MEASURING SERVICE QUALITY IN
MANAGEMENT EDUCATION IN SELECT
INSTITUTIONS AFFILIATED TO GBTU
(FORMERLY UPTU)
THESIS
SUBMITTED TO
THE UNIVERSITY OF LUCKNOW
FOR THE AWARD OF THE DEGREE OF
DOCTOR OF PHILOSOPHY IN BUSINESS
ADMINISTRATION
SUBMITTED BY:
DEEPTI SHARMA
Under the supervision of
DR S. K. KAUSHAL
DEPARTMENT OF BUSINESS ADMINISTRATION
UNIVERSITY OF LUCKNOW
LUCKNOW 2014
Dedicated to my Parents, Husband
and
My loving son Aaradhya
DEPARTMENT OF BUSINESS ADMINISTRATION
UNIVERSITY OF LUCKNOW
Date:
CERTIFICATE
This is to certify that Mrs. Deepti Sharma has carried out the research work presented in
this thesis entitled “Measuring Service quality in management education in select
institutions affiliated to GBTU (Formerly UPTU)” for the award of Doctor of
Philosophy from Lucknow University, Lucknow under my supervision. The thesis
embodies results of original work, and studies are carried out by the student herself and
the contents of the thesis do not form the basis for the award of any other degree to the
candidate or to anybody else from this or any other University/Institution.
Supervisor
Dr S.K Kaushal
Assistant Professor
Department of Business Administration
DECLARATION
I hereby affirm that my research work entitled “Measuring Service Quality in
Management Education in Select Institutions Affiliated to GBTU (Formerly UPTU)”
for the award of Doctor of Philosophy from Lucknow University, Lucknow is my own
original work and has not been submitted for any assessment or degree/diploma or
award at the University of Lucknow or any other University/Institutions.
Deepti Sharma
Department of Business Administration
COUNTERSIGNED
This is to certify that the above declaration by the candidate is true to the best of my
knowledge.
Supervisor
Dr. S.K. Kaushal
Assistant Professor
Department of Business Administration
ACKNOWLEDGEMENT
I wish to express my deep sense of gratitude and indebtedness to my supervisor
Dr.S.K.Kaushal , Assistant Professor of Business Administration, University of Lucknow,
for his valuable guidance, encouragement, continuous inspiration and helpful suggestion
throughout my research work. He had constantly encouraged me to complete the
research study. I am heavily indebted to him for imparted his priceless and meticulous
supervision at each and every phase of research work whenever needed. He inspired me
in innumerable ways in accomplishing this research work. Thanks are due to him not
only for the academic guidance but also for the moral support, consistent kindness and
never ending encouragement given by him.
I am highly grateful to Prof. A. Chatterjee, the present Head of Department of Business
Administration and Dean of Faculty of Commerce, University of Lucknow and Prof. J.K
Sharma, the former Head of Department of Business Administration for extending
infrastructural facilities and allowing me to undertake this study smoothly.
My sincere thanks are due to Mr. Sanjay Medhavi and Dr. Ritu Narang faculty member
of business administration for their co-operation, continuous encouragement and support
throughout my research work. I also express my thanks to all the faculty and staff
members of the business administration, University of Lucknow for their continuous
encouragement. Among them, Mr. M. Chandran deserves special thanks for his kind co-
operation in non-academic matters during the research work.
I am also deeply indebted to my friends Arvind kr Singh, Priya, Shambhavi and Mohit
Ahuja for giving me their time and attention. Dr. Vikram Bisen taught me to focus
relentlessly on the publishable papers out of research and I expect this will stand me in
good stead in the years to come.
I am obliged to Librarian and staff members of the Tagore library of Lucknow
University, library of the department of business administration, Library of IIM Lucknow,
SAMA library Lucknow, for their cooperation and support through the research work.
I am privileged to fulfill my parents ambition and greatly indebted to them for providing
me moral support and good wishes in the completion of research study.
I express an appreciation to my husband Gyan Prakash Sharma, son Aaradhya for their
understanding, patience and sustained me through the ups and downs inevitable in the
completion of a doctoral program. My In-laws and my sisters Anjali ,Reecha and Anshu,
younger brother were always around to cheer me up and to lend a helping hand .My
mother gave me confidence whenever it tended to flag-they seemed to more faith in my
abilities than I did.
Finally, I wish to express my gratitude to all those who are directly or indirectly assisted
me & whose help & cooperation made this research work accomplished.
(Deepti Sharma)
Department of Business Administration
University of Lucknow
Lucknow
ABSTRACT
In today‟s world of competitive environment, rendering quality service is key competing
weapon for success. To gain competitive advantage, customer service and quality are the
two most driving forces for the service providers. In order to sustain in the business and
to retain their share and profitability it is imperative for the service providers to provide
quality service to their customers. Thus, service quality has become predominant part of
all advanced organization‟s strategic plan. Considering any other service, measuring
service quality is an important issue in management education. Management education is
one of the professional and higher education course. Higher education possesses all the
characteristics of service industry such as it has both the customer and service providers.
The main aim of this study was to examine the students‟ expectation and perception
towards the service quality in management education and also to understand how the
students perceive the quality service provided in the select management institutes
affiliated to GBTU (Formerly UPTU). Therefore, based on the literature SERVQUAL
model has been widely used in the study of management education service in particular.
In 1988, the first service quality measurement model was developed by Parasuraman et
al. known as Service Quality (SERVQUAL).He developed five dimensions showing
significance to the measurement of service quality, namely (a) Tangibles (physical
facilities and equipment), (b) Reliability (performing the promised service), (c)
Responsiveness (willingness to help customers), (d) Assurance (courtesy of employees to
convey trust) and (d) Empathy (individualized attention provided to customers).This
demonstrates that „measuring service quality‟ plays a vital role in upholding the
standards in the process of delivering quality education. For the purpose of this study an
enhanced approach to using SERVQUAL is adopted for measuring service quality in
management education. The methodology has been applied in select management
institutes affiliated to GBTU (Formerly UPTU).The proposed instrument was tested at
five management institutes of GBTU. Based on convenience sampling on 500 students
employing a survey instruments that measure five dimensions of quality attributes. An
analysis demonstrates the usefulness of the approach in gathering students‟ perception,
analyzing them and suggestions has been to put forward to the management institutes of
GBTU. Five quality dimensions viz., teaching, co-operation & support, facilities,
convenient and reliability are identified based on principal component factor analysis.
The result shows that students are satisfied with quality service on dimensions like
teachings, convenient, facilities, co-operation but least satisfied with the dimension
reliability. The empirical findings enables the management institutes to develop a
monitoring system for management education and also to take out guidelines on service
parameters where they could adopt in order to have competitive advantage over their
competitors.
Key words: Competitive Advantage; Management Education; Service Quality;
Expectations; Perceptions; .Customer satisfaction.
TABLE OF CONTENTS
Acknowledgment i
Abstract iii
Table of Contents v
List of Figures ix
List of Tables x
List of Abbreviation xii
S. No. Page No.
1 Chapter 1: Introduction 1-33
1.1 Introduction 1 1.2
Theoretical Background 3
1.2.1 Overview of Indian Higher education and Service Quality 3
1.2.2 Concept of Quality 7
1.3 Concept of Management Education 8
1.3.1 Brief Scenario of Management Education 8
1.3.2 Growth of Management Education during Last Five Years 10
1.3.3 Present Management Education Scenario in India 13
1.3.4 Types of Business Schools in India 14
1.3.5 Importance of Management Education 14
1.4 Quality in Education Sector 15
1.4.1 Quality and Management Education 18
1.5 Systematic Issues of Management Education in India 19
1.5.1 The Nanda Committee 19
1.5.2 The Kurein Committee 20
1.5.3 The Ishwar Dayal Committee 21
1.5.4 The Management Education Review Committee 22
1.6 Brief Profile of Uttar Pradesh 24
1.6.1 Growth of Management Education in Uttar Pradesh 26
1.6.2 GBTU 28
1.6.2.1 Educational Streams 29
1.6.2.2 Facilities 29
1.6.2.3 History 29
1.62.4 Vision and Mission 30
1.7 Objective of the Study 31
1.8 Scope of the Study 32
1.9 Importance of Study 32
1.10 Organization of the Thesis 33
2 CHAPTER II: Literature Review 36-79
2.1 Introduction 36
2.2 Overview of the Quality Movement 36
2.3 Services 40
2.3.1 Understanding a Service Concept 41
2.3.2 Services versus Goods 43
2.4 Quality 46
2.4.1 Definitions of Quality 46
2.4.2 Dimensions of Quality 49
2.4.2.1 Product Dimensions 50
2.4.2.2 Software Quality Dimensions 52
2.5 Service Quality and Dimensions 54
2.5.1 Definition of Service Quality 54
2.5.2 Dimension of Service Quality 57
2.6 Measuring Service Quality 65
2.6.1 The GAP Model 67
2.6.2 Performance only Model 70
2.7 Service Quality in Education Industry 72
2.7.1 Customers of Education Industry 73
2.7.2 Expectations and Perceptions 75
2.7.3 The Disconfirmation Paradigm 75
2.8 Satisfaction 77
2.9 Relevance to Management Education 78
2.10 Conclusion 79
3 CHAPTER III: Research Methodology 81-88
3.1 Introduction 81
3.2 Research Design 81
3.3 Data Collection Method 83
3.3.1 Selection of Sample 84
3.3.2 Choice of Respondents 85
3.4 Measure Instrument 85
3.5 Testing of Questionnaire 87
3.6 Data Organization 87
3.7 Data Analysis Method 88
3.8 Formulation of Hypothesis 88
4 CHAPTER IV: Data Analysis and Interpretation 91-155
4.1 Introduction 91
4.2 Demographic profile of the respondents 92
4.3 Reliability Coefficient Discussion 97
4.4 Findings on overall Service Quality 98
4.5 The GAP Score Analysis 102
4.6 Overall Perceived Service Quality 103
4.7 Average Score of Expectations and Perceptions from all
Respondents 104
4.8 Expectations 105
4.9 Perceptions 106
4.10 Cross Tab Analysis 108
4.11 Findings on the hypothesis Testing 113
4.11.1 Hypothesis 1 113
4.11.2 Hypothesis 2 114
4.11.3 Hypothesis 3 115
4.11.4 Hypothesis 4 116
4.11.5 Hypothesis 5 117
4.12 Factor Analysis 118
4.13 ANOVA Test 130
4.14 Correlation Analysis 151
4.14.1 Pearson Correlation 151
4.15 Conclusion 155
5 CHAPTER V: CONCLUSION 157-164
5.1 Introduction 157
5.2 Summary of Findings 158
5.2.1 Effect of demographic factors 158
5.3 Recommendations to Improve Quality 160
5.4 Conclusion 162
5.5 Limitations 163
5.6 Scope for Future Research 164
REFERENCES
APPENDICES
Appendix A Original Questionnaire
LIST OF FIGURES
S.No. Particulars Page No.
Figure 2.1 The Perceived Service Quality Model 58
Figure 2.2 Gap Model Illustrations 68
Figure 2.3 Determinants of Perceived Service Quality 69
Figure 2.4 The Disconfirmation Model 76
Figure 4.1 Students Status 92
Figure 4.2 Gender 93
Figure 4.3 Age Group 94
Figure 4.4 Residential Area 95
Figure 4.5 Family Income 96
Figure 4.6 Student Status* Satisfaction CrossTabulation 108
Figure 4.7 Gender * Satisfaction CrossTabulation 109
Figure 4.8 Residential* Satisfaction CrossTabulation 110
Figure 4.9 Age * Satisfaction CrossTabulation 111
Figure 4.10 Family Income * Satisfaction 112
Figure 4.11 Scree Plot 129
LIST OF TABLES
S.No Particulars PageNo.
Table 1.1 Growth of AICTE Approved Technical
Institutions in Last Years 12
Table 1.2 Growth of Intake in AICTE Approved Institutions
in Last Years 12
Table 2.1 Service Quality Model 71
Table 4.2.1 Demographic profile of student status 92
Table 4.2.2 Demographic profile of student gender 93
Table 4.2.3 Demographic profile of student Age group 94
Table 4.2.4 Demographic profile of student Residential Area 95
Table 4.2.5 Demographic profile of student family Income 96
Table 4.3.1 Reliability Coefficient( Cronbach α) 97
Table 4.4.1 Mean Score (Standard deviations for
modified SERVQUAL dimensions) 98
Table 4.7.1 Average Score of Expectation and Perceptions
of all respondents 104
Table 4.8.1 Top Seven Expectations of the Students 106
Table 4.9.1 List of seven perception items which have disagreement
among students 107
Table 4.10.1 Student status * satisfaction crosstabulation 108
Table 4.10.2 Student gender * satisfaction crosstabulation 109
Table 4.10.3 Student residential area * satisfaction crosstabulation 110
Table 4.10.4 Student age group * satisfaction crosstabulation 111
Table 4.10.5 Student family income * satisfaction crosstabulation 112
Table 4.11.1 The result of a paired sample t-test for Hypothesis 1 113
Table 4.11.2 The result of a paired sample t-test for Hypothesis 2 114
Table 4.11.3 The result of a paired sample t-test for Hypothesis 3 116
Table 4.11.4 The result of a paired sample t-test for Hypothesis 4 117
Table 4.11.5 The result of a paired sample t-test for Hypothesis 5 118
Table 4.12.1 Factor analysis of total variance explained 120
Table 4.12.2 KMO & Bartlett‘s Test 122
Table 4.12.3 Extraction Method : Principal Component Analysis 124
Table 4.12.4 Factor loading Matrix 125
Table 4.12.5 Test for reliability of the scale using Cronbach‘s Alpha 128
Table 4.13.1 Anova Test by Gender 130
Table 4.13.2 Anova Test by Income 137
Table 4.13.3 Anova Test by Residential 144
Table 4.14.1 Correlation between dimension 154
LIST OF ABBREVIATIONS
AICTE - All India Council of Technical Education
ANOVA - Analysis of Variance
EAC - Economic Advisory Council
GBTU - Gautam Buddha Technical University
GDP - Gross Domestic Product
HEDPERF - Higher Education Performance
IGNOU - Indira Gandhi National Open University
IIM - Indian Institute of Management
IPO - Input-Process-Output
ISEC - Institute of Social & Economic Change
MBA - Master of Business Administration
NBA - National Board of Accrediation
QC - Quality Circle
SPC - Statistical Process Control
SERVQUAL - Service Quality
SERVPERF - Service Performance
TQM - Total Quality Management
UPTU - Uttar Pradesh Technical University
CHAPTER 1
INTRODUCTION
CHAPTER 1
INTRODUCTION
1.1 Introduction
Business organization, be it banking, or an education institutions or hospitals are a part of
the society and placing more focus on service quality. Further, with increase in industrial
trade, the number of industries producing goods increased at a very fast pace and the
word ‗QUALITY‘ became a matter of concern for industrial organization. This was to
keep the firms competitive in the national and the global trade markets. Therefore,
service industries are increasingly playing an important role all over the world. As a
result of globalization and technological advancement, today, the competition has
peaked. In this environment, only those industries survive which offer the best services to
their customers. It has become a very hard job for the industries to attract customers
because these days they have many options available to them. In order to retain their
share in the world market in terms of quality and reliability of their products must
maintain quality of their goods and services. The term ‗quality‘ has, thus , taken a form of
quality revolution which each firm today is striving to aim at and if not, should aim at.
So, it is very important for the organization to possess knowledge about the customer
behavior and satisfaction in order to render quality service to its customers. Therefore,
service industries continue to grow significantly in the overall Indian economy such as
education, banking, hospital, hotel, and transportation. Thus, service quality has become
predominant part of all advanced organization‘s strategic plan. This study is focused on
education service industry and specially to measure the service quality in management
education in select institutions affiliated to GBTU (Formerly UPTU).
The service industry has emerged as the largest and fastest growing sectors in the world
economy, making higher contributions to the global output and employment. It is the
most dynamic part of the Indian economy both in terms of employment potential and
contribution to national income. In India, services sector, as a whole, contributed as much
as 68.6 percent of the overall average growth in gross domestic product (GDP) between
the years 2002-03 and 2006-071. The most important services in the Indian economy have
been health and education. They are one of the largest and most challenging sectors and
hold a key to the country‘s overall progress. The reason for choosing the measuring of
service quality in management education lies in the fact that in recent years there has
been a proliferation of educational institutions in our country. Education is primarily
considered as philanthropic service and it largely contribute on socio-economic
development of a developing country.
In particular, we have seen an unprecedented number of technical and management
institutions being set up since the early 1990‘s mostly through private capital. With this
all students have many options available to them; factors that enable management
education institutes to attract and retain students should be studied seriously. Moreover,
it is important to properly assess the service quality of management education imparted to
the students of the various institutions for proper decision-making regarding selection and
recruitment by potential employer. Thus there is a need for measuring service quality of
management education in select institutions affiliated to GBTU (Formerly UPTU). The
education industry can be described as the collection of organizations and business that
provide products and services aimed at enhancing the quality of education in society.
1 Business Portal of India : India & Services: Services Sector
1.2 Theoretical Background
1.2.1 Overview of Indian Higher Education Sector and Service Quality
Higher education, like most business and organizations today, is increasingly concerned
about the quality of its goods and services. Currently, the literature pertaining to service
quality in the higher education sector is significantly undeveloped. Traditionally, many
researchers have focused their efforts on commercial services (Sultan and Wong, 2010).
Considering any other services, management education institutes are additionally a novel
kind of service sector. In today‘s competitive educational environment like most business
schools is increasingly concerned about the importance of measuring service quality
(Gbadamosi, Gbolahan & De Jager Johan 2008). Management education has seen a
noteworthy growth in India within the recent years as mirrored within the steep rise
within the range of institutes providing postgraduate programmes in management
education. With the rise within the variety and kinds of business faculties, there are
growing concerns about maintaining the quality of management education among the
country. As ISO 9001-2000 serves the purpose of increasing consistency of a product or
enhancing service quality, the management institutions have to commit in fulfilling the
requirements of providing good quality education.
Berry and Parasuraman (1992) argue that the strategic success of a service organization
depends on the ability of service providers to enhance their images by consistently
meeting or exceeding customers‘ service expectations. In this context management
education institutions are a service provider and students are playing the role of
customers. It is the responsibility of the academics staff and faculty administrator to
adopt a policy of continuous improvement for students (customers) and to maintain the
quality of management education. All of them in the institutions play separate role in
ensuring service quality in management education.
In India, education is that the key to the task of nation-building. It is additionally a well
accepted undeniable fact that providing the right information and skills to the youth can
ensure the overall national progress and economic process. It is an essential element in
human resource development. The Indian education system acknowledges the role of
education in inculcation the values of doctrine, respect for democratic traditions and civil
liberties and go after justice. The ongoing demand to strengthen the Republic of Indian
education sector has displayed several avenues for individuals of India additionally as
non-residents of India to take a position in education sector that\'s why, Indian education
sector has been recognized as a ―Sunshine Sector‖ for investment in the recent past.
Education is such a prestigious and fruitful investment that it always rewards in multiple
ways. It has always been accorded an honored place in every economy. The strong and
effective educational system results in the economic growth, social transformation and
greater performance of the students. Thus, education industry plays an increasingly
important role in supporting public education by meeting the demand for products and
services that both complement basic education services and supplement their underlying
goals. The industry is defined by four main categories: Schools/Service Providers,
Supplemental Education Service Providers, Products and Education Service Businesses 2
. As a result of globalization, Indian economy strongly influences higher education to
improve quality of life.
2 Sectors in Education Industry- Techno Function
The importance of education in India was recognized by the founding fathers of the
country and the subsequent governments, and as a result considerable importance has
been given to literacy, school enrolment, institutions of higher education and technical
education, over the decades ever since independence. India‘s aspirations to establish a
knowledge society in the context of increasing globalization, is based on the assumption
that higher and technical education essentially empowers people with the requisite
competitive skills and knowledge. It has been realized that it is the quality of education
that prepares one for all pursuits of life and in the absence of an acceptable level of
quality, higher education becomes a mere formalism devoid of any purpose or substance.
As a result, from around the turn of the century, increasing attention has also been paid to
quality and excellence in higher education.
India‘s aspirations to establish a knowledge society in the context of increasing
globalization, is based on the assumption that higher and technical education essentially
empowers people with the requisite competitive skills and knowledge. It has been
realized that it is the quality of education that prepares one for all pursuits of life and in
the absence of an acceptable level of quality, higher education becomes a mere formalism
devoid of any purpose or substance. As a result, from around the turn of the century,
increasing attention has also been paid to quality and excellence in higher education.
Post-independence India has witnessed an above average growth in the number of higher
educational institutions vis-à-vis its population. While there were just about 20
Universities and 500 Colleges at the time of independence, today these numbers have
grown exponentially. Please find below a snapshot of the current higher education sector
in India:
• India has a total of 574 universities. 44 central universities, 286 state universities,
111state private universities, 129 deemed universities and 4 institutions established
through state legislation, 30 Institutions of National Importance3
• There are 45 technical institutes, 13 management institutes, 4 information technology
institutes, 6 science and research institutes and 3 planning and architecture institutes
• Currently, the Government spends around 3.8% of its GDP on education
• Less than 1% of the $38 bn of the Government spend on education was towards Capex
(2008-09)
• According to the 2011 census, the total literacy rate in India is 74.04% compared to the
world average of 83.4% (2008)
• The female literacy rate is 65.46 % and male literacy rate is 82.14 %
• FDI inflows in the education sector during May 2012 stood at $31.22 mn
It is imperative to understand how the student perceives the performance of quality
service and also the factors which influences service quality in management education
institutes. Students are considered to be a customer and also a product of the management
education institute. So, quality of education has to be monitored regularly because
students (customers) are directly involved in the education process.
3 (Source: UGC Annual Report 2010-2011- DGET; Ministry of Human Resource Development (HRD)
Annual Report 2011-2012;IDFC SSKI 2010;DISE 2009-10 Flash Statistics; MHRD Statistics: Higher &
technical Education 2010; Planning Commission Midterm Review of XI Plan)
Higher education, like most business today, is increasingly concerned about the quality of
its goods and services. There is increased competition for a shrinking pool of students
and those students are becoming more sophisticated and demanding. While some
organizations make products that are tangible, higher education‘s product is largely
intangible. As a result, assurance of quality can be more difficult than in traditional
manufacturing industries. Further, unlike tangible goods, the higher education product
cannot be returned if customer is dissatisfied.
This research attempts to provide an overview of the quality issues associated with the
select management institutes affiliated to GBTU (formerly UPTU). It also tried to find
out the factors which are responsible for quality service in management education
institute from students (customers) point of view.
1.2.2 Concept of Quality
The term quality must be defined and discussed. Webster‘s dictionary defines quality
as not only the basic character or characteristic that makes something good or bad,
commendable or reprehensible, but also the degree of excellence a thing processes, or
superiority. Webster‘s goes on to define quality control or assurance as a system for
maintaining desired standards in a product. The two definitions comprise the most
simplistic basis for achieving quality assurance in any organization, including higher
education. Obviously an organization must define itself, as through a mission statement
and then set goals and objectives that will support that mission before it can hope to
measure its outcome against the stated goals. This is quality assurance.
Quality is everybody‘s job, part of our job requirements. You cannot create quality
without a quality culture in your organization. Change in culture starts from a change in
leadership culture and continues only with continuous measurement and feedback
(Lomas, 1999). Generally, quality studies in an organizational context aims at improving
quality, reducing cost, capturing the market and staying in business. Traditionally it is
believed that quality and productivity are of conflicting in nature but presently synergy
between quality and productivity is desirable for organizational success because both
leads to same goals.
