responsiveness, assurance, and empathy). The validity and dependability of SERVQUAL in evaluating higher education in Tanzania are also examined in the research. The study on which this paper is founded involved 125 TIA students. According to the research, Tanzania's technical education services are up to the standards set in the opinions of TIA students in terms of tangibility, reliability, and assurance. Two dimensions, responsiveness and empathy (under the item of student best interest as objective (-0.08)), did not meet the expectation (p < 0.05). The researcher observed a gap between TIA students' perceptions and expectations: reliability 0.100, responsiveness -0.0075, assurance 0.1675, empathy 0.03, and tangibility 0.240. The gap analysis between service perceptions and expectations showed that all scores for perceptions were higher than their expectations, except on the dimension of responsiveness, indicating that service quality was satisfactory. TIA management should increase efforts to enhance service quality under the responsiveness dimension. To close the gap between TIA students' perceptions and expectations, the institution must offer academic advice, respond to various students' questions, and provide timely feedback. This might benefit Tanzanian technical education.