Measuring service quality in higher education. Development of a hierarchical model (HESQUAL)

Pages244-258
Published date04 April 2016
Date04 April 2016
DOIhttps://doi.org/10.1108/QAE-06-2014-0028
AuthorViraiyan Teeroovengadum,T.J. Kamalanabhan,Ashley Keshwar Seebaluck
Subject MatterEducation,Curriculum, instruction & assessment,Educational evaluation/assessment
Measuring service quality in
higher education
Development of a hierarchical model
(HESQUAL)
Viraiyan Teeroovengadum
Department of Management, University of Mauritius, Reduit, Mauritius
T.J. Kamalanabhan
Department of Management Studies, Indian Institute of Technology,
Madras, Chennai, India, and
Ashley Keshwar Seebaluck
Department of Management, University of Mauritius, Reduit, Mauritius
Abstract
Purpose – This paper aims to develop and empirically test a hierarchical model for measuring service
quality in higher education.
Design/methodology/approach – The rst 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 nal model consisted of ve 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.
Keywords Quality management, Service quality, Higher education, Universities,
Hierarchical model, Transformative quality
Paper type Research paper
1. Introduction
Sustaining and improving service quality is now a sine qua non prerequisite for higher
educational institutions. The prevailing higher educational landscape is a dynamic and
increasingly competitive one (Cheung et al., 2011;Dehghan et al., 2014), where
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0968-4883.htm
QAE
24,2
244
Received 9 June 2014
Revised 5 January 2015
Accepted 3 July 2015
QualityAssurance in Education
Vol.24 No. 2, 2016
pp.244-258
©Emerald Group Publishing Limited
0968-4883
DOI 10.1108/QAE-06-2014-0028

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