In manufacturing industries, measurement and evaluation of product quality becomes
easy because quality is defined as the variation in predetermined specifications. The
process standards for manufacturing firms are relatively easy to specify and can be
analyzed using different quality improvement tools because manufacturing sector makes
products that are tangibles. On the other hand, service sectors have intangible
components associated with them. It co-ordinates both technical and human behavioral
aspects that are extremely difficult to quantify. The service component of a management
educator‘s job plays a critical role in professional development, in a faculty member‘s
level of visibility in an institution and the greater education industry, and contributes
significantly to the effectiveness of the various academic units. . At this juncture,
dynamic growth in the field of management education is taking place and it needs to be
discussed.
1.3 Concept of Management Education
1.3.1 Brief scenario of Management Education
The origin of management education dates back to ancient times. It is a unique art
developed by mankind along its evolution journey. Greeks, Chinese and Indian thinkers
contributed to this art of getting things done by others. Strategic decisions and art of
administration were adopted during the times of kautilya. Management education is an
offshoot of the industrial revolution which created the factory system, thereby providing
a ledge to the art of management. In the Indian subcontinent, management education has
come over a period of past 50 years, whereas Europeans are teachings this education
since last 400 years.
Due to the slow rate of economic growth after independence till 1990 the opportunities
created by industry were too few. Globalization gave a big boost to the economy while
the service sector came to dominate other sectors. This has paved a way for increased
demand for management education. Process of liberalization, privatization and
globalization has not only transformed traditional approach of the system with a more
efficient professional approach; but also introduced new age courses which have more
economic value in today‘s time. The world is shrinking to a global village. With the
advancement in e-commerce, the way of doing business is also changing throughout the
world. India has witnessed a continuing growth in this sphere of education because of the
rising demand of trained management graduates.
Management education has become one of the most sought after education today as a
result of this; private sector has entered in Indian management scenario and invested an
immense amount for this which ultimately resulted in the mushrooming of the B-Schools.
Management programme seems to be so attractive and fascinating to the youth that there
is a flood of institutions and colleges offering it with their distinctive features, thus
adding an icing to the cake. However, every institution in the country is not providing the
quality education which is a very big concern for the future to come. There was a time
when such a professional programme was to be chosen after a well mediated study and
research, but today at times one can find students enrolling without a proper knowledge
or required awareness. These students need a proper counseling and guidance which can
give them some real good insights and tell them about the nuances of the field.
Management Education Worldwide‘ is a 20th century phenomenon, focusing on business
administration. At the end of the 20th century, management education also included the
management of government, management of public system, management of agriculture,
management of education system, etc. The purpose of management education since the
beginning of the 20th century has been to enable organizations to apply knowledge to
improve their efficiency and effectiveness.
The graduate business school—Harvard Business School—was established in 1910. In
South Asia, the 1st business school was established in 1954, the 9th by 1959, the 14th by
1969, the 81st by 1989, and the 743rd by 1998. These schools are located in five South
Asian countries. These schools adopted the curriculum and teaching styles from the US
B-schools and tried to deliver the same.
1.3.2 Growth of Management Education during Last Five Years
Today managers are in great demand in every sector of economy. India needs a huge
reservoir each year of people who are trained for business and for management and
demands is to last for coming years. But it is matter of concern whether the demand is for
what they have been taught. In management education, quality has become a necessity.
To make India an intellectual capital of the world, we have to create a dynamic
environment, which can encourage superior quality management Education colleges and
effort should be made to breathe life into management education. Government has taken
initiatives in this direction by giving node to 7 more IIMs taking the total number of the
premier management school to 14. India already has 11 functional IIMs in Ahmedabad,
Bangalore, Kolkata, Lucknow, Indore, Kozhikode, Shillong, Tiruchirappalli, Ranchi,
Raipur and Rohtak remaining three are to setup in state of J&K, Uttarakhand and
Rajasthan. Apart from IIMs management education is offered by university's own
department in campus, affiliated colleges of universities in same place or the whole State,
now technical universities have been given this role. Moreover autonomous institutes
approved by AICTE, universities running distance education program and open mode
like IGNOU, Delhi University, Kurukshetra University, ICFAI and several others are also
offering courses in management. Some recognized institutes and universities are also
offering 3 years part time program in evening faculty for working executives. Foreign
universities having collaborations in India and those having students exchange program
with limited-time studies abroad are also imparting management education. New private
universities like ICFAI (a national brand), Amity and several others are now coming up.
According to annual report (2009-2010), published by Ministry of Human Resource
Development, there were 20 Universities and 500 Colleges at the time of independence.
At present, there are 504 Universities and university-level institutions (as on 31.12.2009)
243 State Universities, 53 State Private Universities, 40 Central Universities, 130
Deemed Universities,33 institutions of national importance established under Acts of
Parliament five Institutions established under various State legislations. There are 25,951
colleges of which, 7,362 are recognized under 2(f) and 5,997 colleges recognized under
section 2(f) and declared fit to receive grants under section 12(B) of the UGC Act, 1956).
Table 1.1: Growth of AICTE Approved Technical Institutions in Last Five Years4
Source: www.aicte.ernet.in
Table 1.2: Growth of Intake in AICTE Approved Institutions in Last Five Years
Year ENGG. MGMT. MCA PHAR
.
ARCH. HMCT TOTAL ADDED
IN YEAR
2005-06 499697 80464 55548 32708 4379 4435 677231 40691
2006-07 550986 94704 56805 39517 4543 4242 750797 73566
2007-08 653290 121867 70513 52334 4543 5257 907822 157025
4 Source: www.aicte.ernet.in
Year ENGG. MGMT. MCA PHAR
.
ARCH. HMCT TOTAL ADDED
IN YEAR
2005-06 1457 1052 976 629 118 70 4320 383
2006-07 1511 1132 1003 665 116 64 4491 171
2007-08 1668 1149 1017 854 116 81 4885 394
2008-09 2388 1523 1095 1021 116 87 6230 1345
2009-10 2972 1940 1169 1081 106 93 7361 1131
2008-09 841018 149555 73995 64211 4543 5794 1139116 231294
2009-10 107189
6
179561 78293 68537 4133 6387 1408807 2696915
Source:www.aicte.ernet.in
It can be inferred from the above table that there has been rapid growth of AICTE
approved technical institutes during last five years. In the year 2008-09 the number of
institutes increased at exceptional rate, thus in respect to establishment of institutes tis
year can be called as the golden year. In the last five years the number of AICTE
approved colleges has increased by almost 70% in total in various disciplines, whereas
number of management institutes has seen noteworthy growth of 90% in terms of number
of institutes and in terms of intake there has been growth of 123%.
1.3.3 Present Management Education Scenario in India
India has evolved as the global hub for management education in the recent times and has
often been described as a ‗mushrooming‘ growth. In particular, we have also seen an
unprecedented number of technical and management institutions being set up since the
early 1990's mostly through private capital. The students now have a vast choice
regarding the institutions in which they want to study. In the field of management
education India has more than 1200 institutions providing undergraduate and post-
graduate level courses. Since the management graduates and post-graduates produced by
5 Source:www.aicte.ernet.in
these institutions are primarily absorbed by industry, there is a growing need to match the
curriculum and structure of management education to better fit the needs of India and
sensitive to the changes in both in the industrial and services sectors within the country.
Moreover, it is important to properly assess the quality of management education
imparted to the students of the various institutions for proper decision-making regarding
selection and recruitment by potential employers. Thus there is a need of measuring
quality of the education provided by these mostly private organizations
1.3.4 Types of Business Schools in India
Business schools in India can be classified into six categories. These are as listed below:
• Indian Institutes of Management (IIMs) set up by the Government of India.
• University Departments of management studies.
• Colleges (government or private) affiliated to universities.
• Private or government institutes approved by the All India Council for Technical
Education (AICTE).
• Private colleges or institutes not affiliated to any universities nor approved by
AICTE.
• Private colleges or institutes offering MBA courses in India in collaboration with
foreign universities, where the degree is awarded by the foreign university.6
6 Filling the skill gap: Economy _ India Today.
Institutes such as Indian Institutes of Management (IIMs) are imparting quality
management education to young and talented future managers of the country. Among the
six types of business schools in India, the highest rated in terms of quality are the Indian
Institutes of Management(IIMs).Here the research attempts to measure service quality in
select management institutes which are affiliated to GBTU( formerly UPTU).
1.3.5 Importance of Management Education
Management education is basically a service. Quality of a service is difficult to measure
in comparison to products due to the fact that services are intangible. The specific
characteristics of services such as intangibility, inseparability, heterogeneity and
perishability make it difficult to assess their quality. It means that the quality of
management education would largely depend on it s pedagogy. Quality enhancement in
management education would constitute the improvement in all facets of providing
management education. The quality of management education depends on the combined
efforts on the part of the educational system as a whole, the educational institutions and
the faculties. Management education can be upgraded only when all these three pillars of
education are equally strong. Nowadays, we find there is growing demand for the
programs in the domain of strategy and leadership development in management
education. There is a strong need to focus management education glocally (i.e. think
globally but act locally). When the course content is customized based on the market
needs then students will not face unemployability problem.
1.4 Quality in Education Sector
―Though in the current scenario, the education system is split between primary,
secondary, higher and professional systems, a thorough and joint participation from
parents, students, teachers, management and government will create a different and a
better education system that will be more effective for the young learners. Improving
higher education quality demands revising the curricula every three years and changing
the pedagogy to replace learning with more self-learning and creativity,‖ as observed by
Mr. Surendra L.Rao Chairman, Institute of Social and Economic Change(ISEC). He also
put it, access, concepts, creation application and services deserved better attention in
higher education.
―The education system has changed a great deal since the last century. The environment,
inputs, outputs are still changing, keeping in mind the change in lifestyle, technology.
Students nowadays crave for life- long education.‖ 7Today, many management
institutions and technical universities with various course structures compete with each
other as well as with foreign institutes for imparting quality education.
The concept of quality when applied to higher education is still not well defined.
Definitions of quality in education follow the general definitions of quality. For better
understanding the concept of quality applied in education, it is essential to look for a
suitable definition (Thomas H, 2003). The most broad and accepted (Houston, 2008;
Cartwright, 2007; Venkatraman, 2007; Srikanthan and Dalrymple,
2001,2004,2005,2007; Lomas, 2007,2002; Parri, 2006; UNESCO, 2006; Lagrossen et al,
7 Towards quality education system : The Hindu.
2004; Harvey, 2002 ) definition of quality in the field of education is that proposed by
Harvey and Green (1993) who developed a framework which consists of five definition
of quality, namely quality as exceptional, quality as perfection, quality as value for
money, quality as fitness for purpose and quality as transformation.
It is extremely difficult in posing a comprehensive definition of quality in education
because there has been lot of discrepancy in the concept of quality in education sector.
From the point of view of service provider, educational services are intangible,
heterogeneous and inseparable, on the other hand, customers‘ (students) viewpoint of
educational services are variable and perishable. Due to so many options available in
regard to choosing management institutes the students have become more demanding in
their selection (Khan, 2007).
From a customer perspective, it is important to identify the needs of students as primary
customers and strives to meet their needs, it is also important to recognize the needs of
other customers of education (Hwarng and Teo, 2001). This is supported by Lagrosen et
al (2004) who suggest that further research in this area should be valuable taking into
account the view of other stakeholders. In the same stratum, Rowley (1997) states that all
stakeholders‘ perspectives should be taken into account when attempting to measure
service quality in education. In fact the all society is concerned about the quality of
education as pointed out by Nagel and Kvernbekk (1997) who stated that social groups
and society at large do have vested interests in education.
On the other hand, as observed by Cheng et al (2003), despite the fact that stakeholders
may be satisfied with educational services if education does not cater for the future needs
and challenges of the new millennium than it is still ineffective and ―useless‖ for the new
generation. The author, therefore conclude that ability for education to meet the needs of
the future both at individual and societal level is one of the critical elements of quality in
education. A more comprehensive approach to classify the quality attributes in higher
education was proposed by West et al (2000). This is called the Input-Process-
Output(IPO) framework in which ‗Input‘ refers to the selection of students, ‗Process‘
refers to the teaching and learning process, and ‗Output‘ refers to the employability and
academic standings. In this way, one can associate the quality improvements with the
operating system of any organization including those from the education sector.
1.4.1 Quality & Management Education
In India, All India Council of Technical Education (AICTE) is entrusted with the
responsibility of regulating, controlling & ensuring the quality of management education
in the country. The formation of National Board of Accreditation (NBA) & the of
workshops that it had organized have contributed substantially to widespread awareness
& concern for the quality of management education, but can the AICTE in all honesty,
claim that their approvals would result in quality management education of global
standard.
Modern education & development will be deprived of its élan vital (Creative, evaluations,
potential) when structured & delivered under a rigid regime of formalism, objectivity &
standardization. Quality relevance & effectiveness of management education &
development do not seem to depend upon formalism, structure & standardization. If
management profession & practice are reckoned & molded as an "art" rather than as
"science", its educational programming escapes the pitfalls of formalism, structure &
standardization; creativity, flexibility, subjectivity, & the informality replace the
conscripted mode of training & development in management. As the area change is
taking place in economic, political & technological environment the world over, new
opportunities are opening which are prepared to fight mediocrity & quality in every
aspect of life is becoming the essential for survival. So there is an urgent need to reform
the quality of management education for the creation of quality intellectual infrastructure
in India.
Requirement of well coordinated & flexible orchestration of the government's industrial
technology, trade, education, labor, rural development, infrastructure & economic
policies directed toward expansion & technological up gradation of all national economy
in an ongoing manner. Management of technology & innovation towards continual
strengthening of the country's & the companies technological capabilities through
innovation; technology acquisition, assimilation & development, skill formation & both
short & long-term collaborative development of nationally relevant core technologies.
Identification & creation of an easily accessible bank of best industry practices across the
world in all areas ranging from production & marketing to finance, logistics & R&D.
Enhancement of the nation-wide development & use of information technology for
development & use of information technology for accelerating towards break through
improvements in cost-reduction, speed, output, quality & performance.
1.5 SYSTEMETIC ISSUES OF MANAGEMENT EDUCATION IN INDIA
COMMITTEES TO REVIEW THE MANGEMENT EDUCATION IN INDIA
A number of committees have looked into management education in India in the past.
This section attempts to discover the systematic issues faced by management education as
identified by the earlier committees.
1.5.1 THE NANDA COMMITTEE
Nanda Committee was the first committee that reviewed the working of the three
Management Institutes of Management at Ahmedabad, Kolkata and Bangalore, to make
recommendations for the promotion and development of management education in India.
The Nanda Committee suggested a series of measures in 1981 for strengthening
management education in India, viz.:
There is urgent necessity to develop expertise in international management and
offering of educational and training programme in international management.
Consultancy research should cover both basic and applied types, Adequate
funding for research to be provided without soliciting project funding.
IIMs should act as mother institutes and foster growth of other management
Institutions in the country.
Government control should be progressively reduced as each institute becomes
more and more self-reliant.
Management education has to be research based, and utility based, the institutes
should become self reliant and the government must relinquish control over the years.
1.5.2 THE KUREIN COMMITTEE
Government of India appointed a second review committee under the Chairmanship of
Mr. V Kurien in 1991, to look into the direction and functioning of the four institutes of
management the committee submitted its report in 1992. The salient recommendations
were:
The inter-relatedness of teaching, research and consultancy needs to be better
emphasized for greater synergy. Choices in approving research and consultancy
must be exercised to strengthen their interconnectedness and mutuality.
The mission of the Institutes of Management to strengthen management in
business, industry and commerce is still relevant. The mission statement however,
needs to be expanded to emphasize the IIMs‘ commitment to public service and
public management.
There should be a much greater emphasis on the development of relevant teaching
materials and research. Appropriate policies and rewards should be initiated to
strengthen this aspect of IIMs functioning.
The Government should take a flexible view in providing financial support to the
different IIMs and encourage the institutes to vigorously pursue revenue
generation, cost cutting, and fund raising efforts. The non plan maintenance grants
may be provided as Block Grant for a period of five years.
After the institutes have become financially self supporting with the creation of
the corpus fund and the package of measures for augmenting its internal resources
and cutting down cost, the government grants may be limited to programmes
considered high priority and of social relevance by government including the area
of public system management. IIMs reoriented their operations subsequent to this
report. They revised the fee structure and started raising resources through
industrial consulting. This helped the IIMs to become financially self-sufficient.
1.5.3 THE ISHWAR DAYAL COMMITTEE
Many management institutes came up between the years 1995 and 2000. Government of
India appointed another committee to develop future perspectives of management
education in the light of the fast changing economic, social and business environment.
The main challenge in management education has been triggered by globalization of
economies, rise of market economy, rapidly changing technology and developments in
communication. During 1950-1980, about 118 management institutions came up and
during the 1985-2000 periods 673 new institutions came up.
The teaching methodology shows inadequate concern for applying cumulative
knowledge in dealing with managerial problems.
Most institutions that were set up during the 90s did not follow conditions
prescribed by AICTE in respect of faculty strength, library, computer facilities
and the like.
They did not promote research, development of faculty or of the teaching
material.
Due to rapid expansion of teaching institutions, AICTE was unable to develop an
adequate mechanism for enforcing standards.
Among all the action areas, faculty development was considered the most critical. It was
proposed that 8 to 10 institutions should focus on this. Though the Committee gave its
report in 2001, there were no major initiatives from AICTE for faculty development or
development of teaching materials so far.
Most of the problems identified by the committees continue to be there as no major
corrective measures have been initiated, hence a revisit of the critical suggestions.
Subsequent to this, a committee was constituted by AICTE to review management
education in India.
1.5.4 THE MANAGEMENT EDUCATION REVIEW COMMITTEE
AICTE appointed a committee in 2003 to come up with a policy and action plan for the
development of management education in India, in the context of our current national
requirements and national trends. This committee suggested the following steps for
strengthening management education, viz.:
The admission of students in management schools should be only through
recognized tests organized on an all India basis and used for short listing
candidates for group discussions and interviews. The number of admission tests
could be progressively reduced, say to two or three tests.
Increase the focus on under managed sectors such as cooperatives, forestry, urban
management, infrastructure, rural development, education and legal systems.
Accreditation is one of the major means of assuring quality. Only 15 PGDM
programmes and 30 MBA programmes out of the 927 MBA/PGDBM
programmes approved by the AICTE have been accredited.
In order to have a better global exposure, to suit the requirements of industry
under globalization there is a pressing need for globalization of management
education.
Another element which is important for globalization would be to keep our
country open to the presence of foreign business schools and universities. It is
necessary for Indian Institutions to work out strategies to go abroad, and allowing
foreign universities to come to India, without too many obstacles.
That there is a severe shortage of faculty in the entire technical education system
is well recognized. In management education, the problem is more acute.
All the four committees have unequivocally indicated that management education
in India faces the following systemic problems:
Most of the management institutions have been neglecting research.
Shortage of faculty and quality of faculty are the most critical aspects that need to
remedy soon.
Management institutions did not develop interactions with industry and this acted
as a vicious circle giving merely non- practical education.
Management institutions invested very little for faculty development even though
most of the committees earlier had identified this as a major lacuna.
There has been very little attention provided for preparing course materials
specific to the Indian context.
Library and computer infrastructure has been poor, except in the top management
institutes.
1.6 Brief Profile of Uttar Pradesh
The region of Uttar Pradesh had an extended tradition of learning, though it had remained
principally confined to the elite category and also the spiritual institution. Sanskrit-based
education comprising the educational of Vedic-to-Gupta periods, not to mention the later
Pali corpus of data and a massive store of ancient-to-medieval learning in Persian/Arabic
languages has shaped the core of Hindu-Buddhist-Muslim education, till the increase of
British power. The current schools-to-university system of education owes its inception
and development here, as within the remainder of the country, to foreign Christian
missionaries and also the British colonial administration.
Uttar Pradesh has made significant contributions in the field of Education and Social
Welfare. The State has made major investments over the past few years at all levels of
education and has achieved significant success. U.P. has recognized & supported the
continuing critical-role of private- sector in the expansion of education in the State. It is
home to some of the most reputed educational institutes in the world. Like most of the
other developed states in India Uttar Pradesh too has contributed
significantly towards the education of the country. The standard of Uttar
Pradesh Education is ranked among the best in the country.
The Uttar Pradesh Government has made numerous investments at all the different levels
of education in the last few years. The Uttar Pradesh Government has also appreciated
and recognized the role of the private sector in enhancing the educational scenario of the
state.
Uttar Pradesh has a network of educational institutions. Currently, Uttar Pradesh has
more than 30 universities, including 4 central universities, 20 state universities, 8 deemed
universities, 2 IITs, 1 IIM in Lucknow, 1 NIT in Allahabad and several
polytechnics, engineering colleges and industrial training institutes. Prestigious institutes
like the Sanjay Gandhi Post Graduate Institute of Medical Sciences, Indian Institute of
Technology Kanpur, the Indian Institute of Technology (BHU) Varanasi, the Indian
Institute of Management Lucknow, Indian Institute of Information
Technology, Allahabad, and the Motilal Nehru National Institute of Technology are
known worldwide for their quality education and research in their respective fields. The
presence of such institutions provides the students of the state with ample opportunities
for higher education. Other universities in the state include Banaras Hindu University,
Sampurnanand Sanskrit University, Aligarh Muslim
University, University of Allahabad, Indian Veterinary Research Institute Bareilly, IMT
Ghaziabad, Gautam Buddha Technical University, M.J.P. Rohilkhand University,
Narendra Dev University of Agriculture and Technology, Babasaheb Bhimrao
Ambedkar University, and King George‘s Medical University.
1.6.1 Growth of Management Education in UTTAR PRADESH
The growing Indian economy is in demand of high quality managers to oversee the
nation‘s growing businesses. In terms of growth, management education in India has
made India shining to keep pace with demand. Management practices have not been new
to India as their existence can be traced back to the first book on management titled
Arthashastra written centuries ago. If those basic principles in management could help
build the great Mauryan empire, those very principles can aid in modern day governance
of large corporations too. Education colleges and effort should be made to breathe life
into management education.
In the last 20 years, there has been a phenomenal growth of management education in
India. The first milestone in management education was achieved when the two Indian
Institutes of Management (IIMs)-Calcutta and Ahmedabad-were set up in 1961. In 1998,
there were 400 institutes and the number rose to nearly 800 by 2003. In 2008, the number
of business schools touched 1,700. Government has taken initiatives in this direction by
giving node to 7 more IIMs taking the total number of the premier management school to
14. India already has 11 functional IIMs in Ahmedabad, Bangalore, Kolkata, Lucknow,
Indore, Kozhikode, Shillong, Tiruchirappalli, Ranchi, Raipur and Rohtak remaining three
are to setup in state of J&K, Uttarakhand and Rajasthan. Apart from IIMs management
education is offered by university's own department in campus, affiliated colleges of
universities in same place or the whole State, now technical universities have been given
this role. Moreover autonomous institutes approved by AICTE, universities running
distance education program and open mode like IGNOU, Delhi University, Kurukshetra
University, ICFAI and several others are also offering courses in management. The
business education market in India was pegged at about Rs.3,000 crore in 2008 (campus
and distance education), growing at 12 per cent CAGR in the last three years. All these
schools put together churn out one lakh management graduates every year.
Today, organizations look for professionals who can multitask yet provide support for
niche areas based on the individual's area of specialization, namely human resource,
operations management and the like. Also, with companies competing against each other
on a global platform, there is a need for professionals who have considerable amount of
industry experience, sound domain knowledge and knowledge of best international
practices.
If one were to describe an MBA degree, it is essentially a generalist qualification
designed to give students a holistic view of how a business is run and equip them with the
knowledge of all the major functions of a business as well as their interactions in practice.
Nowadays there are programmes available for senior professionals like the Executive
MBA that helps in maximizing their contribution to the role they play in an organization.
Contributing immensely to a developing country like ours are the successful small and
medium enterprises (SMEs) which are the primary engines of job creation, income
growth and poverty reduction. Young management graduates will contribute significantly
in the creation of new business models, overcoming many infrastructural and resource
constraints that the SMEs face.
