Perceived Service Quality and Student Satisfaction in Higher Learning Institutions in Tanzania

dc.contributor.authorBwachele, Victor
dc.date.accessioned2023-09-13T07:02:34Z
dc.date.available2023-09-13T07:02:34Z
dc.date.issued2023
dc.description.abstractDespite 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.en_US
dc.identifier.issn2662-9992
dc.identifier.urihttps://repository.tia.ac.tz/handle/123456789/169
dc.publisherHumanities and Social Science Communicationsen_US
dc.relation.ispartofseries;Vol. 10
dc.subjectStudent Satisfacttion, SERVQUAL variables, perceived transparency, trust, higher learning Institutionen_US
dc.titlePerceived Service Quality and Student Satisfaction in Higher Learning Institutions in Tanzaniaen_US
dc.typeArticleen_US

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