In the next phase of growth, management graduates will add tremendous value to new
emerging sectors within India, including the social sector. They are vital contributors to
the success of India Inc. With more and more people taking up a management degree, it's
time to look out for the 21st century Chanakyas and witness the building of many more
successful empires.8
1.6.2 Gautam Buddha Technical University(Formerly UPTU) :
Gautam Buddha Technical University (Formerly UPTU) is a state university in Uttar
Pradesh, India. It is one of the biggest universities in number of affiliated colleges.
Gautam Buddha Technical University was formed on 1 May 2010 from the bifurcation of
the erstwhile Uttar Pradesh Technical University. It is headquartered in IET Campus at
8 Service Quality in the Education Sector moving towards a holistic & transformative Approach.
Sitapur Road in Lucknow. Owing to its size, number of colleges affiliated to it and
geographic dispersion, it has been sub-divided into five zones with 45-50 colleges in each
zone.
1.6.2.1 Educational Streams
Regional zones of Uttar Pradesh Technical University work in tandem to ensure quality
teaching-learning processes. The University works to ensure uniform technical education
and research in its own premises as well as affiliating institutions. It has affiliated more
than 317 technical colleges and the numbers are still growing. The UPTU affiliated
colleges conduct technical programs such as BTech, , BArch, B Pharma, BHMCT,
MTech and PhD imparting graduate, postgraduate and doctoral level education. These
institutions, which include both the government and private, are located all over the state.
Professional education like Business Management is also offered by many of these
colleges affiliated to Uttar Pradesh Technical University.
1.6.2.2 Facilities
Being an affiliating University, UPTU ensures that all necessary facilitates are provided
by the affiliated colleges. It encourages the students to participate in co-curricular
activities conducted at the inter college, state and national level. It has a grievance cell
that tries to resolve the problems faced by the students. The University also ensures that
the students enrolled with it are placed successfully with renowned companies.
1.6.2.3 History
Uttar Pradesh Technical University was established by the Government of Uttar
Pradesh on 8th May 2000 vide Act No. 1248(2) XVII-V-I-I-19-2000 Uttar Pradesh
Adhiniyam Sankhya 23 of 2000. Under the University Act, 'Technical Education'
includes programmes of education, research and training in Engineering, Technology,
Architecture, Town Planning, Pharmacy, Applied Arts & Crafts and such other
programmes and areas that the central Government may in consultation with All India
Council for Technical Education (AICTE) by notification in Gazette declare.
The University is affiliating in nature and its jurisdiction spans the entire state of U.P. in
affiliating B.Tech. M.B.A., M.C.A., B.Arch., B. Pharma., B.H.M.C.T., M.Tech. and
Ph.D. programmes in 238 colleges/institutions imparting graduate, postgraduate and
doctoral level training in all government and private institutions located all over U.P. in
engineering, technology, architecture, pharmacy, hotel management and catering
technology as well as M.B.A. and M.C.A. programmes.
U.P. being the largest state of India with an area of around two lacs forty thousand square
kilometers and population of more than 165 million people makes UPTU as one of the
largest technical universities not only in India but perhaps in Asia. Because of its gigantic
size and number of colleges affiliated to it and geographic dispersion, it has been sub-
divided into five zones with 45-50 colleges in each zone for the ease of management and
facilitating inter-zonal comparison and possible internal competition to enhance quality
of teaching-learning processes.
UPTU envisions facilitating and nurturing the quality of technical education and research
in its own premises as well as all affiliating institutions. The total number of affiliated
colleges was 49 in the year 2000 which has now gone up to 238 and the University is still
growing. The task of the UPTU at the moment includes conducting the State level
Entrance Examination U.P.-S.E.E. for admission to various programs affiliated to UPTU.
Around 2, 15,000 aspirants to UPTU take these entrance examinations all over U.P. and
in parts of Uttrakhand and Delhi. The University conducts central examinations each
semester for all the affiliated colleges and institutions and declares results quickly using
technology-enabled systems. At present around 150,000 students are enrolled in its
various programmes. More than 50,000 students are admitted every year. Medium of
instructions and examinations is English.
1.6.2.4 Vision and Mission
As enshrined in the University Act, the University aims to provide and upgrade
education, training and research in fields of technical education, and to create
entrepreneurship and a conducive environment for pursuit of the technical education in
close co-operation with industries. Further, as a very distinguishing feature of its vision,
the University aims to make provisions for the advancement of technical education
amongst classes and communities which are educationally backward.
To fulfill the above broad vision, the University develops flexible and innovative
academic programmes and procedures that cater to a very broad range of students with
different background, and prepares them to compete at the national and international
levels.
In addition to transmission of knowledge through a very well thought teaching pedagogy,
the University lays a strong emphasis on knowledge creation through a well planned
research programme in emerging areas, and application of knowledge by undertaking
issues and problems from the industry.
Apart from academics, the University lays a very strong emphasis on the overall
development of a well rounded personality of its students with both professional and
emotional maturity to take up the challenges in their chosen profession, and to contribute
to the development of society.9
1.7 Objective
The service quality in education and management education was examined by Shahid
(2001); Gagandeep et al., (2006); Raju et al., (2004); Lim (2002); and Khan et al., (2007).
The previous studies tried to bring the important dimensions of service quality in
education. The studies related to the impact of service quality dimensions on the
customer satisfaction and the comparative study on the service quality of management
education in various group of institutes are rare. Hence the present study has made an
attempt to fill up these research gaps.
The specific objectives of the present study are:
a) To identify how applicable the SERVQUAL model in the context of management
education
b) To examine the students‘ expectations and perceptions of service quality in
management education and,
9 www.uptu.ac.in
c) To study the impact of service quality dimensions on the students‘ satisfaction.
1.8 Scope of study
The area of the study is measuring service quality in management education. It focus on
the measurement of service quality from students point of view because they are directly
involved in the education process. The study is conducted at select management
institutions affiliated to GBTU (formerly UPTU).The populations of this study were all
post graduate (full time) students of management institutions of GBTU.
1.9 Importance of study
Management education in India is in the phase of change. The two current developments
that are sweeping in India, namely liberalization and globalization, have had a
considerable impact on Indian management education. The sudden proliferation of
management institutions has lead to a considerable decline in the quality of education that
is being offered.
By the help of this research, management institutes may install quality in the management
education in India, business schools (B-schools) and other management institutions will
focus on quality assurance, qualified and competent faculty members, proper
infrastructure and the accountability of management institutes to provide quality
education to students.
This research will not only help in identifying the reasons for the proliferation of
management institutions but also creates the standards and specifications following which
the management institutions might be able to improve the existing management education
system. The outcome of the study will benefit the students as well. Quality management
education will help them to place in better professional positions in their near future.
1.10 Organization of the Thesis
The remaining part of the study is organized into four chapters. A summary of remaining
chapter of the thesis is given below:
Chapter II
This chapter presents the general review of the literature that is relevant to our study.
Review of literature concerning concepts such as service, quality, measuring service
quality, Expectations, Perception, Satisfaction and service quality in education industry
are discussed. Various approaches of quality movement proposed by different quality
gurus are briefly discussed. The various dimensions of the SERVQUAL model has been
covered. Various models of measuring service quality in higher education are also
discussed. The main aim of this chapter is to enhance our understanding of the main
theories involved in our study.
Chapter III
This chapter is concerned with methodology adopted in doing research. It contains a
description of the research setting, a description of the measurement tool/survey, the
research procedures, the statistical analyses and the definition of the research subjects.
This chapter mainly discusses how the study is being carried out, measurement of the
constructs, the way data is collected and coded. Education sector reveals multiple
stakeholders in different situations in which different stakeholders perceive different
opinions in regard to quality of education. Therefore, ‗SERVQUAL‘ an instrument for
measuring service quality has been considered. It consists of five dimensions comprising
forty-one relevant quality items. The reliability and validity of the instrument have been
tested.
Chapter IV
In this chapter, a methodology for measuring service quality in management institutes
using the students‘ expectation and perception has been discussed. It discusses the data
collected from the field. The data collected was mainly on respondents‘ expectations and
perceptions of the various items under the SERVQUAL model. A general description of
the students‘ expectations and perceptions of the various dimensions was done using
descriptive statistics. Also, gap score analysis was carried out based on the difference
between the expectations and perceptions(P-E) in order to measure service quality in
management education. Factor analysis was done in order to identify if the SERVQUAL
is good for measuring service quality in management institutes.
Chapter V
The main findings of this study have been discussed in this chapter. It presents the
summary of the conclusions, recommendations and scope for future work in the area of
quality measurement in service sectors. There are also some limitations in this study. Due
to short time frame and fund, research could not be executed among all the management
institutes affiliated to GBTU (Formerly UPTU). Only Five management institutes of
GBTU (Formerly UPTU) have been taken for study. This chapter also discusses the
specific contributions made in the research work. The thesis ends with a list of references.
CHAPTER 2
LITERATURE
REVIEW
CHAPTER II
LITERATURE REVIEW
2.1 Introduction
This chapter provides the general review of the relevant literature available on the quality
management background. The purpose of this study is to explore the service quality of
management education in select institutions affiliated to GBTU (Formerly UPTU) from
the perspectives of students. Literature related to definition of quality, the dimensions and
the approach in measuring service quality proposed by different quality gurus are briefly
discussed. It also presents a literature on the factors that influence the measurement of
service quality in management education. Therefore, there is need to review all the
relevant literatures concerning the concepts of quality management, its tools and
application in the area of quality in service sectors. It founded a strong basis for the
development of the research frame work and instrument.
2.2 Overview of the Quality Movement
In recent years, the subject of quality management has gained prominence in the literature
and in a growing number of manufacturing and service organizations. Quality has
become a very powerful tool in international competition. According to Tenner & De
Toro, earlier the Second World War, the idea of quality was based on the physical
characteristics of a product. At that time, quality was measured as the variation in the
product or service characteristics from a set of standard specifications. Any defects or
variations to the quality standards resulted in changes to the product to bring it up to
standard specifications. The origin of the U.S quality movement can be traced back to the
early 1920‘s to Walter Shewhart, father of the total quality movement, who invented the
statistical process control (SPC) chart to measure product variation and its associated
causes. Later on, quality measurement was refined by the two students of Shewhart, W.E
Deming and Joseph Juran by applying their quality insights within the U.S manufacturing
industry in the early 1940s.
Joseph M. Juran, considered the father of quality, was to incorporate the service quality
component into the human aspect of quality management, which he referred to as Total
Quality Management (TQM). In 1999 Juran & Godfrey defined quality as ―those product
features which meet the needs of customers and thereby provide satisfaction‖. His
contribution on the concept of the Pareto principle, managing for quality, the need for
widespread training in quality and producing products or services to meet the customer‘s
requirements was well attracted by the Japanese industry. Juran‘s principles of quality
effectively infused the ―voice of the customer‖ into all facets of production- through the
research and development, engineering, and product development stages of production.
W E Deming traveled to Japan to join Juran just after World War II to support the
reconstruction efforts. Deming was originally trained as a statistician and started teaching
process control(a method of measuring variation and continuously improving work
processes before the final inspection stage top prevent the production of flawed products)
in Japan shortly after World War II. He is recognized internationally as an important
contributor to Japanese quality improvement programmes. Deming advocates that the
way to achieve product quality is to continuously improve the design of a product and the
process used to manufacture it. According to Deming, top management has the primary
responsibility of achieving product quality. The Japanese hold Deming‘s statistical
quality control approach to measuring product and service quality by naming a national
quality award, the Deming Prize, to those manufacturers that provided world-class
quality products. The TQM effort which was being implemented in the U.S. was
criticized by Deming because they more concern on the methods rather than on the
customers. Then onwards the era of customer-defined quality was born.
In 1946, Dr. Deming led the formation of the American Society for Quality Control and
became a professor of statistics in the Graduate School of Business Administration at
New York University. Deming‘s quality methods centered on systematically tallying
product defects, analyzing their causes, correcting the causes, and recording the effects of
the correc5tions on subsequent product quality as defects were prevented. He taught that
it is less costly in the long run to get things done right the first time then fix them later.
When he died in December 1993 at the age of ninety-three, Deming had taught quality
and productivity improvement for more than fifty years. His Fourteen Points, system of
profound knowledge, and teachings on statistical control and process variability are
studied by people all over the world. His books include: Out of the Crisis (1986), The
New Economics (1993), and Statistical Adjustment of Data (1943).10
Deming‘s philosophy is summarized in his famous fourteen points, and it serves as a
framework for quality and productivity improvement. Instead of relying on inspection at
the end of the process to find flaws. Deming advocated a statistical analysis of the
manufacturing process and emphasized cooperation of workers and management to
achieve high-quality products.
10
Deming, W.E. (2000), The New Economics: For Industry, Government, Education, Cambridge, MA:
MIT Press.
Philip Bayard Crosby joined the American Society for quality in 1952, where his early
concepts concerning Quality began to form. Crosby developed his ―Zero Defects‖
concepts, and published a book on Zero Defects , Quality Management Maturity Grid, 14
Quality Improvement Steps, Cost of Quality and cost of Non-Conformance. 11
Other book
he has written include Quality Without tears (1984) and completeness (1994).Crosby
espoused his basic theories about quality in four Absolutes of Quality Management as
follows:
1. Quality means conformance to requirements, not goodness.
2. The system for causing quality is prevention, not appraisal.
3. The performance standard must be zero defects, not ―that‘s close enough.‖
4. The measurement of quality is the price of nonconformance, not indexes.
Feigenbaum was the founding chairman of the International Academy for Quality and is
a past president of the American Society for Quality Control, which presented him its
Edwards Medal and Lancaster Award for his contributions to quality and productivity for
many organizations throughout the industrialized world.
Dr. Kaoru Ishikawa a student of Deming, was active in the quality movement in Japan,
and was a member of the Union of Japanese Scientists and Engineers. Ishikawa is
considered the Father of the Quality Circle Movement. He believed that quality
improvement initiatives must be organization-wide in order to be successful and
sustainable over the long term. He promoted the use of Quality Circles to: (1) Support
improvement; (2) Respect human relations in the workplace; (3) Increase job satisfaction;
and (4) More fully recognize employee capabilities and utilize their ideas. Quality Circles
11
Quality Gurus- References for Business.
are effective when management understands statistical techniques and act on
recommendations from members of the Quality Circles.
Dr. Genichi Taguchi was a Japanese engineer and statistician who defined what product
specification means and how this can be translated into cost effective production. He
developed a methodology for applying statistics to improve the quality of manufactured
goods. He focused on implementing quality earlier in the product lifecycle, in the design
phase rather than in the later manufacturing stage. He created an equation that quantified
perceived quality and costs. The technical details and benefits of Taguchi‘s statistical
methods are only now being studied in the west.
In the few years since the turn of the century, the quality movement seems to have
matured beyond Total Quality. Now quality systems have evolved from the foundations
of Deming, Juran and the early Japanese practitioners of quality, and quality has moved
beyond manufacturing into service, healthcare, education and government sectors.
2.3 SERVICES
During the last few years there has been very rapid growth of service sector in India.
According to the Prime Minister‘s Economic Advisory council (EAC), the growth rate of
service sector in the last few years (2007-2011) has been a robust 10 percent .This
substantial growth has been attributed to structural changes among major economies;
India is the fastest growing economies in the world after china. However, one aspect of
economic growth that sets India apart is the way in which the structural changes have
taken place.12
2.3.1 Understanding a Service Concept
Many definitions exist in regards to what constitutes a service. A uniform definition of
service has not been developed up to this day. Beside theoretical constructions, several
structures are accepted in the professional literature.
However, Palmer (2011, p. 2) defines a service as: ―The production of an essentially
intangible benefit, either in its own right or as a significant element of a tangible product,
which through some form of exchange, satisfies an identified need.‖13
According to Johns (1998) the word service has many meaning and he described service
as ‗intangible‘ and their output viewed as an activity rather than a tangible object which
is not clear because some service outputs have some tangible components like physical
facilities, equipments and personnel. He also stated that service is viewed differently by
both the provider and the consumer; for the provider, service is seen as a process which
contains elements of core delivery, service operation, personal attentiveness and
interpersonal performance which are managed differently in various industries. Though
customer views it as a phenomenon meaning he/she sees it as part of an experience of life
which consists of elements of core need, choice, and emotional content which are present
in different service outputs and encounters and affect each individual‘s experience
differently. However, factors that are common for both parties include; value (benefit at
the expense of cost), service quality and interaction.
12
Growth Trends in Service Sector M Saravanan. B. Chandrasekaran. 13
Palmer, A. (2011). Principles of service Marketiong. 6th
ed. Maiden head: McGraw Hill Education.
Alternatively, Lovelock and Wright (1999, p. 5) adopt a more informal approach,
defining a service as: ―Something that may be bought and sold but that cannot be dropped
on your foot.‖
Finally, Zeithaml et al. (2009, p. 4), state: ―…services are deeds, processes, and
performances provided or co-produced by one entity or person for another entity or
person.‖
According to Quinn, Gagnon, ‗Services are actually all those economic activities in
which the primary output is neither a product nor a construction, is generally consumed at
the time it is produced , and provides added value in forms (such as convenience,
amusement, timeliness, comfort or health) that are essentially intangible concerns of its
first purchaser.
Kotler and Keller (2007) defined service is ‗any activity or benefit that one party can
offer to another that is essentially intangible and does not result in the ownership of
anything‘.
According to Edvardsson (1998), service to be viewed from the customer perspective as
it is them who determine the quality of the service provided. He points out the
participation of the customer in the service process since he/she is a co-producer of
service and the customer‘s outcome evaluated in terms of value added and quality
meaning the customer will prefer service offered to be of high value and quality.
Gronroos stated, ‗a service is an activity or series of activities of more or less intangible
nature that normally, but not necessarily, take place in interactions between the customer
and service employees and/or systems of the service provider, which are provided as
solutions to customer problems‘.
According to VanLooy et al, ‗all those economic activities that are intangible and imply
interaction to be realized between service provider and consumer‘.
Each definition captures the intangible nature of services, illustrating the most
fundamental difference between a service and good. However, it is also evident that as
well as differences, similarities between services and goods also exist. Therefore, it is
appropriate to distinguish between the two to broaden the definition of a service.
2.3.2 Services versus Goods
Services have been differentiated from products in a number of ways. They are primarily
intangible (Judd, 1964; Mills & Margulies 1980).Service are those separately identifiable,
essentially intangible activities which provide want-satisfaction, and those that are not
necessarily tied to the sale of a product or another service. Services are basically the
interaction of two parties and it occurs between service provider and the customers.
Mostly, services in education sector are intangible in nature like institute environment,
caring and courteous staff but sometime it is a combination of intangibles and tangibles
and this bundle makes up the service products. Services are characterized into four
categories: intangibility, inseparability, heterogeneity and perishability. These four
service characteristics were discussed in the early literature of service marketing (Regan,
1963; Shostack, 1977; Rathmell, 1966; Zeithaml et al. 1985).
The evaluation of service quality depends upon customers‘ and service providers‘
perception of quality (Zeithaml, Parasuraman, & berry, 1985). The service concept has
two components: the degree to which customer needs are satisfied and the added value
that the customer receives (Dale 2003; Hsieh, Chou & Chen 2002). Deming (1986)
estimated that 44% of people in firms are looking after service functions. The
contribution of these people adds value to the quality of products and the firms‘
perception in the minds of consumers. Juran (1974) observed that main focus of user is
the service, even though he may seem to buy the product. Peter (1988) explained that
customer accords greater priority to the care and responsiveness of the organization than
the features of product.
Gronroos (1978) suggests that services should not be treated as physical goods.
Nonetheless, ambiguity still exists today, since services and goods share much of the
conceptual underpinning of quality (Palmer, 2011). Despite this, services tend to pose
much greater problems in the understanding of customers‘ needs and expectations than
goods, which form the basis for evaluation (Palmer, 2011)
Hill (1995) manages to differentiate between goods and services, suggesting that a
service is ephemeral and can only be consumed as long as the process continues.
However, due to the heterogeneity of services, an individual‘s time spent consuming a
service could be longer lasting, challenging the notion that services are short-lived
(Zeithaml et al, 2009). Notwithstanding this issue, Parasuraman et al. (1985) argue that
the presence of tangible cues when purchasing goods (e.g. style, colour, feel and fit)
make it is easier for the customer to evaluate goods in comparison to services. This limits
the evaluation of a service to the service provider‘s physical facilities, equipment and
personnel.
There are four characteristics of service: Intangibility, Inseparability, Variability and
Perishability. According to Parasuraman et al. (1985), service has the following
characteristics that also influence the understanding and measurement of service quality.
Intangibility – The literature highlights as one of the key characteristics of
services. It means that service is an intangible activity, it cannot be generally seen,
it is hard to measure it the same way as product quality. This causes increase in
the uncertainty level and to reduce this factor, customers look for signals of
service quality. Other studies suggest that intangibility cannot be used to
distinguish clearly between all products and services. So it is very important for
the service provider to tangibilize the service in order for the service marketers to
suggest the quality of their intangible service (Kotler et al., 2005). One of the
researchers disagrees on the point of intangibility feature of service. According to
him intangibility is an important feature but tangibility feature plays more
important role in the service sector. (Santos, 2002).
Inseparability – a service cannot be separated; they are produced and consumed at
the same time. Thus, the quality occurs while a service is delivered, which
reduces managerial control over it and makes a consumer‘s input crucial to ensure
service quality. Inseparability is one of the characters that differentiate services
with products because of the simultaneous production and consumption (Sierra
and McQuitty, 2005).
Heterogeneity – The quality of the same service vary from time to time, from
customer to customer and from producer to producer. Thus, consistency of service
delivery is hard to achieve. According to Zeithaml et al 1985, heterogeneity
reflects the potential for high variability in service delivery. Wyckham et al
(1975) feels that heterogeneity can be introduced as a benefit and point of
differentiation.
Perishability- The fourth characteristics of services highlighted in the literature is
perishability. Services cannot be stored for later sales or use. Hartman and
Lindgren claim that the ―issue of perishability is primarily the concern of the
service provider‖ and that the consumer only becomes aware of the issue when
there is insufficient supply and they have to wait for the service.
2.4 QUALITY
We all are living in a quality age today and wish to possess quality products, be it a home
or a car or furniture or even consumables. The word ‗quality‘ is qualitative in nature and
has different meaning for different people. Few can define quality in measurable terms
that can be operationalized. When asked what differentiate their product or service, the
banker will answer ―service‖, health care worker will answer ―quality health care‖,
education service provider will answer ―student‘s satisfaction i.e. customer
satisfaction‖.14
When pressed to provide a specific definition and measurement, few can
do so. There is an old maxim in management that says, ―If you can‘t measure it, you can‘t
manage it‖, and so it is with quality. Quality implies a person‘s state of mind and is
associated with the following perceptions: a good product, sturdy, durable, easy to
operate and good in appearance etc.
2.4.1 Definition of Quality
14
Definition of Quality /Total Quality Management Aug.27,2009.
According to the American Society for Quality, ―quality ―can be defined in the following
ways:
Based on customer‘s perceptions of a product/service‘s design and how well the design
matches the original specifications.
The ability of a product/service to satisfy stated or implied needs.
Achieved by conforming to established requirements within an organization.15
Numerous researchers and experts have given various definitions on quality in particular
areas i.e. manufacturing of products and services. Harvard professor David Garvin (1984)
has summarized the definition of quality into five principal approaches. Those were
transcendent, product-based, user based, manufacturing-based, or value-based.
Transcendent means something that is intuitively understood but nearly impossible to
communicate. These definitions are subjective and related to concept. Product-based
means the quality in the components and attributes of a product. It can be measured and
have objective attributes. User-based means the customer satisfaction on the product.
Manufacturing-based means the product conformance to requirement. Value-based
means the good value for the price of the product. Many other researchers have defined
quality as fitness for use (Joseph Juran and Frank Gryna, 1988), ―the total composite
product and service characteristics of marketing, engineering, manufacturing and
maintenance through which the product and service in use will meet the expectation by
the customer‖(Feigenbaum); ―quality as a result of the interaction.‖(Shewhart); ―quality
is compliance with the requirements‖ (Crossby, 1979); Value to some person (Weinberg,
1994 ); ―quality in a product or service is not what the supplier puts in. It is what the
15
Quality Management system
customer gets out and is willing to pay for‖ (Peter Drucker); ―conformance to
specification(Gilmore, 1974); ―meeting and/or exceeding customers‘ expectation(
Parasuraman, Zeithaml and Berry, 1985); ―performance over expectation
(Besterfield,1999); products or services ability to perform to its intended function without
harmful effect (Taguchi, 1986) Japanese companies find the old suggestion of quality,
―the degree of conformance to a standard ―, too narrow and consequently , have started to
use a new definition of quality of ―customer satisfaction‖(Wayne , 1983)
According to Robert Peach, The ISO 9000 Handbook, Quality is the totality of
characteristics of an entity that bear on its ability to satisfy stated or implied needs.
Though quality is multi-dimensional concept and different definitions are appropriate
under different circumstances (Viswanadhan, 2006).
According to Geotsch and Davis (2003), with these common elements extracted, quality
can be defined as ― a dynamic state associated with products, services, people, processes,
and environments that meets or exceeds customer expectation‖.
A close examination of the above definitions of quality proves that quality is customer‘s
determination and not manufacturer‘s determination and the products should totally
satisfy the customer‘s needs and expectations, in every respect, on a continuous basis.
Thus the concept of quality in the area of education is gaining increasing importance in
the life of every individual. In the last few decades, the ongoing educational process has
become a lifestyle. There have been a number of attempts to define quality in higher
education, or even multiple models of quality. In the area of education, Cheng (1995)
defined education as follows: ―Education quality is the character of the set of elements in
the input, process, and output of the education system that provides services that
completely satisfy both internal and external strategic constituencies by meeting their
explicit and implicit expectations‖. In the academic setting, students, staff and faculty
members are the major customers of higher education( Sahney et al., 2004), of whom
students have attracted the most attention and are the main customers of universities
who receive a variety of educational services, including registration ,course selection and
other related services (Sirvanci, 2004, Kebriaei and Roudbari,2005). Since one of the
criteria of quality in university is to meet the students‘ expectations about the process of
educational services, by assessing the gap between expectations and perceptions of
students, an understanding of the quality level will be obtained; where fewer gaps
between expectations and perceptions denotes higher quality of educational services.
Hence, an essential step to compensate this gap is to identify the perceptions and
expectations of students about the quality of educational services to determine the
strengths and weaknesses of the system. This should be followed by adopting strategies
for reducing the quality gap and satisfying the students‘ expectations (Kebriaei and
Roudbari, 2005).In addition, Harvey and Green (1993) proposed five ways of thinking
about quality in education. First, quality is regarded in terms of excellence. Second,
quality is perfection or consistency. Third, quality is fitness for purpose. Fourth, quality is
value for money and finally, quality is transformation process which enhances the student
in some way.
2.4.2 Dimensions of Quality
Quality dimensions has been classified into few groups by previous researchers such as
Gronroos (1990) ; Lehtinen and Lehtinen (1991) ; Ghobadian et al (1994). Quality
dimension, according to Gronroos(1990), can be classified into three groups: technical
quality, functional quality and corporate image.16
This classification is similar to those
which are supported by Lehtinen and Lehtinen(1991) which are physical quality,
interactive quality and corporate quality. The dimensions associated with technical
quality are those that can be objectively be measured regardless of customers‘ opinion.
Functional quality is related to the interaction between the provider and recipient of the
service and is often perceived in a subjective manner. As a result corporate image
dimensions is the combination of both technical and functional quality dimension, which
concerned to the overall picture of an organization perceived by the customer.
Ghobadian et.al (1994) differentiates between those dimensions which are associated
with the quality of the final product or outcome of the service and those which relate to
internal processes within the organization; they are called ―outcome‖ and ―process‖
dimensions respectively. The importance of the process dimensions from the customers‘
point of view depends on the extent to which they participate in the process.
Quality, as we know so far, was originally developed in the manufacturing industry. In
the area of higher education, the adoption of quality control has been superficial and
diluted by the exercise of academic freedom (Largosen, et al, 2004). Education is a
complex business with many interacting dimensions of quality in many varied contexts.
The higher education is a part of service sector, so viewing higher education as a service
can facilitate generalizing service quality dimensions for this sector. More careful
generalization is required for the case of higher education regarding its complex
characteristics (Owlia, Aspinwal, 1996; Lentner, 2007; Staskeviciute, Ciutiene,
16
Service quality dimensions: an examination of Gronroos‘s Service quality model.
2008).The dimensions of quality in higher education are grouped into three categories
which are product, software and service (Owlia and Aspinwall, 1996).
2.4.2.1 Product Quality
According to Garvin (1987), there are eight dimensions, which can define both product
and service quality, although they seem to be more product-oriented. The dimensions that
proposed by Garvin are as follows:
1) Performance
2) Features
3) Reliability
4) Conformance
5) Durability
6) Serviceability
7) Aesthetic
8) Perceived quality.
Performance can be define as a primary knowledge or skills that are required for
graduate, while features are concerned to those characteristics that supplement the basic
performance functions such as offering courses in computer programming for the
meaning in higher education. The other dimension that proposed by Garvin is reliability.
It means the probability of the product working fault-free within a specified time period,
appears to be more relevant to goods than services. But, in the higher education view,
reliability can define as the degree to which the knowledge, information and skills
learned are correct, accurate and up to date. Besides, conformance refers to the extent to
which a product meets established standards or specifications (Garvin, 1987). In the
higher education, conformance can define as the degree to which the institution can
approve their promises to the client based on their educational standards.
Durability means the measurement of product life in the general context. But, in the
higher education context, it may mean the degree to which knowledge learned by the
students. Besides, serviceability can defined as a service for repairing the products. But,
in the area of higher education, it refers to how well the institution can handle the
complaints from students, staff or from outsiders.
Another dimensions that stated by the Garvin are aesthetics and perceived quality, which
are based on the customer‘s opinion. Aesthetics can be distinguished from performance,
as it is a matter of personal judgment, while perceived quality concerned with the
reputation that influenced the image of the corporation.
2.4.2.2 Software quality dimensions
According to Owlia and Aspinwall (1996), the characteristics of software are felt tobe
more consistent with higher education because it is an intangible product. The factors for
software quality that widely used in software engineering (Watts, 1987) together with the
definitions and interpretation for higher education of each factor are as follows:
(1) Correctness
(2) Reliability
(3) Efficiency
(4) Integrity
(5) Usability
(6) Maintainability
(7) Testability
(8) Expandability
(9) Portability
(10) Reusability
(11) Interoperability
Correctness can be defined as the extent to which a programme or course complies with
the specified requirement. Another factor that proposed by McCall et al. is reliability
which means the degree to which knowledge or skills learned from the institution are
correct, accurate, suitability and also up to date.
According to McCall et al. efficiency can defined as the extent of knowledge and skills
that applied by the graduates in their future career, while integrity means the extent to
which personal information is secure from unauthorized access (Watts, 1987).
Besides, another factor for software quality that proposed by McCall et al. is usability.
Here, usability is defined as the ease of learning and the degree of communicativeness in
the classroom. The interpretation of maintainability commonly used in higher education
is the way an institution handles the complaints from the customer in improving their
performance.
Testability is concern to the extent to which the knowledge is examinable. In higher
education, quality of software can measure on how well the results shown in the
examinations. Besides, expandability that proposed by the researchers means suitability
of the knowledge in the different applicable in other fields, while portability and
reusability can define as the degree of knowledge or skills learned are related in other
application. According to the definition by the researchers, interoperability relates to the
effort required to couple one program to another (Owlia and Aspinwall, 1996).
2.5 Service Quality and Dimensions
2.5.1 Definition of Service Quality
A definition of ‗service quality‘ is person dependent and has different meaning for
different people. Most definitions of service quality are customer –centered (Galloway &
Wearn, 1988), with customer satisfaction being seen as functions of perceived quality
(Anderson & Sullivan, 1993), or perceived quality being a function of customer
satisfaction (Parasuraman et al., 1988). There has been a significant interest on service
quality during the past few decades. According to some researchers, interest in service
quality is based on its contribution in reducing costs, customer loyalty and profitability
(Cronin & Taylor, 1992; Gammie, 1992; Guru, 2003; Hallowell, 1996; Newman, 2001).It
is the customer who decides the quality of service not the provider. As a result, if an
organization regularly provides service at a level that exceeds customer expectations, the
service will be evaluated as high quality. In contrast, if an organization fails to meet
customer expectations, the service will be judge as poor quality (Zammuto et al., 1996).
Parasuraman et al. defined service quality as perceived by customers and items from a
comparison on their expectations of the services they will receive with their perceptions
of the performance of the service provider. Expectations are the wants of customers, i.e.,
what they feel a service provider should offer, while perceptions refer to the customers‘
evaluation of the service provider. They formulated a service quality model that
highlights the main requirements for delivering the expected service quality. They noted
the properties of service as follow:
1. Search properties that can only be done before consumption
2. Experience properties that can only be evaluated during or after consumption.
3. Credence properties that can‘t be directly evaluated before or after consumption.
According to Johnson and Siriikit, (1993, p. 694) ―service quality is an attitude that result
s from comparison of expected service level from perceived performance.‖
According to Nitecki et al (2000), ―service quality is meeting or exceeding customer
expectations, or as the difference between customer perceptions and expectations of
service‖.
For decades, various researchers have developed a service perspective (Zeithaml, 2009,
Ramsaran and Fowdar, 2007). Gefan defined service quality as the subjective comparison
that customers make between the quality of the service that they want to receive and what
they actually get.
According to Woodside et al., service quality is represented by answers to the questions
(i) Is the service delivered to customer what they expected or different from that? (ii)
Was the service they received approximately what they expected or better or worse than
expected? Parasuraman, Zeithaml and Berry (1990) mention that service quality is an
extrinsically perceived attribution based on the customers‘ experience about the service
that the customer perceived through the service encounter.
Lewis and Booms (1983) were the first to define service quality as ‗a measure of how
well the service level matches customers‘ expectations‘. Gronroos perceived service
quality as a result of what customers received it. Service quality is defined by Bolton and
Drew (1991) as the customer‘s assessment of the overall excellence or superiority of the
service.
Lehtinen and Lehtinen‘s (1982) basic premise is that service quality is produced in the
interaction between a customer and elements in the service organization. Morre (1987)
identified that concentration on service quality leads to differentiation that enhance the
competitive position of the organization for long term benefits. Service quality and
customer satisfaction became core issues for the successful survival of any service
organization.
Kordupleski, Rust & Zahorik (1993, p. 85) defined service quality as the ―extent to which
the service, the service process and the service organization can satisfy the expectations
of the user.‖
Chang (2008) describes the concept of service quality should be generally approached
from the customer‘s point of view because they may have different values, different
ground of assessment, and different circumstances. According to the work of Kumra
(2008), service quality is not only involved in the final product and service, but also
involved in the production and delivery process, thus employee involvement in process
redesign and commitment is important to produce final tourism products or services.
Service quality is considered very important indicator towards customer satisfaction
(Spreng and Machoy, 1996). Service quality got popularity among professionals and
academia due to increased competition. It constitutes a lot to gain competitive advantage
to maintain long-term relationship with customers (Zeithmal et al.2000)
According to Gronroos (1982) , the total service quality as customer‘s perception of
difference between the expected service and the perceived service. He then defined the
concept of perceived service quality as the outcome an evaluation process, where the
consumer compares his expectations with the service he perceives or has received (ibid).
Hanson (2000) suggested that service quality shows the organization‘s ability to meet
customers‘ desires and needs. So organization must improve their services to meet
customers‘ wants and requirements. It is found that customers‘ perception of service
quality is very important for managers to compete in the market (Hoffman and Bateson,
2002).
Asubonteng et al. defined service quality as the difference between customers‘
expectations for service performance prior to the service encounter and their perceptions
of the service received.
According to Athiyaman (1997), service quality is a representative indicator of
satisfaction and performance. Negative disconfirmation between what customers
expected and perceived service quality results in dissatisfaction.
2.5.2 Dimensions of service quality:
Several general service aspects that customers might use to assess service quality are
conceptualized earlier.
Gronroos (1983) used a two-dimension model of service quality:
Technical quality, and
Functional quality
Figure 2.1 : The Perceived Service Quality Model
Source: Gronroos (1984)17
17 The Perceived Service Quality Model Source: Gronroos (1984)
Technical quality involves what customers actually receive from the service provider (i.e.
the outcome of the service) and functional quality includes the manner in which
customers received the service (i.e., the process of service delivery).
Many researchers argue that functional service quality may be seen by the customer as
the most important factor in a service transaction due to their frequent inability to judge
technical quality of service (Asuboteng et al., 1996). Because it may be difficult for
consumer to assess technical quality, they tend to rely on the ―how‖ of service delivery,
and attributes such as empathy, reliability, responsiveness associated with the service
encounter become critical (Babakus and Mangol, 1992; Parasuraman et al., 1985, 1988).
Lehtinen and Lehtinen (1982) discussed three kinds of service quality: physical quality,
involving physical aspects associated with the service such as equipment or building;
corporate quality, involving a service firm‘s image or reputation; and interactive quality,
involving interactions between service personnel and customers, as well as among
customers.
Hedvall and Paltschik‘s (1989) described two dimensions-willingness and ability to
serve and physical and psychological access; Leblanc‘s and Nguyen‘s (1988) five
components – corporate image, internal organization , physical support of the service
producing system, staff/ customer interaction, and the level of customer satisfaction.
Garvin‘s (1988) nine dimensions: performance , features, conformance, reliability,
durability, service, response, aesthetics, and reputation; Similarly Oliver and Rust‘s
(1994)suggested three dimensions of service quality which includes functional quality,
technical quality and environment quality.
(Juran, 1979), has shown that the measurement of service quality in a service
organization has two dimensions:
1. Internal, and
2. External dimensions
According to his research, internal measurement is to measure the internal process; on the
other hand the external measurement is to measure the quality of the products or services
based on customer satisfaction.
Parasuraman et al (1988) identified ten determinants such as tangibles, reliability,
responsiveness, communication, access, competence, courtesy, credibility, security and
understanding/Knowledge of customer through studies. Later these ten dimensions were
further regrouped into five dimensions usually used by customer to assess service quality.
They named the measuring instrument as ‗SERVQUAL‘.
1. Tangibles - Appearance of physical facilities, equipment, personnel, and communication
materials.
2. Reliability - Ability to perform the promised service dependably and accurately.
3. Responsiveness - Willingness to help customers and provide prompt service.
4. Assurance - Knowledge and courtesy of employees and their ability to convey trust and
confidence.
5. Empathy - The service dimension of quality is probably more akin to the educational
processes.
Services can‘t be stored and are perishable. The consumer is also an integral part of the
service process. Thus, in Higher education, this framework is more applicable as the
teaching learning situations are more like a service. y - The firm provides care and
individualized attention to its customers.
Johnston provides eighteen service quality dimensions: attentiveness/helpfulness,
responsiveness, care, availability, reliability, integrity, friendliness, courtesy,
communication, competence, functionality, commitment, access, flexibility, aesthetics,
cleanliness/tidiness, comfort and security. Sasser, Olsen ,& Wyckoff (1978), listed seven
attributes which they believe adequately embrace the concept of service quality. These
include: security, consistency, attitude, completeness, condition, availability and training
of service providers.
Brandy and Cronin (2001) presented a three- factor model describing service quality,
ambient conditions, facility design and social factors. They outline that service
environment are parts of the service delivery methods and it appears best to incorporate
them as parts of the useful dimension.
Rust and Oliver (1994) suggested that service quality is a function of three components
viz., Service Product, Service Delivery and Service Environment. The service product is
the outcome and the consumer‘s perception of the service. The service delivery is the
consumption process and any relevant events that occur during the service act. The
service environment is the internal and external atmosphere. The service environment is
important because it is viewed as an integral role in consumer service perception
development (Bitner, 1992).
Carney (1994) proposed comprehensive nineteen variables/attributes in studying a
college's image i.e. student qualification (academic), student qualities (personal), faculty-
student interaction, quality instruction (faculty), variety of courses, academic reputation,
class size, career preparation, athletic programs, student activities (social life),
community service, facilities and equipment, location, physical appearance (campus), on
campus residence, friendly, caring atmosphere, religious atmosphere, safe campus,
cost/financial aid. Although the variables were developed under the context of college
image, most of the variables noted are highly relevant to the measurement of service
quality.
Athiyaman (1997) used eight characteristics to examine university education services
namely, teaching students well, availability of staff for student consultation, library
services, computing facilities, recreational facilities, class sizes, level and difficulty of
subject content and student workload. The author further noted that ―consumer
satisfaction is similar to attitude, but it is short-term and results from an evaluation of a
specific consumption experience.‖
Lee et al (2000) explained that the two of the total quality experience variables ‗overall
impression of the school‘ and ‗overall impression of the education quality‘ are the
determinant variables in predicting the overall satisfaction.
Brooks (2005) stated that the measurement of quality should encompass more university
activities. The author recommends the following criteria to assess a quality of a
university:-
i. Reputation
ii. Faculty Research Productivity
iii. Student Educational Experiences and Outcomes
Program Characteristics: Counts of degree issued; financial support; fellowship
grant support; teaching assistantship
Program Effectiveness: Timeline of their ptogramme; proportion of students;
completing their intended degree programme
Student Satisfaction: Classroom; co-curricular activities; interaction with faculty
and peers; instructions; campus life
Student Outcome: Assessment of learning and career outcomes of educational
programs
Sangeeta et al (2004) noted that it is necessary to identify customers‘ requirements and
the design characteristics that make up an educational system. The authors also have
highlighted the importance to compare the perceptions of the customers relating to those
requirements and characteristics with their expectations and thus, determine the service
quality.
As far as customer requirements were concerned, the tests for validity and reliability
identified a total of 26 items, which were grouped under five factors/constructs
i. Competence: Appropriate physical facilities/infrastructure, faculty‘s expertise, faculty‘s
teaching ability and skills, sufficient faculty/support staff
ii. Attitude: Effective problem solving, orientation towards achievement, healthy
competitive and collegial environment
iii. Content: Learn to apply, clarity of course objectives, relevance of curriculum to future
needs, flexibility of knowledge being cross disciplinary
iv. Delivery: Ease of contract/access to teachers and administrative staff, effective
Hadikoemoro (2002) captured thirty five items of service quality after two focus group
interviews conducted at private and public universities. A total of twenty eight items were
identified through factor analysis using varimax rotation. Based on a second factor
analysis, those items were categorized into five dimensions as follows:-
i. Academic services: ability of the university to perform service dependably and
accurately, and the completeness of academic-support facilities.
ii. Readiness and attentiveness: university willingness and attentiveness to help
students, and provide prompt service.
iii. Fair and impartial: ability to implement democratic campus regulation and
apply discipline to all members.
iv. Tangible: appearance of the university based on complete and modern
equipments, physical facilities and neat appearing employees.
v. General attitudes: fairness of grading and courteous handling of students
problems.
Owlia and Aspinwall (1996) developed 30 attributes called ―quality characteristics‖ after
conducting thorough literature reviews on service quality research papers. Based on the
Similarities, the service quality attributes were grouped into six dimensions as follows:-
i. Tangibles: Sufficient equipment/facilities, modern equipment/facilities;
ease of access; visually appealing environment; support services
(accommodation, sports,)
ii. Competence: Sufficient (academic) staff; theoretical knowledge,
qualifications; practical knowledge; up to date; teaching expertise,
communication
iii. Attitude: Understanding student‘s needs; willingness to help; availability
for guidance and advisory; giving personal attention; emotion, courtesy
iv. Content: Relevance of curriculum to the future jobs of students;
effectiveness; containing primary knowledge skills; completeness, use of
computer; communication skills and team working; flexibility of
knowledge, being cross disciplinary
v. Delivery: Effective presentation; sequencing, timeliness; consistency;
fairness of examinations; feedback from students; encouraging students
vi. Reliability: Trustworthiness; giving valid award; keeping promises,
match to the goals; handling complaints and solving problems
The authors re-grouped the dimensions into seven dimensions after conducting factor
analysis. Following are the dimensions developed under the new groupings namely
academic resources, support services, competence, attitude, delivery, content and
reliability.
The authors conducted three validity tests on the seven dimensions in which they found
three dimensions were not sufficiently valid to be included in the framework of quality
measurement. Finally, they recommended academic resources, competence, attitude and
64
content to be used as a framework for quality measurement. (Owlia and Aspinwall ,
1996).
2.6 Measuring Service Quality
In order for something to be quantifiably improved, it must be able to be measured and to
achieve quality as perceived by the customer, proactive organizational commitment is
required. Berry (1995) suggests that service plays an important role in enhancing value,
and can positively influence a firm‘s success. From a customer perspective, a service
provider‘s can help to offset potential burdens, like frustration, reputation, high price etc.
As a result, understanding and measuring customer expectations and performance are
therefore an essential component that can be used to enhance organization‘s service
provision.
In analyzing service from the customer‘s perspective, researches by Parasuraman et al.
(1988) yielded the most widely used technique for measuring service quality is the
SERVQUAL model. This instrument was comprised of five different gaps and due to this
reason this is also known as gap model and later this model was refined by Parasuraman
et al (1991) and SERVQUAL instrument was based on gap 5. SERVQUAL based on gap
5, comprised of five service quality dimensions based on 22 items; tangible (4 items),
reliability (4 items), responsiveness (4 items), assurance (5 items) and empathy (5 items).
When developing their framework further, extensive statistical analysis revealed
significant correlations between certain dimensions depicted in the original concept, and
this led to the regrouping of the original ten items into five subsequent dimensions
(tangibles, reliability, responsiveness, assurance and empathy) were labeled as the
SERVQUAL scale. The instrument represents a multi-item scale that since its
development has been widely used for measuring consumer expectations and perceptions
of service quality. It consists of 22 parallel expectation (E) and perception (P) statements
on five service quality dimensions.
In order to obtain view for the statement, consumers are required to select a response on 7
point Likert scales that range from strongly disagree to strongly agree.
This then allows for the difference in scores for each dimension which has been
calculated. The difference (P-E = Q) represents the measure of service quality (Q). Where
Q is negative, a service gap exists. However, if Q is positive, customer expectations are
being exceeded.
2.6.1 The Gap Model
One of the purposes of the SERVQUAL instrument is to ascertain the level of service
quality based on the five key dimensions and to identify where gaps in service exist and
to what extent. Service quality is a function of the differences between expectation and
performance along the quality dimension. Parasuraman et al (1985) research revealed that
service quality stems from a comparison of the customers‘ expectations or desires from
the service providers with their perceptions of the actual service performance. Ten
dimensions (tangibles, reliability, responsiveness, communication, credibility, security,
competence, courtesy, understanding/knowing the customer, and access) were extracted
from their research in terms of customer perceived service quality. Based on their
findings they developed a service quality model based on gap analysis which is illustrated
66
in Figure 1 – GAP model illustration (Parasuraman et al, 1985). The gaps are generally
defined as:
Gap 1 (positioning gap) – pertains to managers‘ perception of consumers‘
expectations and the relative importance consumers attach to the quality
dimensions.
Gap 2 (specification gap) - is concerned with the difference between what
management believes the consumers expect the business to provide.
Gap 3(delivery gap) - is concerned with the difference between the service
provided by the employee of the business and specifications set by management.
Gap 4 (perception gap) – exists when the promises communicated by the business
to the consumer do not match the consumers‘ expectations of those external
promises.
Gap 5 (perception gap) – is the difference between the consumer internal
perception and expectation of the services (Zeithaml et al., 1990).
67
Figure 2.2 – Gap model illustration (Parasuraman et al , 1985)18
The lower the mean score, the larger the gap in service quality and conversely the higher
the mean score, the smaller the gap. Gaps 1 to 4 are within the control of an organization
and need to be analyzed to determine the cause or causes and changes to be implemented
which can reduce or even eliminate Gap 5. The surveying of employees can help to
measure the extent of Gap 2 to 4 (Zeithaml et al., 1990). This may reveal a difference in
perception as to what creates possible gaps.
18
Gap model illustration (Parasuraman et al , 1985)
Parasuraman et al. (1988, p.23) shows that the model incorporates five dimensions:
Reliability: The ability to perform the promised service dependably and accurately.
Responsiveness: Willingness to help customers and provide prompt service.
Empathy: The caring, individualized attention the firm provides its customers.
Assurance: The knowledge and courtesy of employees and their ability to inspire trust
and confidence.
Tangibles: Physical facilities, equipment, and appearance of personnel.
Figure 2.3 : Determinants of perceived Service quality
Source : Parasuraman et al. (1988)19
Parasuraman et al. (1988) assert that the SERVQUAL instrument could be applied to
most service organization. The use of a SERVQUAL instrument is particularly relevant
in the context of higher education. In the present research an instrument was designed
which provides the measurement of the relative importance associated with each
dimension on management education. After the mean for each dimension has been
calculated, the relative importance score and weighted average score was calculated for
each dimension. The instrument was developed with the intention that it could be applied
19
Determinants of perceived Service quality Source : Parasuraman et al. (1988)
in measuring the quality of services of management education in the broad framework of
research investigations. By measuring customer expectations and perceived
performance, the SERVQUAL method identifies gaps that can be targeted for
improvement.
2.6.2 Performance only Model
Cronin and Taylor investigated the conceptualization and measurement of service quality
and its relationship with consumer satisfaction and purchase intentions. According to
them perceptions are the only better predictors of service quality and concluded by
comparing the computed difference scores with perception. They argued on the
framework of Parasuraman et al. with respect to conceptualization and measurement of
service quality. This leads to develop performance only measurement of service quality
called ‗SERVPERF‘. They illustrated that service quality is a form of consumer attitude
and the performance only measure of service quality is an enhanced means of measuring
service quality.[] The argument says that ‗SERVQUAL‘ confounds satisfaction and
attitude. Service quality can be conceptualized as ―similar to an attitude‖ and can be
operationalized by the adequacy-importance model. In particular, they argued that
‗Performance‘ instead of ―Performance- Expectation‖ determines service quality.
Service quality is evaluated by perceptions- only without expectations and importance
weights as follows.
SQ = 𝑃ij𝑘𝑗=1
Where:
SQ = overall service quality;
K= the number of attributes;
Pij = performance perception of stimulus i with respect to attribute j.
A study conducted by Nitin Seth et al., (2005), reported 19 service quality models used
till now to measure the service quality. These models are given in the given table below.
Table: 2.1 Service Quality Model
SERVICE QUALITY MODEL AUTHOR
Technical and functional model Gronroos, 1984
GAP model Parasuraman et al., 1985
Attribute service quality model Haywood- farmer, 1988
Synthesized model of service quality Brogowicz et al., 1990
Performance only model(SERVPERF) Cronin and Taylor, 1992
Ideal value model of service quality Mattsson, 1992
Evaluated performance and normed
quality model
Teas, 1993
IT alignment model Berkley and Gupta, 1994
Attribute and overall affect model Dabholkar, 1996
Model of perceived service quality and
satisfaction
Spreng and Mackoy, 1996
PCP attribute model Philip and hazlett,1997
Retail service quality and perceived value
model
Sweeney et al., 1997
Service quality , customer value and
customer satisfaction model
Oh, 1999
Antecedents and mediator model Dabholkar et al., 2000
Internal service quality model Frost and kumar, 2000
Internal service quality DEA model Soteriou and Stavrinides, 2000
Internet banking model Broderick and Vachirapornpuk, 2002
IT-based model Zhuet et al., 2002
Model of e-service quality (Santos, 2003) Santos, 2003
Source: Nitin Seth et al. (2005)20
However, in almost all the service organizations (Riadh Lidhari, 2009; Smith etal., 2007;
Lee & Tai, 2008; Brochado, 2009) the most commonly used SERVQUAL model
developed by Parasuraman, Zeithaml and Berry (1985, 1988) had been widely used.
2.7 SERVICE QUALITY IN EDUCATION INDUSTRY
20
Source: Nitin Seth et al. (2005)
The service quality in higher education was measured by HEDPERF (Higher Education
Performance). This concept was propounded by Firdaus (2004). He used 41 items
instrument to measure the service quality in higher education institutions. According to
him students are the main customers of the service. Likewise, twenty statements to
measure the service quality in technical institutes were used by Khan et al., (2007). The
thirty-nine service quality variables to measure quality of higher education in engineering
education has been listed out by Owlia and Aspinwall (1997).
Harvey and Green (1993) asserted that there is a lack of proper definition of quality in
higher education and the concept of service quality in education industry is
comprehensive. There are number of ways to define quality in higher education and it
holds its own criterion and perspective in defining the term and is regarded as
‗stakeholder relative‘ (Harvey and Green, 1993).Considering the student as the primary
stakeholder, (DeShields et al. 2005) argue that in order to succeed in a competitive
environment, the higher education sector needs to continue to deliver a high quality
service and satisfy students. Service quality in higher education industry when compared
to that of the commercial sector is relatively new research in this area (Sultan and Wong
2010).In today‘s competitive environment and with a significant changes taking place it
has become imperative for higher education institutions to realize it to maintain the
quality of education service. Accordingly, many higher education institutions are
beginning to understand this and are contending for students, both in the national and
international market (Paswan and Ganesh, 2009).Furthermore, Most Higher education
institutions are striving hard to achieve quality and it has become the most important goal
for them.(Abdullah, 2006b).
2.7.1 Customers of Education Industry
According to Griffin (1996), a customer is anyone who pays money to acquire an
organization‘s products or services. Stanton, Etzel, and Walker (1994) suggested that
customer is the individual or organization that actually makes a purchase decision, while
a consumer is the individual or organizational unit that uses or consumes a product. In the
parlance of education, students are customers who come to contact with service providers
of an educational institution for the purpose of acquiring goods or services. Hill (1995)
refers that as a primary customer of higher education services, the student should focus
on expectation. Waugh (2002), however, suggested that viewing students as customers
created some tensions in universities by making universities seem to be too aligned with
businesses. Some researchers also view academic faculties as customers of university
administration. Pitman (2000) examined the extent to which university staff perceived
students and academics as customers in Australia.
Although the primary participant in the service of education is the student, there is also a
strong underlying assumption that the ―customer‖ of education includes industry, parents,
Government, and even society as a whole. The link between satisfaction, payment, and
repeat custom is much less direct in education industry, and the simple approach of only
considering the bottom line is not available even if it were acceptable.
Over a past 25 years measuring service quality due to its intangible nature has always
been a subject to a large number of investigations by the academician and practitioner.
(Prabha et al, 2010). Prabha et al. (2010) further explored that study on measuring the
service quality of educational institutions has also been the focus of increased attentions
73
during the last couple of years due to the tough competition among the educational
institutions and the demand for excellence in education. The present study used 41
statements drawn from the reviews and experts in the relevant field to measure the
service quality in management institutes of GBTU (Formerly UPTU).
2.7.2 Expectations and Perceptions
A major debate within the services marketing literature concerns the customer
expectations and perception should be used, or whether it is suitable to use purely
perceptions to form the judgments. Zeithaml et al. (1990) in his study hold the view that
personal needs, external communication, word of mouth communications from the
service provider, price and past experiences of the service plays a pivotal role in
influencing the customer‘s expectations. Furthermore, he proposed that for delivering
good service quality it is an essential to know what the customer expects. This reveals
that in order to develop and manage service quality it is significant to understand the
customers‘ expectations. In the study by Hill (1995), students‘ expectations of higher
education are informed by their experiences at high school leading to a potential
mismatch between expectation and perceived service quality.
Despite the debate surrounding the relevance of expectations, it is appropriate to discuss
the disconfirmation paradigm, as this provides a basis for understanding the relationship
between student expectations and student satisfaction (Appleton-Knapp and Krentler,
2006).
2.7.3 The Disconfirmation Paradigm
Traditionally, the disconfirmation paradigm has been used extensively to determine
satisfaction. However, the disconfirmation paradigm is a flexible model that is also useful
for the measurement of quality in services (see e.g. Gronroos, 1982). The paradigm is
useful for understanding the relationship between a consumer‘s expectations and actual
perceptions (Figure 2.1).The four important constructs in the model are : expectations,
performance, disconfirmation, and satisfaction (Smith and Houston, 1982, cited in
Parasuraman et al., 1985). Expectations reflect anticipated behavior (Churchill and
Suprenant,1982). They are predictive, indicating expected product attributes at some
point in the future (Spreng et al.1996). Expectations serve as the comparison standard in
ECT (Expectation-Confirmation Theory) - what consumers use to evaluate performance
and form a disconfirmation judgment (Halstead, 1999). Disconfirmation is hypothesized
to affect satisfaction, with positive disconfirmation leading to satisfaction and negative
disconfirmation leading to dissatisfaction.
The Disconfirmation Model
Figure 2.4 The Disconfirmation Model Source: Walker (1995)21
Expectations are predictions of performance and their comparison with perceived
performance leads to three possible outcomes:
Confirmation: Occurs when actual performance is as expected.
Positive disconfirmation: Occurs when actual performance is greater than expectation
Negative disconfirmation: Occurs when actual performance is less than expectations.
Positive disconfirmation produces satisfaction, whereas negative disconfirmation
produces dissatisfaction (Buttle, 1995). Moreover, when the expected and perceived
21
Figure 2.4 The Disconfirmation Model Source: Walker (1995)
performance is the same, the customer is neither satisfied nor dissatisfied (Buttle, 1996).
This paradigm has been studied and tested by many researchers and serves as the basis
for the vast majority of satisfaction studies (Appleton-Knapp and Krentler, 2006).
2.8 SATISFACTION
Several studies seem to conclude that satisfaction is an effective construct rather than a
cognitive construct (Oliver, 1997; Olsen, 2002). Rust and Oliver (1994) further defined
satisfaction as the ―customers‟ fulfillment response‖, which is an evaluation as well as an
emotion-based response to a service. Cronin et al., (2000) assessed service satisfaction by
using items that include interest, enjoyment, surprise, wise choice and doing the right
things. For marketers, the best measure of quality is customer satisfaction. According to
Kotler, (1995) ‗satisfaction is a function of perceived performance and expectations‘.
Customer satisfaction was viewed in two ways. The first measure consists of responses to
a single question on the customer-satisfaction questionnaire. The second indicator of
customer satisfaction rests on the satisfaction with the service and the respective price.
According to Oliver (1997), satisfaction is a pleasurable fulfillment which means that
competition of services was according to their needs and wants and thus fulfillment
causes pleasure. It may be consumer sense about the consumption of services according
to customer parameters against pleasure versus displeasure (Oliver, 1999). Yi (1990),
Heskett et al., (1994) and Roger (1996) suggested that a single overall satisfaction
measure is more reasonably valid than others.
With the expansion of the education sector, there is a growing concern about quality and
also of ‗consumerism‘ of higher education, there has been a significant growth of, and
sophistication in, process designed to collect views from students. Feedback taken from
students can be considered as the variables of customer satisfaction. According to Elliott
and Shin (2002. p : 198), student satisfaction is defined as; ― the favorability of a
student‘s subjective evaluation of the various outcomes and experiences associated with
education. Student satisfaction is shaped continually by repeated experiences in campus
life‖.
2.9 Relevance to Management education
The education service providers are facing with an increasing competition as more new
programs offered, new delivery means of the existing program are introduced, and new
institutions are established. With this, service quality perceived by students becomes one
of the key success factors.
Although the relevance of the five dimensions to the education service may be examined
and reestablished through qualitative research, a guiding framework of quality attributes
could be developed based on the SERVQUAL model. The five attributes of the model,
however, may be redefined to enhance its relevance to the education service: Reliability:
the institutional arrangements (e.g. policy and structure) to deliver the services
promised; Assurance: the capability of the academic and support staff; Responsiveness:
the ability to update, adjust or customize the contents and delivery within a particular
context; Empathy: a caring and student centered soft environment; Tangible: appropriate
physical infrastructure.
The SERVQUAL model compares the two static statuses (expectation and perception).
The quality generation and assurance of education service is, however, a more dynamic
process. The five attributes of service quality may therefore be integrated into an input -
process-output framework. The quality of the output depends on the quality of input and
the quality control of the process by the educational institution.
2.10 Conclusion
In this section, a detailed analysis of literature review has been carried out to measure the
current research activities. The overview of quality movement from the point of view of
various quality gurus, concepts such as service, quality, service quality, satisfaction has
been discussed to have insight of the subject. The trend of current literature suggests that
potential exists for research in the area of service quality management, particularly
measurement and evaluation of service quality. Since service quality is a composition of
intangibility and behavioral aspects, it is not only difficult to assess but also the
measuring instruments vary widely across industry type. It is concluded that various
authors suggested different dimensions for measuring service quality. A proper
explanation of the most widely used instrument for measuring service quality i.e.
‗SERVQUAL‘ model is outlined in this chapter. It has been found that ‗Gap model‘ is
largely popular among the researchers because of easiness in expressing service quality in
terms of expectations and perceptions by the customers. Therefore, literature enhances
our understanding of the main theories involved in our study.
CHAPTER 3
RESEARCH
METHODOLOGY
CHAPTER-3
RESEARCH METHODOLOGY
3.1 Introduction
The following chapter reveals the information on methodology plan for the present study.
This research is a systematic investigation into and study used for measuring service
quality in select management institutions affiliated to GBTU. This chapter contains a
description of the research design, population and sample, a description of the
measurement tool/survey, data collection procedures, the statistical analyses and the data
analysis methods used in the study.
3.2 Research Design
A research design provides a framework for the collection and analysis of data. The
research design used for this study is descriptive and a quantitative research. The
sampling technique used Convenience Sampling with the subgroups identified as a
representative of the entire population. In 1989, Weisberg & Krosnick describes that
statistical surveys are used to collect quantitative information about items in a population.
The study was carried out in Lucknow city, an excellent site for such a study, as the city
is capital of Uttar Pradesh which is a home to some of the most reputed educational
institutes in the world. Like most of the other developed states in India Uttar Pradesh too
has contributed significantly towards the education of the country. Management
education has become one of the most sought after education today as a result of this;
private sector has entered in Indian management scenario and invested an immense
amount for this which ultimately resulted in the proliferation of the management
institutes. However, every management institutions in the country are not providing the
quality education which is a matter of concern in near future. One of the purposes of this
study is to improve the service quality of management education.
This research describes a study undertaken to understand the service quality of
management education in select institutions affiliated to GBTU (Formerly UPTU).In this
study, subjects were students of management institutions who were specifically asked
about the service quality of the management education institutions. ‗SERVQUAL‘ is the
most extensively used service quality measurement instrument because of easiness to use,
possession of simple structure and capabilities of generalization. Since the service quality
largely depends on the human behavior, the quality dimensions of a measuring
instrument vary with service settings. Therefore, quality of service is much difficult to
define precisely because service provider generally provides utility, not objects as in case
of manufacturing sector. In education sector, persistence of intangibility and lack of
physical evidence of service makes perceptions of service quality a complex composition
and its analysis becomes difficult. Normally, two approaches such as quantitative and
qualitative are adopted for conducting a scientific research. According to Holme &
Solvang (1997), both methods have advantages and disadvantages where selection should
be based on the purpose of the study. A quantitative method is formalized and structured
by surround information that can be measured and valued numerically. A quantitative
approach is usually applied when the purpose is to verify existing theories or test
hypotheses developed based on previous research. On the other hand, qualitative
research methods are well suited to the characteristics of services because they fit into
gathering data on dynamic, experiential processes. It also been recognized that services
are difficult to study through traditional research methodologies as they exist only while
being rendered and they are living processes that cannot be disassembled. According to
Gilmore et al (1996), qualitative methods also allow the experience and involvement of
the researcher in a fast-changing and fluid environment. To understand the full potential
of the different methods, it is necessary to understand their possibilities and constraints.
One method is not better than the other, it depends on the situation, whether qualitative or
the quantitative method is more suitable. The main disadvantage includes the subjectivity
and narrative nature of the argument, which feeds into the belief that validity and
reliability are difficult to address. A quantitative method on the other hand has its main
advantage for gaining an objective and precise assessment of the social phenomenon or
human behavior. Whether such complex phenomenon as human behavior can correctly
be measured using numbers is unclear. Both methods have a week side, which is why
Holme and Solvang (1997) recommend combining the two methods. Due to time
constraints both types of research were not applied. To identify non-financial
measurements would require a method that is designed to recognize human deceptions
and to get a wide range of data, thus a quantitative research method was conducted.
3.3 Data Collection Method
According to Arbnor & Bjerke,(1994 ),data sources are classified as being either primary
sources or secondary sources. Throughout the study, both primary and secondary data
sources were used. Primary sources are directly related to the study purpose. A primary
data consists of all the data collected throughout the study that directly can be related to
the study purpose, both personally gathered as well as data from a third party that has
been collected with equivalent purpose. Primary data will mainly be obtained through
the administering of questionnaire regarding measuring service quality in management
education institutes while a source is secondary if one organization or individual has
compiled the data to be used by another organization or individual. Thus, secondary data
contains relevant data that been collected with a different purpose, but from which
conclusions is valuable for the purpose. The secondary sources like past studies and
archives will be accessed from various databases like books and articles in order to obtain
some reliable literature and empirical findings that can be applied in order to have better
understanding the service quality construct and how the SERVQUAL model can be used
to measure it. In this study, primary sources were used to analyze the data gathered.
3.3.1 Selection of Sample
Our Study is being carried in an academic year 2012/2013 to all- year post graduate
management students and we are interested to find out about how students from the
management institutes perceive service quality. This means our sample is from the
students of the management institutes affiliated to GBTU. Students were given verbal and
written instructions, and completed the questionnaires in twenty minutes. We solicited
anonymous response to questionnaire given to management students of management
institutes. Of the 650 students surveyed for this study, 500 returned usable questionnaire.
Any doubts that the respondents might have regarding any questions were to be clarified
on the spot. The respondents were permitted to ask the researchers for further
clarification if they encountered difficulties in understanding the questions. Since the
numbers of the respondents in each class were about 40 to 70 students, we manage to get
a 100% response rate. This was considered an adequate sample size, since other scale
developers in the marketing area had used a sample size of 200 to analyze group data
(Parasuraman et al., 1986).
3.3.2 Choice of respondents
As it has been mentioned earlier that our study is focused on the students of management
institutes affiliated to GBTU. The sampling technique used Convenience sampling with
the subgroups identified as a representative of the entire population. According to
Bryman & Bell, 2007 convenience sampling technique refers to a technique that goes for
the sample that is available in the light of easy access. We have chosen this technique
because it is actually impossible for us to carry on a probability sampling because there is
no point in time during which all the students are around due to variation in programs
during which could collect data without bias. Also, it is not possible to contact everyone
who may be sampled and expect a respondent rate of up to 50%. Considering the time,
accessibility and effort it will be needed to put in place to do a probability sample it is not
going to be possible for us to use a probability sampling technique.
3.4 Measure Instrument
Questionnaires were designed according to the SERVQUAL model of measuring service
quality expectations and perceptions (Parasuraman et al., 1988). The survey instrument
used is a structured questionnaire consisted of three sections namely A, B, C section.
Section A contained demographic data about the respondents. While question of section
B and C are the main parts of the questionnaire that comprises of 41 questions each
aimed at finding the respondents‘ opinions pertaining to the expectations and perceptions
of service quality in management education. Section B is aimed at measuring the
expectations of the students. The statements are coined in such a way that they show their
expectations about institutions offering education services. Section C seeks to measure
perceptions. These are the statements relate to the feeling about management institute for
which respondents are expected to rank these statements. It consisted of 41 perception
item extracted from the original Servqual scale and modified to fit into management
education context.
These statements were developed by Parasuraman et al., (1988). We have not changed
the original SERVQUAL instrument but we have however rephrased the statements to be
context relevant so as to maintain validity as elaborated below. The first part of the
questionnaire seeks to measure demographic variables. We have employed two
statements to measure this dimension; statement 23 and 24. Statements 1 to 12 seeks to
measure the tangibility aspect of the management institutes. The reliability dimension is
measured in statements 13 to 23, while the responsiveness dimension is measured in
statement 24 to 30. The assurance and empathy dimensions are measured in statements
31 to 36 and 37 to 41 respectively. All the questions are multiple-choice and close-ended
questions. Because of being closed- ended and multiple-choice in nature the results of the
questions are easy to compare, tabulate and analyze easier. Closed questions offer
efficiencies to researchers. They are certainly easier to analyze and are usually quicker to
administer and ask. Thus, they are often used in large samples and in self-completion
interviews. The consistency in the response categories allows trends to be tracked over
time if the same questions
The scale has a total 41 statements in final SERVQUAL scale. All the items in Section B
and C were presented as statements on the questionnaire, with the same rating scale used
throughout, and measured on a 5 point, Likert type scale that varied from 1 strongly
disagree to 5 strongly agree. The SERVQUAL instrument is based on the premise that
students who rate expectations higher than perceived services will experience service
quality that is less than adequate. Conversely, students who perceive performance as
higher than their expectations will rate the service as higher quality. Likewise, students
who rate expectations and perceptions with similar scores are satisfied. In short,
perceived quality involves the subjective response of students and is therefore highly
relativistic. It is a form of attitude related but not equivalent to satisfaction, and results
from a comparison of expectations with perceptions of performance (Parasuraman et al.).
This instrument has been utilized to measure the service quality of management
education in select institutions affiliated to GBTU (Formerly UPTU).
3.5 Testing of the questionnaire
The questionnaire is tested to identify whether the questionnaire is able to capture the
required data as expected by the researchers. The test was conducted mainly to find out
whether our questionnaire was easily-understandable as well as whether there were any
vague and confusing questions in the questionnaire. The validation of survey instrument
was checked through pilot testing of 30 respondents and variables were finalized after
ensuring the balanced approach and objectivity of the survey. All the respondents
reported that they had no difficulty in answering the questions. However, we received
one general comment from two students that some of the questions were a bit wordy and
long. Accordingly, necessary changes were made. Collected data were processed in the
statistical software package of SPSS-20.
3.6 Data Organization
A codebook was built describing each independent and dependent variable in the
analysis. The responses to the variables were entered into the statistical application
software package SPSS 20 for analysis.
3.7 Data Analysis Methods
We are carrying out a quantitative research and this will involve some quantitative
analyses with the use of statistical tools (descriptive and inferential). There are several
software packages for the analysis of quantitative data some of which are broader in
scope and user friendly like the SPSS. The data were analyzed through various statistical
tools, account of which has been given below: Tabular analysis was carried out to study
the student‘s demographic profile and various service encounters experienced by the
students of different institutes. Mean scores were used to rank the respondents
satisfaction level towards the twenty two attributes accessing the satisfaction level of
students towards the quality of technical education imparted by the respective institutes.
For prioritizing the different dimensions of SERVQUAL, each of the five dimensions
were weighted according to customer importance, and the score for each dimension
multiplied by the weighting. Following this, the Gap Score for each dimension was
calculated by subtracting the Expectation score from the Perception score. A negative
Gap score indicated that the actual service (the Perceived score) was less than what was
expected (the Expectation score). Thus, the Gap score was an indication of each of the
five dimensions of service quality.
3.8 Formulation of Hypotheses
The following hypotheses were formulated and tested:
H1: There is no significant difference between students‘ expectations and their
perceptions of tangibility
H2: There is no significant difference between students‘ expectations and their
perceptions of reliability
H3: There is no significant difference between students‘ expectations and their
perceptions of responsiveness
H4: There is no significant difference between students‘ expectations and their
perceptions of assurance
H5: There is no significant difference between students‘ expectations and their
perceptions of empathy
H6: There is no significant difference in satisfaction level related to Quality of education
services when compared between Male & Female
H7: There is no significant difference in satisfaction level related to Quality of education
services when compared among various income groups
H8: There is no significant difference in satisfaction level related to Quality of education
services when compared between residential area
H9: There is no correlation between tangibility and student satisfaction of management
institutes.
H10: There is no correlation between reliability and student satisfaction of management
institutes.
H11: There is no correlation between responsiveness and student satisfaction of
management institutes.
H12: There is no correlation between assurance and student satisfaction of management
institutes.
H13: There is no correlation between empathy and student satisfaction of management
institutes.
CHAPTER 4
DATA ANALYSIS
AND
INTERPRETATION
CHAPTER-4
DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
The purpose of this chapter was to examine results of the study of management education
student satisfaction with the management institutes services. This chapter contains the
data collected from the survey of management students, the statistical treatment, and
analysis of the data. The statistical package SPSS (20.0) was used to analyze the data
received from the questionnaire. To enable ease of data entry, questions were pre-coded
beforehand. This also confirmed that the design of the questionnaire was suitable for such
analysis. Each questionnaire was individually numbered, with first variable on the SPSS
package reflecting this. This enabled the successful identification of errors, which when
they did occur, were easy to correct. The analyses were obtained using both preliminary
analysis and main analysis. In preliminary analysis, descriptive statistics was involved in
which we explore the data to understand the nature and demographic characteristics of
the respondents. It helps the researchers in selecting and using the appropriate analyses or
procedures in hypothesis testing. On the other hand, the main analysis was used to
calculate factor analysis whose aim was to find out if the SERVQUAL is applicable in
the context of management institutes and the gap score analysis. The frequencies and
percentages of the various support services used by management student respondents
were calculated. Students indicated whether or not they had used the institutes‘ services
and programs on a five point Likert scale from very satisfied to very dissatisfied.
4.2 Demographic and Profile of the Respondents
There was a sample of 500 management students of five different management institutes
of GBTU, comprising in the below given Tables which shows the demographic profile
of the respondents and it included student status, gender, age group, residential area and
family income.
Table 4.2.1 Demographic Profile of Student Status
Student status(N=500)
Frequency Percent Valid
Percent
Cumulative
Percent
Valid
1st year
student 198 39.6 39.6 39.6
2nd year
student 302 60.4 60.4 100.0
Total 500 100.0 100.0
Figure 4.1, Students Status
Interpretation
1st year
Student
2nd year
Student
The above table reveals that education wise it was discernible that the largest majority of
the respondents (60.4%) were of MBA 2nd year and 39.6% of the students were from
MBA 1st year.
Table.4.2.2 Demographic Profile of Student Gender
Gender
Frequency Percent Valid Percent Cumulative
Percent
Valid
Male 278 55.6 55.6 55.6
Female 222 44.4 44.4 100.0
Total 500 100.0 100.0
Figure.4.2 Gender
Interpretation
The above chart shows that the percentages of male and female respondents were 55.6 %
and 44.4%. This shows that largest majority of the sample respondents were male.
Male Female
Table.4.2.3 Demographic Profile of Student Age Group
Age Group
Frequenc
y
Percent Valid
Percent
Cumulative
Percent
Valid
Below 20
years 38 7.6 7.6 7.6
21-23 years 393 78.6 78.6 86.2
24-26 years 55 11.0 11.0 97.2
26 years
above 14 2.8 2.8 100.0
Total 500 100.0 100.0
Figure 4.3 Age Group
21-23 years
24-26
years
2
6
y
e
a
rs
Below
20
years
Interpretation: The largest majority of the sample respondents i.e. 78.6% were in the age
group of 21-23 years which was followed in by the age group of 24-26 years (11.0%),
further followed in by the age group of below 20 years (7.6%) and above 26 years (2.8
%).
Table.4.2.4 Demographic Profile of Student residential Area
Residential Area
Frequenc
y
Percent Valid
Percent
Cumulative
Percent
Valid
Urban 383 76.6 76.6 76.6
Rural 117 23.4 23.4 100.0
Total 500 100.0 100.0
Rural
Urban
Figure.4.4 Residential Area
Interpretation
The above chart shows that 76.6% of the respondents belong to urban areas and 23.4% of
the respondents belong to rural areas.
Table: 4.2.5Demographic Profile of Student Family Income
Family Income
Frequency Percent Valid
Percent
Cumulative
Percent
Valid
Less than 30000 261 52.2 52.2 52.2
30,000-50,000 49 9.8 9.8 62.0
50,000-1,00,000 42 8.4 8.4 70.4
More than
1,00,000 148 29.6 29.6 100.0
Total 500 100.0 100.0
Figure.4.5 Family Income
Interpretation
The above chart shows that in the whole sample 52.2% of the respondents fell in the
income group of below RS. 30000 per month, 9.8% in the income range of 30,000-
50,000, 8.4 % in the range of 50,000-1, 00,000, and 29.6 % in the range of more than 1,
00,000.
Less than 30000
30,000-
50,0000
50,000-
1,00,00
0
More than
1,00,000
4.3 Reliability Coefficient Discussion
Table 4.3.1 : Reliability Coeffecient ( Crobach α)
Dimensions Cronbach α
1. Tangibles
12 items
0.849
2. Reliability
11 items
0.880
3. Responsiveness
7 items
0.790
4. Assurance
6 items
0.760
5. Empathy
5 items
0.793
Interpretation
From the above table 4.3.1,it can be inferred that the reliability of findings obtained using
the survey instrument was assessed by computing the total reliability scale. The total
reliability scale for the study is 0.95. According to Nunnally (1978), the Cronbach alpha
procedure is an estimate of reliability based on the average correlation between items
within each factor where 0.6 is sufficient. According to Sekaran, 1992 the score of over
0.8 is considered to be good. This reliability value for our study is substantial considering
the fact that the highest reliability that can be obtained is 1.0 and this is an indication that
the items of the five dimensions of SERVQUAL model are accepted for analysis. The
result of the analysis indicated that no values of coefficient α were less than 0.6 as
reported in the above Table 4.3.1.
4.4 Findings on Overall Service Quality
The next step of education service evaluation was to collect the results of the modified
SERVQUAL questionnaire, and adopt various statistical methods to analyze the data.
Table-4.4.1.: Mean score (Standard deviation) for modified SERVQUAL
dimensions
S. No. Items Perception(P)
(Std. D)
Expectation(E)
(Std. D)
P-E(Gap
Scores) Tangibility
1. The facilities should be
visually appealing 3.48(1.136) 3.69(1.159) -0.21
2. The institute have modern,
up-to-date infrastructure 3.66(1.025) 3.88(.999) -0.22
3 Employees have neat
appearance 3.79(.988) 3.86(.963) -0.07
4 Well-equipped and up-to-
date library 3.58(1.071) 3.95(.943) -0.37
5 Wide range of books and
periodicals 3.61(1.063) 3.99(.931) -0.38
6 Materials associated with
services of lectures should 3.69(1.033) 3.91(.942) -0.22
be visually appealing.
7 Plenty of sports facilities with
modern equipment 3.16(1.230) 3.63(1.107) -0.47
8 Hygiene canteens 3.14(1.242) 3.83(1.069) -0.69
9 Printer and Xerox Facilities 3.22(1.221) 3.83(.986) -0.61
10 Up-to-date teaching support 3.76(.984) 3.97(.989) -0.21
11 Sufficient hostel facilities with
proper security 3.61(1.048) 3.98(.894) -0.37
12 Adequate parking areas. 3.52(1.065) 4.02(.883) -0.50
Reliability
13 Teaching and learning process
should be up-to-date as what
was promised
3.74(.978) 3.71(1.141) -0.03
14 Sincere interest in solving
students problem 3.83(.978) 3.96(.968) -0.13
15 Perform the service right the
first time 3.88(.940) 3.91(.975) -0.03
16 Presentation should be
effectively delivered 3.89(.898) 4.02(.937) -0.13
17 Error-Free records of student
marks should be kept 3.91(.973) 3.94(.947) -0.03
18 Complaints of students should
be solved 3.83(.973) 3.98(.891) -0.15
19 Upgrade the syllabus from time
to time 3.93(.975) 4.06(.935) -0.13
20 Design of course structure
should be based on job
requirement
3.45(1.209) 4.01(.924) -0.56
21 MBA programme structure
should enable to be an
employable post-graduate.
3.78(.966) 3.99(.953) -0.21
22 Tie- up with the companies 3.63(1.111) 3.952(.997) -0.32
23 Useful information related to
scholarship should be accurately
provided.
3.69(1.026) 3.83(1.014) -0.14
Responsiveness
24 Prompt service 3.77(.978) 3.89(.913) -0.12
25 Willingness to solve problem 3.80(.951) 3.92(.9199) -0.12
26 Never be too busy to respond to
your request 3.77(1.011) 3.93(.983) -0.16
27 Adequate facilities to render
service 3.73(.967) 3.87(1.004) -0.14
28 Sufficient time to give directions
and suggestions 3.80(1.012) 3.97(.937) -0.17
29 Encourage teamwork and
communication skill 3.87(1.028) 4.00(.953) -0.13
30 Transparency of official
procedure, norms and rules. 3.75(1.004) 3.99(.916) -0.24
Assurance
31 Faculties should instill
confidence in students 3.80(.903) 3.90(.915) -0.10
32 Transaction should be safe with
your institute 3.85(.921) 4.04(.845) -0.19
33 Lecturers should dealt in with
caring and courteous manner. 3.87(.923) 3.93(.934) -0.06
34 The department should employ
academic staff in whom students
have confidence
3.73(.971) 3.85(.927) -0.12
35 Lecturers should have
knowledge to answer students
question
3.82(1.052) 4.06(.927) -0.24
36 The academic staff should have
high research productivity 3.79(1.082) 4.18(.842) -0.32
Empathy
37 Individual attention to students 3.80(1.030) 4.14(.882) -0.34
38 Best interest at heart 3.85(.974) 4.06(.909) -0.21
39 Working hours of department
must convenient 3.78(.957) 4.09(.994) -0.31
40 Staff be consistently courteous 3.86(.959) 4.03(.927) -0.17
41 Accessibility be easy from city 3.95(.948) 4.15(.961) -0.20
SERVQUAL TOTAL 152.42 160.21 -7.85
SERVQUAL AVERAGE 3.717560 3.907560 -0.1914
Interpretation
In the above Table - 4.4.1, the expectation and perception items were measured using a
five point Likert scale, from 1 = strongly disagree, to 5 = strongly agree, with three
serving as a mid point/neutral opinion on the scale. The mean scores of each statement
are given. For each statement, the three column shows the mean Expectation ( E) values,
the mean Perception (P) values, along with a service quality value from the formula Q=P-
E( Parasuraman et al., 1988).According to Parasuraman et al ., (1988, p.30) it is however
common for consumer‘s expectation to exceed the actual service perceived and this
signifies that there is always need for improvement. The above table also shows the
overall SERVQUAL results and average
SERVQUAL results. Where the gap scores (P-E) is negative, this refers to perceptions of
the management institutes falling short against initial students‘ expectations, and the
presence of service quality gaps. There is not much difference between the scores of
perceptions but are generally lower than expectations. The more perceptions are close to
expectations, the higher the perceived level of quality. The findings suggest a short fall
on all the items measured. Mean scores greater than three identify a tendency for
respondents to agree with a particular statement, whereas means of less than three
indicate disagreement.
4.5 The Gap Score Analysis
The Gap score analysis is to enable us to find out how students perceive service quality in
management institutes and try to identify what dimensions of service quality they are
satisfied with. According to Parasuraman et al., (1985, p.48) the higher (more positive)
the perception (P) minus expectation (E) score, the higher perceived service quality and
thereby leading to a higher level of customer satisfaction. In this regard, the gap scores
were calculated based on difference between the students‘ perceptions and expectations
of services offered by the management institutes. In particular, it was found that,
students‘ perceptions of service quality offered by management institutes did not meet
their expectations (all gap scores are negative). There is not much difference between the
scores of perceptions but are generally lower than expectations .The more perceptions are
close to expectations, the higher the perceived level of quality. But still, dimensions that
accounted larger mean gaps were tangibility (-0.36), empathy (-0.25), reliability (-0.17)
and assurance (-0.17) while smaller mean gaps were from responsiveness (-
0.15). These values reveals that the perception of performance in management institutes
is less than the expected level of service quality.
4.6 Overall Perceived Service Quality
From the above table, it can be inferred that all the students expect more from
management institutes. This is evident from the negative mean of -7.85 showing that
expectations exceed perceptions in management institutes. Looking at the individual
dimensions we realize that students expect a lot from the empathy dimension with a score
of 4.09.Management institutes therefore have to pay a lot of attention to the quality
service. This reveals that this dimension is important when measuring service quality in
management institutes. The assurance and reliability also have more or less same scores
of 3.99 and 3.94. Students are very sensitive to how assuring and reliable is in providing
good service quality to the management institutes. The gap score as a means to measure
service quality and it had been identified quality as a determinant of service quality was
introduced by Parasuraman et al., (1985,1988).We have been able to measure the gap
between perception and expectations for our sample. The expectations are higher than the
perceptions. This leads to have negative gap specifying that students expect more from
the management institutes. In true sense, students‘ perceive service quality in
management institutes to be poor since it is lower than expectations and hence they are
not satisfied. All the dimensions demonstrate a gap between expected service and
perceived service and this therefore means that management institutes need to make
improvements in all dimensions in order to close gaps that could lead to increase student
satisfaction.
4.7 Average Score of Expectations and Perceptions from all respondents
Table 4.7.1: Average score of Expectation and Perception of all respondents
Dimension Average mean score of
Expectation
Average mean
score of Perception
Tangibles(1-12) 3.87 3.51
Reliability(13-23) 3.94 3.77
Responsiveness(24-
30)
3.93 3.78
Assurance(31-36) 3.99 3.81
Empathy(37-41) 4.09 3.85
Total 3.96 3.74
Interpretation :
The above result shows that the averages mean scores of service quality in management
education dimensions are between 3.0 and 4.0 and the average score of total expectations
are 3.96 and the overall perception score is 3.74. The score shows a -0.22 difference. That
means that the expectations are higher than the perceived service quality. The customers
(students) have the highest expectations about the individual attention (empathy) at an
average point of 4.09 followed by the knowledge
and behavior of the personnel (assurance) at an average point of 3.99 and are followed by
the ability to provide good services at the time it is promised (reliability) 3.94, the
willingness to help and give good information (responsiveness) 3.93, and at last physical
aspects (tangibles) 3.87.Empathy is therefore considered the most important dimension of
service quality and tangible is the least important dimensions.
When it comes to perceptions we can see that here also the empathy dimension has the
highest score with an average of 3.85.Assurances has the second highest score with an
average of 3.81.They are followed by responsiveness 3.78, reliability 3.77 and the
dimension that has the lowest perceptions is tangibles with an average score of 3.51.
4.8 Expectations (E)
As can be seen in Table- 4.3 and it can be concluded that expectation (E) values among
the management students were high (means ranging from 4.02 to 4.11). Seven statements
(12,16,20,29,32,35,36) illustrate mean scores of 4.11.This suggests that management
institute students really have high expectations in terms of a need for adequate parking
areas, lectures and presentations be given effectively, design of course structure be based
on job requirements, teamwork and communication skill among students be encouraged,
Feel safe in transaction with the institute, Lectures have knowledge to answer students
question and academic staff have high research productivity.
Table-4.8.1 Top seven expectations of the students
Adequate parking areas
Lectures and presentation be given effectively
Design of course structure be based on job requirement
teamwork and communication skill among students be encouraged
Feel safe in transaction with the institute
Lectures have knowledge to answer students question
Academic staff have high research productivity
4.9 PERCEPTIONS (P)
Overall seven perception items (1, 7, 8, 9, 11, 20, 22) are below the mid- point 3 on the
scale, suggesting there is some disagreement among students in terms of the management
institutes visually appealing of exterior, sport facilities, hygienic canteens, adequate
printer and Xerox facilities, hostel facilities , course structure on job requirements, tie-up
with companies for placement. Meanwhile 3 items (17, 19, 25) exceeded 3.5, suggesting
that the sample had a tendency to agree that institute have error-free records, upgraded
syllabus, ability to solve students problem. The remainder of the perception scores fell
close to the mid-point, somewhere between two and three to be precise.
Table – 4.9.1 List of Seven Perception items which have disagreement among
students
visually appealing of exterior
sport facilities
hygienic canteens,
adequate printer and Xerox facilities
course structure on job requirements
hostel facilities ,
tie-up with companies for placement
4.10 CROSS TAB ANALYSIS
Table: 4.10.1 Status* Satisfaction Crosstabulation
Figure 4.6 Student status* Satisfaction Crosstabulation
Interpretation
It can be inferred from the above figure that 8% students were strongly dissatisfied while
17 % students were very satisfied with the services provided by the management
SATISFACTION
Student
status
Strongly
Dissatisfied Dissatisfied Neutral
Satisf
ied
Very
Satisfied Total
1st year
student 17 77 38 33 33 198
2nd year
student 22 89 55 77 59 302
Total 39 166 93 110 92 500
institutes on the whole. This proves that students were more satisfied keeping in mind
their low expectations.
Table:4.10.2 Gender * Satisfaction Crosstabulation
SATISFACTION
Gender Strongly
Dissatisfied Dissatisfied Neutral Satisfied
Very
Satisfied Total
Male 20 95 55 62 46 278
Female 19 71 38 48 46 222
Total 39 166 93 110 92 500
Figure 4.7 Gender * Satisfaction Crosstabulation
Interpretation
It was found that out of total of 500 respondents, in most cases both the gender groups
males were more dissatisfied than the females. The females were satisfied keeping in
mind their low expectations.
Table: 4.10.3 Residential Area * Satisfaction Crosstabulation
SATISFACTION
Residential
Area
Strongly
Dissatisfied Dissatisfied Neutral Satisfied
Very
Satisfied Total
Urban 25 125 75 82 76 383
Rural 14 41 18 28 16 117
Total 39 166 93 110 92 500
Figure 4.8 Residential* Satisfaction Crosstabulation
Interpretation
It can be inferred from the above figure that students from urban areas were very satisfied
while students from rural areas were not very satisfied with the services provided by the
management institutes on the whole. This proves that students from rural areas were more
dissatisfied keeping in mind their high expectations.
Table 4.10.4 Age Group * Satisfaction Crosstabulation
SATISFACTION
Age Group Strongly
Dissatisfied Dissatisfied Neutral Satisfied
Very
Satisfied Total
Below 20
years 2 18 6 6 6 38
21-23 years 30 118 75 89 81 393
24-26 years 6 21 12 13 3 55
26 years
above 1 9 0 2 2 14
Total 39 166 93 110 92 500
Figure 4.9 Age* Satisfaction Crosstabulation
Interpretation
It was found that out of total of 500 respondents, in most cases among all the age groups
students were more dissatisfied on the whole.
Table 4.10.5 Family Income*Satisfaction Crosstabulation
Figure 4.10 Family Income * Satisfaction Crosstabulation
Interpretation
SATISFACTION
Family
Income
Strongly
Dissatisfied Dissatisfied Neutral Satisfied
Very
Satisfied Total
Less than
30000 19 75 45 73 49 261
30,000-50,000 2 18 10 8 11 49
50,000-
1,00,000 4 19 6 7 6 42
More than
1,00,000 14 54 32 22 26 148
Total 39 166 93 110 92 500
It was found that out of a total of 500 respondents , in most cases among all the income
groups students having an income less than 30,000 were more satisfied on the whole
signaling their high expectations.
4.11 Findings on the hypothesis testing
4.11.1 Hypothesis 1
Ho: There is no significant difference between students’ expectations and their
perceptions of tangibility
HA: There is significant difference between students’ expectations and their
perceptions of tangibility
The results of analyses are shown in table 4.8, which includes t-test and the p value.
Paired sample statistics (paired samples t-test) was used to compare the service
statements and to see if there is any significant difference among them.
Table 4.11.1: The result of a paired sample test for hypothesis 1
S. No. Items t-test p-value
Tangibility
1. The facilities should be visually
appealing 4.28 .000
2. The institute have modern, up-
to-date infrastructure 4.14 .000
3 Employees have neat
appearance 8.28 .000
4 Well-equipped and up-to-date
library 6.51 .000
5 Wide range of books and
periodicals 6.62 .000
6 Materials associated with
services of lectures should be
visually appealing.
4.08 .000
7 Plenty of sports facilities with
modern equipment 7.00 .000
8 Hygiene canteens 10.23 .000
9 Printer and Xerox Facilities 9.55 .000
10 Up-to-date teaching support 3.66 .000
11 Sufficient hostel facilities with
proper security 7.03 .000
12 Adequate parking areas. 8.50 .000
The result shows that the p value in each of the tangible dimensions was recorded to be
less than 0.05 and hence the null hypothesis Ho was rejected that there are no significant
difference between students‘ expectations and their perceptions of tangibility. Because
the overall t-test was significant, this depicted that the service quality rendered by the
students were lower than their expectations. The management institutes are performing
below the students‘ expectations.
4.11.2 Hypothesis 2
Ho: There is no significant difference between students’ expectations and their
perceptions of reliability
HA: There is a significant difference between students’ expectations and their
perceptions of reliability.
Table 4.11.2: The result of a paired sample test for hypothesis 2
Reliabilty
13 Teaching and learning process
should be up-to-date as what was
promised
4.24 .000
14 Sincere interest in solving
students problem 2.50 .013
15 Perform the service right the first
time 5.66 .000
16 Presentation should be effectively
delivered 2.57 .010
17 Error-Free records of student
marks should be kept -3.30 .001
18 Complaints of students should be
solved 2.88 .004
19 Upgrade the syllabus from time to
time -2.59 .010
20 Design of course structure should
be based on job requirement 10.24 .000
21 MBA programme structure should
enable to be an employable post-
4.02 .000
graduate.
22 Tie- up with the companies 5.49 .000
23 Useful information related to
scholarship should be accurately
provided.
2.37 .018
The result of paired sample test in table 4.9.2, shows that the p- value = 0.018 which is
less than 0.05. Therefore we reject the null hypothesis. It can be concluded that there is
no significant difference between students‘ expectations and their perceptions of
reliability.
4.11.3 Hypothesis 3
Ho: There is no significant difference between students’ expectations and their
perceptions of responsiveness
HA: There is a significant difference between students’ expectations and their
perceptions of responsiveness.
Table 4.11.3 : The result of a paired sample test for hypothesis 3
Responsiveness
24 Prompt service 2.21 .027
25 Willingness to solve problem 2.48 .013
26 Never be too busy to respond to 2.97 .003
your request
27 Adequate facilities to render
service 2.65 .008
28 Sufficient time to give directions
and suggestions 3.51 .000
29 Encourage teamwork and
communication skill 2.47 .013
30 Transparency of official
procedure, norms and rules. 4.48 .000
The results of analysis are shown in table 4.11.3, the t-test is significant with p-value less
than α, 0.05.Therefore we reject the null hypothesis and conclude that there is no
significant difference between students‘ expectations and their perceptions of
responsiveness.
4.11.4 Hypothesis 4
Ho: There is no significant difference between students’ expectations and their
perceptions of assurance
HA: There is a significant difference between students’ expectations and their
perceptions of assurance.
Table 4.11.4 : The result of a paired sample test for hypothesis 4
Assurance
31 Faculties should instill
confidence in students 3.47 .001
32 Transaction should be safe with
your institute 3.69 .000
33 Lecturers should dealt in with
caring and courteous manner. -3.68 .000
34 The department should employ
academic staff in whom students
have confidence
2.36 .018
35 Lecturers should have
knowledge to answer students
question
4.64 .000
36 The academic staff should have
high research productivity 6.06 .000
The results of analysis are shown in table 4.11.4 the t-test is significant with p-value less
than α, 0.05.Therefore we reject the null hypothesis and conclude that there is no
significant difference between students‘ expectations and their perceptions of assurance.
4.11.5 Hypothesis 5
Ho: There is no significant difference between students’ expectations and their
perceptions of empathy
HA: There is a significant difference between students’ expectations and their
perceptions of empathy
Table 4.11.5 : The result of a paired sample test for hypothesis 5
Empathy
37 Individual attention to students -4.28 .000
38 Best interest at heart 4.12 .000
39 Working hours of department must
convenient 6.06 .000
40 Staff be consistently courteous 3.18 .002
41 Accessibility be easy from city 3.52 .000
The results of analysis are shown in table 4.12, the t-test is significant with p-value less
than α, 0.05.Therefore we reject the null hypothesis and conclude that there is a
significant difference between students‘ expectations and their perceptions of empathy.
This depicted that the service quality rendered by the students were lower than their
expectations. The management institutes are performing below the students‘
expectations.
Paired sample t-test were also undertaken on the perception and expectation mean items,
in order to identify whether or not statistically significant service quality gaps were
apparent .Findings from data presented in table 14 demonstrate significant differences
between management institutes students‘ perceptions and expectations of service on all
41 statements. It can be concluded here that there is a significant difference between the
students‘ expectations and perceptions at the 95% confidence level. This represents
service quality gap.
4.12 FACTOR ANALYSIS
Factor analysis is a class of procedures used for reducing and summarizing data. It is
based on a matrix of correlation between the variables. The appropriateness of the
correlation matrix for factor analysis can be statistically tested. The two basic approaches
to factor analysis are principal component analysis and common factor analysis. In
principal component analysis, the total variance in the data is considered. It is
recommended when the researcher‘s primary concern is to determine the minimum
number of factors. On the other hand, in common factor analysis, the factors are
estimated based only on the common variance. This method is also known as principal
axis factoring. This method is appropriate when the primary concern is to identify the
underlying dimension, and the common variance is of interest. In the present study, we
are using the principal component analysis because the number of dimensions is already
known.
The 41 proposed service quality variables test for quantitative validity was conducted by
factor analysis to determine the existence of underlying dimensions of expected service
quality. A principal component analysis followed by orthogonal varimax rotation was
conducted to ensure that they are important and suitable for the model using SPSS 20.0
software.
The purpose of the analysis was to summarize the information contained in the original
41 variables into smaller sets of explanatory composite factors which define the
fundamental constructs assumed to underline the original variables. Factors with an
eigenvalue equal to or greater than 1 were chosen for interpretation. Only variables with
factor loading coefficients of 0.50 were considered; that is, items with less than 0.45 were
excluded.
Results
The study‘s findings are presented in the following order: (1) students‘ expectations, (2)
identification of expected service quality dimensions, and (3) reliability of the modified
version of the SERVQUAL scale.
Factor analysis was applied to 41 statements on expectations of management education
services, with responses on a 5-point Likert scale. Principal component analysis with
varimax rotation was used in the analysis. The suitability of factor analysis was
determined by correlation and alpha reliability. The criteria for the number of extracted
factors were based on the characteristic value, variance percentage, factor importance and
factor structure. Significant factors were considered to be those with characteristic value
equaling or exceeding one. All factors with a value less than 1 will be considered
insignificant and should be disregarded. The result amounting to at least 52.856 per cent
of the total cumulative variance was considered a satisfactory solution. It is considered
that a variable has practical importance and that it can be included in a factor when its
correlation degree equals or exceeds 0.50 (Nunnally, 1967).
Table : 4.12.1 Total Variance Explained
Initial Eigenvaluesa
Total % of Variance Cumulative %
1 15.670 36.843 36.843
2 2.852 6.706 43.549
3 1.402 3.297 46.846
4 1.263 2.969 49.815
5 1.179 2.771 52.586
6 1.069 2.514 55.100
7 1.008 2.371 57.471
8 .952 2.238 59.709
9 .912 2.145 61.854
10 .881 2.072 63.926
11 .844 1.985 65.912
12 .823 1.936 67.848
13 .795 1.868 69.716
14 .734 1.726 71.442
15 .714 1.679 73.121
16 .679 1.598 74.719
17 .661 1.553 76.272
18 .634 1.491 77.763
19 .631 1.484 79.246
20 .592 1.393 80.639
21 .589 1.384 82.023
22 .541 1.273 83.296
23 .529 1.243 84.539
24 .507 1.192 85.731
25 .488 1.148 86.879
26 .469 1.102 87.981
27 .451 1.059 89.040
28 .419 .985 90.026
29 .410 .965 90.990
30 .395 .928 91.918
31 .379 .891 92.809
32 .360 .847 93.657
33 .357 .839 94.495
34 .350 .824 95.319
35 .318 .748 96.067
36 .311 .730 96.798
37 .300 .705 97.503
38 .279 .655 98.158
39 .275 .648 98.806
40 .262 .615 99.421
41 .246 .579 100.000
Table :4.12.2 KMO and Bartlett's Testa
Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .954
Bartlett's Test of
Sphericity
Approx. Chi-Square 9831.691
Df 820
Sig. 0.000
The above table–4.12.2 shows that data appropriateness for factor analysis was
determined by checking the correlation matrix, which showed that the variables
correlated fairly well with all others. Also important was the Bartlett‘s test of sphericity
which showed that the correlation matrix had significant correlations at the significance
level of 0.000.
The Keiser-Meyer-Olkin measure of sampling adequacy showed similar results as its
level was 0.954. The results are given in Table 4.12.2. This indicates that the factor
analysis test has proceeded correctly and the sample used is adequate because the
minimum acceptable value of KMO is 0.5.Therefore, it can be concluded that the matrix
did not suffer from multicollinearity or singularity. The results of Bartlett test of
Sphericity shows highly significant (sig. = 0.000) implicating correctness and suitability
of factor analysis processes for testing multidimensionality.
Total Variance Explained
Compo
nent
Initial Eigenvaluesa Rotation Sums of Squared Loadings
Total
% of
Variance
Cumulati
ve % Total
% of
Variance
Cumulative
%
1 15.670 36.843 36.843 5.141 12.088 12.088
2 2.852 6.706 43.549 4.786 11.252 23.340
3 1.402 3.297 46.846 4.443 10.447 33.787
4 1.263 2.969 49.815 4.926 11.583 45.370
5 1.179 2.771 52.586 3.069 7.216 52.586
6 1.069 2.514 55.100
7 1.008 2.371 57.471
8 .952 2.238 59.709
9 .912 2.145 61.854
10 .881 2.072 63.926
11 .844 1.985 65.912
12 .823 1.936 67.848
13 .795 1.868 69.716
14 .734 1.726 71.442
15 .714 1.679 73.121
16 .679 1.598 74.719
17 .661 1.553 76.272
18 .634 1.491 77.763
19 .631 1.484 79.246
20 .592 1.393 80.639
21 .589 1.384 82.023
22 .541 1.273 83.296
23 .529 1.243 84.539
24 .507 1.192 85.731
25 .488 1.148 86.879
26 .469 1.102 87.981
27 .451 1.059 89.040
28 .419 .985 90.026
29 .410 .965 90.990
30 .395 .928 91.918
31 .379 .891 92.809
32 .360 .847 93.657
33 .357 .839 94.495
34 .350 .824 95.319
35 .318 .748 96.067
36 .311 .730 96.798
37 .300 .705 97.503
38 .279 .655 98.158
39 .275 .648 98.806
40 .262 .615 99.421
41 .246 .579 100.000
Table 4.12.3 Extraction Method: Principal Component Analysis
The above table signifies how much of the total data fit into the five factors and this
carried using variance. The total variance percentage accumulated in the five factors is
52.586% and the factor 1 carries 36.843% of data specifying that most of the data fits into
that factor. The other four factors carry below 10% each and show relatively low fit of
data in the factors.
Table: 4.12.4 Factor Loading Matrix
Dimension
s
Items
F1 F2 F3 F4 F5
Teaching
1.Individual attention to students
2.The academic staff should
have high research productivity
3.Best interest at heart
4.Lecturers should have
knowledge to answer students
question
5.Working hours of department
must convenient
6.Staff gives personal attention
.782
.747
.579
.621
.563
.534
Co-
operation
& Support
1.Sufficient time to give
directions and suggestions
2.Adequate facilities to render
service
3.Encourage teamwork and
communication skill
4.Materials associated with
services of lectures should be
visually appealing.
.625
.587
.547
.531
Facilities 1.The facilities should be
visually appealing
2.Design of course structure
.842
.776
should be based on job
requirement
3.The institute have modern, up-
to-date infrastructure
4.Wide range of books and
periodicals
.600
.520
Convenien
t
1.Hygiene canteens
2.Plenty of sports facilities with
modern equipment
3Printer and Xerox Facilities
4Employees have neat
appearance
.802
.976
.963
.538
Reliabilty 1. Useful information related to
scholarship should be accurately
provided.
2.Tie- up with the companies
.606
.652
Note:(1) F1: Teachings, F2 : Co-operation and Support , F3: Facilities, F4: Convenient, F5:
Reliability (2) Figure under each column represent loading factors for items.
The above table shows the factor loadings for each item in relation to the various factors.
These values in the table show the weight and correlation each item has to factor or
component. All values below 0.50 are cut off from this table because they are not good
for analysis. However, 21 statements are deleted from the expectations scale because
their factor loadings were less than 0.50. Most of the deleted statements are new
statements included in SERVQUAL scale. From the above table, it can be understood
that items from different dimensions are regrouped under the same factor and some item
items from one dimension are found to fall in more than factor which is not taken into
consideration because they are not significant for analysis. This factor analysis proves
that SERVQUAL model is not a good measure of service quality in management
institutes because this confirms that the factors overlapped the most, and that they were
not independently structured. The results of factor analysis and reliability analysis are
presented in given below Table 4.12.6. On the basis of varimax rotation 5 significant
factors were defined on the SERVQUAL scale. Factor analysis results indicate factor
structure with relatively high factor coefficients on the corresponding factors. High factor
coefficients indicate correlation of variables with the factors they define. After the
number of extracted factors is decided, the next task is to interpret and name the factors.
This is done by the process of identifying the factors that are associated with each of the
original variables. This is why rotated component matrix is used.
4.12.4 Defining the resultant empirical factor
The five factors have been given appropriate names according to the variables that have
been loaded on each factor. The resultant empirical factor structure indicated that the
teachings items combined to form a first factor while some other factors co-operation and
support, facilities, convenient & reliability formed the second, third, fourth and fifth
factor respectively.
Factor 1 – The first factor, teaching, accounted for the largest proportion, that is,
36.843% of the total explained variance. This factor shows 6 items and was primarily
related to the high research productivity, knowledge and skills of the teaching staff
providing the service.
Factor 2 – The second factor is loaded with variables pertaining to co-operation and
support. This dimension explained 6.706% of the variance and was constructed by four
scale items and includes variables linked to giving direction, render service, encourage
teamwork & communication skill, material associated with services.
Factor 3 - The third factor, facilities, is loaded with items describing the tangible cue
associated with management institutes service delivery system. Factor–3 explained 3.297
% of the variance and was constructed by four scale items, which were primarily
associated with concept of providing facilities to customers, namely, the visually
appealing facilities of the institutes, modern up-to-date infrastructure, wide range of
books and periodicals.
Factor 4 - The fourth factor, convenience, explained 2.969 of the variance and was
constructed by four scale items. It is related to the convenience and hygiene of the
institutes‘ hostels and canteens and recreational facilities provided.
Factor 5 – Finally, the fifth factor reliability includes items related to the information
should be accurately provided. It explained 2.771% of the variance and was constructed
by two scale items.
Table: 4.12.5 Test for reliability of the scale using Cronbach’s Alpha
Service quality Factors Alpha for each dimension Alpha for total survey data
1. Teachings .830
.920
2. Co-operation and
support
.761
3. Facilities .788
4. Convenient .795
5. Reliability .688
In addition, reliability analysis was conducted to measure the inside of each of the
factors. The results indicate that all factors exceed the recommended level of 0.50 (hair et
al., 1995). The Cronbach‘s alphas for all the five dimensions were well above the
recommended lower limit of 0.70 (Nunnally, 1978). The relatively high alpha values
indicate good internal consistency among the statements, and the relatively high alpha
value for the overall scale indicates that the SERVQUAL instrument is reliable and
applicable. The further scale purification was done, using Cronbach‘s alpha for the new
defined service quality dimensions (factors). The results of the analysis are presented in
the above table 4.12.6. The SERVQUAL model provided a satisfactory level of overall
reliability (0.92) which is almost same to Parasuraman et al., (1988) study on
SERVQUAL but the reliability dimension did not show enough reliability in this study
meaning that some items were not cohesive in forming the dimension. Thus it is
concluded from the results that the instrument consists of twenty items classified into five
dimensions. This is done by the process of identifying the factors that are associated with
each of the original variables. This is why rotated component matrix is used but it is clear
that SERVQUAL model is not a good instrument to measure service quality in
management institutes.
Figure 4.11 Number of Factors Filtered= 5
4.13 ANOVA TEST
4.131.1 H6 : There is no significant difference in satisfaction level related to Quality
of education services when compared between Male & Female
ANOVA is applied on the data to check whether difference exists in service quality
perceived between males and females among all dimensions. It was found among all the
dimensions, wide range of books and periodicals, design of course structure based on job
requirements, feel safe in transaction with the institute are the dimensions along which p
value was lower than 0.05 pointing out the need to reject the hypothesis H6. Hence
difference exists among males and females when services such as wide range of books
and periodicals, design of course structure based on job requirements are provided.
Table 4.13.1 ANOVA BY GENDER
ANOVA BY GENDER
Sum of
Squares df
Mean
Square F Sig.
Facilities
visually
appealing
Between
Groups
1.465 1 1.465 1.134 .287
Within
Groups
643.407 498 1.292
Total 644.872 499
Modern up-
to-date
infrastructure
Between
Groups
1.896 1 1.896 1.805 .180
Within
Groups
522.992 498 1.050
Total 524.888 499
Neat
appearance
Between
Groups
.367 1 .367 .375 .540
Within
Groups
487.415 498 .979
Total 487.782 499
Well-
equipped
library
Between
Groups
3.954 1 3.954 3.459 .064
Within
Groups
569.348 498 1.143
Total 573.302 499
Wide range of
books
Between
Groups
6.750 1 6.750 6.024 .014
Within
Groups
557.978 498 1.120
Total 564.728 499
Materials Between 1.578 1 1.578 1.478 .225
visually
appealing
Groups
Within
Groups
531.820 498 1.068
Total 533.398 499
Sports
facilities
Between
Groups
4.871 1 4.871 3.233 .073
Within
Groups
750.329 498 1.507
Total 755.200 499
Hygiene
canteens
Between
Groups
3.753 1 3.753 2.436 .119
Within
Groups
767.165 498 1.540
Total 770.918 499
Printers and
Xerox
facilities
Between
Groups
.749 1 .749 .502 .479
Within
Groups
743.259 498 1.492
Total 744.008 499
Up-to-date
teaching
support
Between
Groups
1.092 1 1.092 1.121 .290
Within
Groups
485.060 498 .974
Total 486.152 499
Hostel
facilities
Between
Groups
.089 1 .089 .081 .777
Within
Groups
548.413 498 1.101
Total 548.502 499
Adequate
parking areas
Between
Groups
.116 1 .116 .102 .750
Within
Groups
566.492 498 1.138
Total 566.608 499
Keeping
promise
Between
Groups
.784 1 .784 .790 .374
Within
Groups
493.894 498 .992
Total 494.678 499
Problem
solving
Between
Groups
1.656 1 1.656 1.731 .189
Within
Groups
476.232 498 .956
Total 477.888 499
Services right
the first time
Between
Groups
.183 1 .183 .207 .650
Within
Groups
441.089 498 .886
Total 441.272 499
Presentation
effectively
delivered
Between
Groups
.104 1 .104 .128 .720
Within
Groups
402.846 498 .809
Total 402.950 499
Error free
records
Between
Groups
.022 1 .022 .029 .864
Within
Groups
367.810 498 .739
Total 367.832 499
Complaints of
students to be
solved
Between
Groups
.380 1 .380 .401 .527
Within 472.842 498 .949
Groups
Total 473.222 499
Upgraded
syllabus
Between
Groups
2.779 1 2.779 3.456 .064
Within
Groups
400.421 498 .804
Total 403.200 499
Course
structure
Between
Groups
7.405 1 7.405 5.103 .024
Within
Groups
722.627 498 1.451
Total 730.032 499
Employability Between
Groups
1.403 1 1.403 1.505 .221
Within
Groups
464.397 498 .933
Total 465.800 499
Tie up with
companies
Between
Groups
1.434 1 1.434 1.161 .282
Within
Groups
614.854 498 1.235
Total 616.288 499
Information
accurately
provided
Between
Groups
.199 1 .199 .189 .664
Within
Groups
525.199 498 1.055
Total 525.398 499
Prompt
service
Between
Groups
.027 1 .027 .028 .867
Within
Groups
477.435 498 .959
Total 477.462 499
Willingness
to solve
problem
Between
Groups
.208 1 .208 .229 .632
Within
Groups
451.974 498 .908
Total 452.182 499
Never too
busy
Between
Groups
.800 1 .800 .782 .377
Within
Groups
509.750 498 1.024
Total 510.550 499
Adequate
facilities to
render service
Between
Groups
.046 1 .046 .049 .824
Within
Groups
467.106 498 .938
Total 467.152 499
Directions
and
suggestions
Between
Groups
.071 1 .071 .069 .793
Within
Groups
511.327 498 1.027
Total 511.398 499
Encourage
teamwork
Between
Groups
.047 1 .047 .045 .833
Within
Groups
527.761 498 1.060
Total 527.808 499
Transparency
of official
procedure
Between
Groups
.819 1 .819 .812 .368
Within
Groups
502.429 498 1.009
Total 503.248 499
Instill
confidence
Between
Groups
.020 1 .020 .025 .875
Within
Groups
402.412 498 .808
Total 402.432 499
Safe
transactions
Between
Groups
4.398 1 4.398 5.223 .023
Within
Groups
419.352 498 .842
Total 423.750 499
Caring and
courteous
manner
Between
Groups
1.172 1 1.172 1.578 .210
Within
Groups
369.890 498 .743
Total 371.062 499
Students
confidence
towards
academic
staff
Between
Groups
.276 1 .276 .292 .589
Within
Groups
470.402 498 .945
Total 470.678 499
Lecturers
having
knowledge
Between
Groups
3.856 1 3.856 3.495 .062
Within
Groups
549.352 498 1.103
Total 553.208 499
High research
productivity
Between
Groups
.953 1 .953 .813 .368
Within
Groups
583.645 498 1.172
Total 584.598 499
Individual Between .043 1 .043 .040 .841
attention Groups
Within
Groups
529.707 498 1.064
Total 529.750 499
Best interest
at heart
Between
Groups
.878 1 .878 .924 .337
Within
Groups
473.464 498 .951
Total 474.342 499
Convenient
working
hours
Between
Groups
.276 1 .276 .301 .584
Within
Groups
457.524 498 .919
Total 457.800 499
Friendliness
and courteous
manner
Between
Groups
1.506 1 1.506 1.638 .201
Within
Groups
457.972 498 .920
Total 459.478 499
Easy
accessibility
Between
Groups
.371 1 .371 .412 .521
Within
Groups
448.661 498 .901
Total 449.032 499
4.13.2 H7: There is no significant difference in satisfaction level related to Quality of
education services when compared among various income groups.
ANOVA is applied on the data to check whether difference exists in service quality
perceived among various income groups in all the dimensions. It was found that among
all the dimensions, well-equipped and up-to-date library, hostel facilities, up-to-date
teaching and learning process, encouragement of teamwork and communication skills
and courteous behavior towards students are the dimensions along which p value was
lower than 0.05 pointing out the need to reject the hypothesis H7. Hence difference exists
among various income groups when services such as well-equipped and up-to-date
library, hostel facilities, up-to-date teaching and learning process are perceived.
Table :4.13.2 ANOVA BY INCOME
ANOVA BY INCOME
Sum of
Squares df
Mean
Square F Sig.
Facilities
visually
appealing
Between
Groups
4.019 3 1.340 1.037 .376
Within
Groups
640.853 496 1.292
Total 644.872 499
Modern up-
to-date
infrastructure
Between
Groups
1.647 3 .549 .520 .668
Within
Groups
523.241 496 1.055
Total 524.888 499
Neat
appearance
Between
Groups
4.543 3 1.514 1.554 .200
Within
Groups
483.239 496 .974
Total 487.782 499
Well-
equipped
library
Between
Groups
20.913 3 6.971 6.259 .000
Within
Groups
552.389 496 1.114
Total 573.302 499
Wide range of
books
Between
Groups
23.874 3 7.958 7.298 .000
Within
Groups
540.854 496 1.090
Total 564.728 499
Materials
visually
appealing
Between
Groups
16.620 3 5.540 5.317 .001
Within
Groups
516.778 496 1.042
Total 533.398 499
Sports
facilities
Between
Groups
43.578 3 14.526 10.125 .000
Within
Groups
711.622 496 1.435
Total 755.200 499
Hygiene
canteens
Between
Groups
24.693 3 8.231 5.471 .001
Within
Groups
746.225 496 1.504
Total 770.918 499
Printers and
Xerox
facilities
Between
Groups
41.337 3 13.779 9.726 .000
Within
Groups
702.671 496 1.417
Total 744.008 499
Up-to-date Between 2.736 3 .912 .936 .423
teaching
support
Groups
Within
Groups
483.416 496 .975
Total 486.152 499
Hostel
facilities
Between
Groups
12.796 3 4.265 3.949 .008
Within
Groups
535.706 496 1.080
Total 548.502 499
Adequate
parking areas
Between
Groups
39.988 3 13.329 12.554 .000
Within
Groups
526.620 496 1.062
Total 566.608 499
Keeping
promise
Between
Groups
13.785 3 4.595 4.739 .003
Within
Groups
480.893 496 .970
Total 494.678 499
Problem
solving
Between
Groups
3.339 3 1.113 1.163 .323
Within
Groups
474.549 496 .957
Total 477.888 499
Services right
the first time
Between
Groups
2.724 3 .908 1.027 .380
Within
Groups
438.548 496 .884
Total 441.272 499
Presentation
effectively
Between
Groups
.700 3 .233 .288 .834
delivered Within
Groups
402.250 496 .811
Total 402.950 499
Error free
records
Between
Groups
3.732 3 1.244 1.695 .167
Within
Groups
364.100 496 .734
Total 367.832 499
Complaints of
students to be
solved
Between
Groups
.553 3 .184 .194 .901
Within
Groups
472.669 496 .953
Total 473.222 499
Upgraded
syllabus
Between
Groups
1.583 3 .528 .652 .582
Within
Groups
401.617 496 .810
Total 403.200 499
Course
structure
Between
Groups
13.820 3 4.607 3.190 .023
Within
Groups
716.212 496 1.444
Total 730.032 499
Employability Between
Groups
3.101 3 1.034 1.108 .345
Within
Groups
462.699 496 .933
Total 465.800 499
Tie up with
companies
Between
Groups
5.047 3 1.682 1.365 .253
Within 611.241 496 1.232
Groups
Total 616.288 499
Information
accurately
provided
Between
Groups
2.504 3 .835 .792 .499
Within
Groups
522.894 496 1.054
Total 525.398 499
Prompt
service
Between
Groups
2.186 3 .729 .760 .517
Within
Groups
475.276 496 .958
Total 477.462 499
Willingness
to solve
problem
Between
Groups
2.739 3 .913 1.008 .389
Within
Groups
449.443 496 .906
Total 452.182 499
Never too
busy
Between
Groups
5.028 3 1.676 1.644 .178
Within
Groups
505.522 496 1.019
Total 510.550 499
Adequate
facilities to
render service
Between
Groups
5.576 3 1.859 1.997 .113
Within
Groups
461.576 496 .931
Total 467.152 499
Directions
and
suggestions
Between
Groups
5.603 3 1.868 1.832 .140
Within
Groups
505.795 496 1.020
Total 511.398 499
Encourage
teamwork
Between
Groups
8.831 3 2.944 2.813 .039
Within
Groups
518.977 496 1.046
Total 527.808 499
Transparency
of official
procedure
Between
Groups
5.301 3 1.767 1.760 .154
Within
Groups
497.947 496 1.004
Total 503.248 499
Instill
confidence
Between
Groups
1.816 3 .605 .749 .523
Within
Groups
400.616 496 .808
Total 402.432 499
Safe
transactions
Between
Groups
3.617 3 1.206 1.424 .235
Within
Groups
420.133 496 .847
Total 423.750 499
Caring and
courteous
manner
Between
Groups
1.125 3 .375 .503 .680
Within
Groups
369.937 496 .746
Total 371.062 499
Students
confidence
towards
academic
staff
Between
Groups
3.200 3 1.067 1.132 .336
Within
Groups
467.478 496 .942
Total 470.678 499
Lecturers
having
knowledge
Between
Groups
4.035 3 1.345 1.215 .304
Within
Groups
549.173 496 1.107
Total 553.208 499
High research
productivity
Between
Groups
7.585 3 2.528 2.173 .090
Within
Groups
577.013 496 1.163
Total 584.598 499
Individual
attention
Between
Groups
4.385 3 1.462 1.380 .248
Within
Groups
525.365 496 1.059
Total 529.750 499
Best interest
at heart
Between
Groups
6.486 3 2.162 2.292 .077
Within
Groups
467.856 496 .943
Total 474.342 499
Convenient
working
hours
Between
Groups
3.583 3 1.194 1.304 .272
Within
Groups
454.217 496 .916
Total 457.800 499
Friendliness
and courteous
manner
Between
Groups
8.434 3 2.811 3.092 .027
Within
Groups
451.044 496 .909
Total 459.478 499
Easy
accessibility
Between
Groups
6.760 3 2.253 2.527 .057
Within
Groups
442.272 496 .892
Total 449.032 499
4.13.3 H8: There is no significant difference in satisfaction level related to Quality of
education services when compared between residential areas
ANOVA is applied on the data to check whether difference exists in service quality
perceived among various residential areas in all the dimensions. It was found that among
all the dimensions, sports facilities, hygienic canteens, adequate printer and Xerox
facilities, willingness to solve students problem, administrative staff never too busy are
the dimensions along which p value was lower than 0.05 pointing out the need to reject
the hypothesis H8. Hence difference exists among various residential areas when services
such as hygienic canteens, adequate printer and Xerox facilities, willingness to solve
student‘s problem are perceived.
Table: 4.13.3 ANOVA BY RESIDENTIAL
ANOVA BY RESIDENTIAL
Sum of
Squares df
Mean
Square F Sig.
Facilities
visually
appealing
Between
Groups
1.260 1 1.260 .975 .324
Within
Groups
643.612 498 1.292
Total 644.872 499
Modern up-
to-date
infrastructure
Between
Groups
.935 1 .935 .889 .346
Within
Groups
523.953 498 1.052
Total 524.888 499
Neat
appearance
Between
Groups
.094 1 .094 .096 .757
Within
Groups
487.688 498 .979
Total 487.782 499
Well-
equipped
library
Between
Groups
.027 1 .027 .024 .878
Within
Groups
573.275 498 1.151
Total 573.302 499
Wide range
of books
Between
Groups
.129 1 .129 .114 .736
Within
Groups
564.599 498 1.134
Total 564.728 499
Materials
visually
appealing
Between
Groups
.005 1 .005 .005 .946
Within
Groups
533.393 498 1.071
Total 533.398 499
Sports
facilities
Between
Groups
19.946 1 19.946 13.510 .000
Within
Groups
735.254 498 1.476
Total 755.200 499
Hygiene
canteens
Between
Groups
14.773 1 14.773 9.729 .002
Within
Groups
756.145 498 1.518
Total 770.918 499
Printers and
Xerox
facilities
Between
Groups
11.658 1 11.658 7.928 .005
Within
Groups
732.350 498 1.471
Total 744.008 499
Up-to-date
teaching
support
Between
Groups
.029 1 .029 .030 .863
Within
Groups
486.123 498 .976
Total 486.152 499
Hostel
facilities
Between
Groups
.112 1 .112 .101 .750
Within
Groups
548.390 498 1.101
Total 548.502 499
Adequate
parking areas
Between
Groups
1.166 1 1.166 1.027 .311
Within
Groups
565.442 498 1.135
Total 566.608 499
Keeping
promise
Between
Groups
1.388 1 1.388 1.401 .237
Within
Groups
493.290 498 .991
Total 494.678 499
Problem Between .211 1 .211 .220 .640
solving Groups
Within
Groups
477.677 498 .959
Total 477.888 499
Services right
the first time
Between
Groups
2.323 1 2.323 2.635 .105
Within
Groups
438.949 498 .881
Total 441.272 499
Presentations
effectively
delivered
Between
Groups
2.228 1 2.228 2.769 .097
Within
Groups
400.722 498 .805
Total 402.950 499
Error free
records
Between
Groups
.118 1 .118 .160 .690
Within
Groups
367.714 498 .738
Total 367.832 499
Complaints of
students to be
solved
Between
Groups
.347 1 .347 .366 .546
Within
Groups
472.875 498 .950
Total 473.222 499
Upgraded
syllabus
Between
Groups
.311 1 .311 .385 .535
Within
Groups
402.889 498 .809
Total 403.200 499
Course
structure
Between
Groups
5.575 1 5.575 3.832 .051
Within
Groups
724.457 498 1.455
Total 730.032 499
Employability Between
Groups
.001 1 .001 .001 .977
Within
Groups
465.799 498 .935
Total 465.800 499
Tie up with
companies
Between
Groups
.174 1 .174 .140 .708
Within
Groups
616.114 498 1.237
Total 616.288 499
Information
accurately
provided
Between
Groups
.656 1 .656 .622 .431
Within
Groups
524.742 498 1.054
Total 525.398 499
Prompt
service
Between
Groups
.817 1 .817 .854 .356
Within
Groups
476.645 498 .957
Total 477.462 499
Willingness
to solve
problem
Between
Groups
3.738 1 3.738 4.151 .042
Within
Groups
448.444 498 .900
Total 452.182 499
Never too
busy
Between
Groups
7.024 1 7.024 6.947 .009
Within 503.526 498 1.011
Groups
Total 510.550 499
Adequate
facilities to
render
service
Between
Groups
.189 1 .189 .201 .654
Within
Groups
466.963 498 .938
Total 467.152 499
Directions
and
suggestions
Between
Groups
2.135 1 2.135 2.088 .149
Within
Groups
509.263 498 1.023
Total 511.398 499
Encourage
teamwork
Between
Groups
.102 1 .102 .096 .756
Within
Groups
527.706 498 1.060
Total 527.808 499
Transparency
of official
procedures
Between
Groups
.177 1 .177 .175 .676
Within
Groups
503.071 498 1.010
Total 503.248 499
Instill
confidence
Between
Groups
.003 1 .003 .004 .948
Within
Groups
402.429 498 .808
Total 402.432 499
Safe Between 3.019 1 3.019 3.574 .059
transactions Groups
Within
Groups
420.731 498 .845
Total 423.750 499
Caring and
courteous
manner
Between
Groups
2.107 1 2.107 2.844 .092
Within
Groups
368.955 498 .741
Total 371.062 499
Students
confidence
towards
academic
staff
Between
Groups
1.436 1 1.436 1.524 .218
Within
Groups
469.242 498 .942
Total 470.678 499
Lecturers
having
knowledge
Between
Groups
3.566 1 3.566 3.231 .073
Within
Groups
549.642 498 1.104
Total 553.208 499
High
research
productivity
Between
Groups
2.989 1 2.989 2.559 .110
Within
Groups
581.609 498 1.168
Total 584.598 499
Individual
attention
Between
Groups
.027 1 .027 .025 .874
Within
Groups
529.723 498 1.064
Total 529.750 499
Best interest
at heart
Between
Groups
3.582 1 3.582 3.790 .052
Within
Groups
470.760 498 .945
Total 474.342 499
Convenient
working
hours
Between
Groups
.507 1 .507 .552 .458
Within
Groups
457.293 498 .918
Total 457.800 499
Friendliness
and
courteous
manner
Between
Groups
2.142 1 2.142 2.332 .127
Within
Groups
457.336 498 .918
Total 459.478 499
Easy
accessability
Between
Groups
2.233 1 2.233 2.489 .115
Within
Groups
446.799 498 .897
Total 449.032 499
4.14 Correlation Analysis
4.14.1 Pearson Correlation
A correlation coefficient is a very useful way to summarize the relationship between two
variables with a single number that falls between -1 and +1 (Welkowitz et al., 2006).
Morgan et al. (2004) stated that:
-1.0 (a perfect negative correlation)
0.0 (no correlation)
+1.0 (a perfect positive correlation)
Pallant (2001) suggested the following interpretation of r-value [cited from Cohen,
1988]. This value will indicate the strength of the relationship between two variables.
r = .10 to .29 or r = -.10 to -.29 Small
r = .30 to .49 or r = -.30 to -.49 Medium
r = .50 to 1.0 or r = -.50 to -1.0 Large
The Pearson correlation analysis obtained for the three intervals scaled variables in the
table above. The sample size (N) is 150 and the significant level is 0.01 (p#0.01).
The hypotheses will examine the correlation between the service quality attributes and
student satisfaction of management institutes.
The hypotheses are as follows:
4.14.2 Tangibility
4.14.2.1 Hypothesis 9
H9: There is no correlation between tangibility and student satisfaction of management
institutes.
In the table, it can be seen that the correlation (r) of tangibles is 0.491 and the significant
level is 0.01 (p#.01).
The table shows that the p-value is 0.000, which is less than 0.01. We therefore reject the
null hypothesis, and concluded that there is a medium positive (r = .491) relationship
between tangibles and student satisfaction of management institutes.
4.14.3 Reliability
4.14.3.1 Hypothesis 10
H10: There is no correlation between reliability and student satisfaction of management
institutes.
The table shows that the correlation (r) is 0.488 for reliability and the p-value is 0.000,
which is less than the significant level (0.01). Therefore, the null hypothesis is rejected
and concluded that reliability and student satisfaction is positively (medium) related in
the management institutes.
4.14.4 Responsiveness
4.14.4.1 Hypothesis 11
H11: There is no correlation between responsiveness and student satisfaction of
management institutes.
It can be observed in the table that the correlation (r) of responsiveness is 0.493 and the
p-value is 0.000, which is less than 0.01. Therefore, the null hypothesis is rejected and it
can be concluded that responsiveness is positively (medium) related to student
satisfaction in management institutes.
4.14.5 Assurance
4.14.5.1 Hypothesis 12
H12: There is no correlation between assurance and student satisfaction of management
institutes.
The table shows that there is a large positive correlation between assurance and student
satisfaction of management institutes where p#0.01 (p=0.000) and r=0.526. So, the null
hypothesis is rejected.
4.14.6 Empathy
4.14.6.1 Hypothesis 13
H13: There is no correlation between empathy and student satisfaction of management
institutes.
According to the table, the strongest predictor of student satisfaction is empathy. The
result indicates that the correlation (r) of empathy is 0.545 and the p-value is 0.000,
which is less than 0.01. Therefore, the null hypothesis is rejected and concluded that there
is a large positive correlation between empathy and student satisfaction of management
institutes.
Table:4.14.1 Correlation between dimensions
S S Tangibil
ity
Reliabi
lity
resposi
veness
assur
ance
Empa
thy
Student
Satisfaction
( S S)
Pearson
coefficient
1.000 0.491 0.488 0.728 0.637 0.578
sigma
(1- tailed)
0.000 0.000 0.000 0.000 0.000 0.000
Tangibility Pearson
coefficient
0.491 1.000 0.747 0.728 0.637 0.578
sigma (1-
tailed)
0.000 0.000 0.000 0.000 0.000 0.000
Relibility Pearson
coefficient
0.488 0.747 1.000 0.757 0.708 0.624
sigma (1-
tailed)
0.000 0.000 0.000 0.000 0.000 0.000
Responsive
ness
Pearson
coefficient
0.493 0.728 0.757 1.000 0.739 0.681
sigma (1-
tailed)
0.000 0.000 0.000 0.000 0.000 0.000
Assurance Pearson
coefficient
0525 0.637 0.708 0.739 1.000 0.646
sigma (1-
tailed)
0.000 0.000 0.000 0.000 0.000 0.000
Empathy Pearson
coefficient
0.545 0.578 0.624 0.681 0646 1.000
sigma (1-
tailed)
0.000 0.000 0.000 0.000 0.000 0.000
4.15 Conclusion
It is extremely difficult to measure service quality due to involvement of human behavior
of stakeholders and association of intangible factors. In this chapter, an attempt is made
to measure service quality in management education and the instruments were designed
for measuring service quality keeping in mind the responses from the most important
stakeholders such as students. The responses are collected through questionnaire
containing forty-one service quality items relevant to an educational system. The
collected data were analyzed through factor analysis and after that, twenty quality items
loaded more than 0.5 with five factors. The twenty service quality classified into five
items viz., Teachings, Co-operation & support, facilities, convenient, reliability. The
actual survey data are further analyzed statistically and the average responses of the
students are considered for examining the perceptions of the service quality in
management institutes. The factor analysis tries to say that all the five extracted factors
are explaining the service quality in management education institutions up to a certain
extent. Thus it can be interpreted that service quality of management education
institutions can be explained through these factors. All these factors are definitely
important. But in certain cases, out of these factors two factors are not directly
responsible for overall perceived service quality. The analysis will definitely help the
authority of the management education institutes and also the set of students who have
their expectations towards a better service quality from their institutions.
CHAPTER 5
CONCLUSION
CHAPTER V
CONCLUSION
5.1 Introduction
This chapter discussed on the overall summary of the work done through the study, its
findings, recommendation and scope for future research in this area. Delivering service
quality has become an important goal for most management institutes. This study
represents an important starting point in the development of valid and reliable measures
of service quality in management institutes. It contributes to the marketing and
educational literature by introducing a new measure that provides both researchers and
practitioners with more specific information concerning service quality‘s effect on
students‘ satisfaction with management education services. The study aimed to
investigate the students‘ perception of service quality at the management institutes
affiliated to GBTU (Formerly UPTU). It sought to analyze what students perceived to be
most important and quality of service provided by the management institutes.
Overall, this study has shown that the service quality at the management institutes was
moderate from the perspectives of students. The study provides empirical evidence that
there is a need for continuous improvement in the areas of academics and non-academics
activities such as learning and teaching, sports and social activities. It attempts to help the
management institutes to better understand the need of service quality and how it can
improve the level of service quality.
5.2 Summary of Findings
The major findings of this research work are summarized as follows:
There were 222 Female students (44.4%) and 278 Male students (55.6%).Most of the
respondents were aged between 21-23 years with 78.6%.This was followed by the age
group 24-26 years (11.0%), Below 20 years (7.6%) and the age above 26 years (2.8%).
The majority of the students were from urban areas i.e. 383 (76.6%) while rest of the
students were from rural areas i.e. 117 (23.4%).Most of the respondents were 2nd
year
students i.e. 302 (60.4%) and 198 (39.6%) of the respondents were from MBA 1st year.
The reliability of findings was obtained using the survey instrument and was assessed.
The result of the analysis indicated that no values of coefficient α were less than 0.6. The
score of over 0.8 is considered to be good.
5.2.1 Effects of demographic factors.
Mean score of each statement were analyzed to compare the perception and expectation
of students towards the service quality of management education. It reveals that there was
a negative service gap in all the dimensions. Empathy is therefore considered the most
important dimension of service quality and tangible is the least important dimensions. A
low mean score implies a more positive perception; on the other hand, a higher score
means a less positive perception. Result suggested that there was difference which
existed in perceptions among males and females along all the dimensions. The students
perceived least for the dimensions tangibility and responsiveness indicating that there is a
need to concentrate on these dimensions to improve the service quality in management
institutes. From the gap score analysis carried out, it was found that that, the overall
service quality is low as perceived by management students of management institutes and
hence no students satisfaction. Students have higher expectations than what they actually
receive from the management institutes even though the difference is not so wide. Thus,
the overall perceived service quality is low as expectations exceed perceptions signifying
students desired more than what was offered to them. As a result of this gap, it is clear
that students were not satisfied. It can be seen by assessing the perceptions and
expectations of students that no dimension of service quality brings student satisfaction.
On the basis of the findings of this research work it is recommended to the policy makers
that to narrow the service quality gap the management institutes should take care of what
student perceive service quality means not the management understanding of service
quality and the policy makers should improve its physical aspect which is very necessary
to provide a quality service at the same time it is necessary to provide superior service
quality to students. Management Institutes should narrow the loopholes of its system.
Further, the lack of fit of data collected using the modified SERVQUAL model were
analyzed through principal component factor analysis with varimax rotation resulting in
twenty items with five dimensions. However, some items from different dimensions load
into one single factor. The tangible dimension which was renamed as facilities had all its
items fall under the same factor. Also the satisfactory level of overall reliability (0.92)
which is almost same to Parasuraman et al., (1988) provided a satisfactory level but one
dimension did not show enough reliability in this study meaning some items were not
consistent in forming some dimensions. This study demonstrates lack of support of
support of SERVQUAL which is reflected in the factor analysis. From the
abovementioned findings, it is clear that the SERVQUAL model is not a good instrument
to measure service quality in management institutes. The actual survey data are further
analyzed statistically and the average responses of the students are considered for
examining the perceptions of the service quality in management institutes. It is interesting
to find that all the students emphasize to improve the service quality items in teachings
dimension highlighting the importance of core area. It was also found that each of the
dimensions had an effect on the overall satisfaction of the students. Management
institutes should take necessary action to improve on each sub factors associated with
dimensions of service quality resulted in factor analysis.
These findings have demonstrated that the SERVQUAL model is not a good instrument
to measure service quality in management institutes and it is advised to the service
provider of management institutes that they formulate such service strategies so that they
meet students‘ expectations. It has also presented further challenges to SERVQUAL
methodology for measuring students‘ expectations and perceptions of service quality.
5.3 Recommendations to Improve Quality
Few recommendations are given below:
1. There should be proper consideration to be given to the development of
infrastructure in the management institutes like classrooms should be well
equipped with modern teaching equipments like OHP, LCD, and podium.
Management institutes should also provide hygienic canteens to their students.
Well furnished building with improved working conditions would provide
motivation to teachers and good atmosphere of education to students.
2. There is a need to introduce independent audit committees for managing the
management institutes. Mandatory disclosures on faculty qualification,
information related to books and journals in library, placement records, and
computer labs should be included in corporate governance. This information
should be provided to the students.
3. There should be sufficient number of well qualified faculty members in the
institutes. Institutes must design and plan its own strategy to sustained motivation
for quality teaching. Recruitment policies should be designed in such a way so
that good faculty members are retained for a long time.
4. There is a need to encourage research activities and consultancy services by
faculties. A research culture in management institutes should be inculcated in
such a way that could change the mind setup on the side of management.
5. Management institutes bring some curricular reforms and development for its
survival. The survival of any management institutes depends on three factors:
Ability to adopt changes, enhancing the relevance of its course to new setup and
maintain of high order of quality in the course curriculum.
6. Personality development programmes should be conducted for the students so that
they can build up their personality for future managerial roles. From time to time
experts, academicians and industrialist should be invited so that they can share
their experience with the students and proper guidance to be given to the students.
7. The management institutes must also inculcate entrepreneurial quality among
students by focusing such quality like initiatives, persistency, problem solving
approach, risk taking ability, innovativeness, etc.
8. Institutes must build an image by making an active effort to get some Government
consultancy jobs even if those are at a loss.
9. Management Institutes should also provide a good library and well equipped
computer lab facilities to their students. In the library book bank facilities to be
provided and proper books of each subject provided to the students so that they
can take the advantage of these books.
10. Each management institutes should open a proper placement cell and experienced
placement co-coordinator should be appointed and he should be assigned sole
responsibility of developing relations between institute and the industry.
11. Institutes must also consider offering new courses in banking/ insurance
management, disaster management, and logistics apart from traditional courses
12. Institutes should sponsor programs in all the commercial clubs in the city where
students can participate in the games/competitions of these associations that will
give the acquaintances and jobs. This will also help to make the institute invisible
to the industry.
5.4 Conclusion
This study represents an important starting point in the development of valid and
reliable measures. Overall, this study has shown that the delivering quality service
by the management institutes was moderate from the students‘ perspective. This
means that there is a continuous improvement for service quality. Therefore, it is
very imperative for the management institutes to monitor their services on a
regular basis so as to survive in the market. Because these days it is very difficult
to trace the human mind (expectations and perceptions) of a consumer i.e.
students are getting unpredictable in choosing the right institutions. Thus it would
be a challenge for the management institutes to maintain their standards and
quality in providing good education service to the students. The proliferation of
management institutes has raised the issue of maintaining the quality of education
in Uttar Pradesh. The various measures to be adopted by the management and
staff of the faculty must be in the areas of teaching and learning first, second on
the quality of the physical aspects and academic infrastructure, third on the
quality of the faculty and the most important factor is to maintain the quality of
the incoming students. Accordingly service providers have to perform better. This
study tries to find out students perceptions towards the service quality factors in
management education institutions. The study will definitely help the authority of
the management education institutions and also the set of students who have their
expectations towards a better service quality from their institutions.
5.5 Limitations:
Like other studies, this study also has some limitations that need to be discussed.
It is primarily due to the recollect the research design and the problems inherent in
studying perceptions. The limitations of the study are:
1. Firstly, the results obtained from this study cannot be generalized to a wide range
of similar situations concerning to select management institutes of GBTU
(Formerly UPTU) because of the non-probability sampling technique used even
though the methodology applied to these similar situations.
2. The SERVQUAL instrument only measures the satisfaction of respondents
through quantitative data. Therefore, there should have an addition of open-ended
and space for comments after each question or use of more qualitative approach
might yield more site specific information about size and nature of the service
quality gaps.
3. This study has concentrated on the students‘ perception of service quality. It
should focus on the perception of service quality from other stakeholders (such as
internal customer, government, industries, etc.). A comprehensive study would
help the service provider to review its overall service quality in the education
sector.
4. The result was limited by the validity and reliability of the survey instrument and
the time frame in which data was gathered.
5. The data for this study were collected using an online, self reported survey
questionnaire.
6. Respondents had the option to participate, or not to participate in the
questionnaire.
5.6 Scope for future research
There are several opportunities to extend this study. Further studies on measuring service
quality must focus on issues of how different socio-demographic variables affect service
quality dimensions. Future research can be conducted, taking into account how the
various dimensions are changing. In future research , customers may reveal new aspects
of service quality in management education that are important to them, and these would
have to be incorporated in the scale so as to further explore the concept of service quality
in the management education arena. Another area for future research is the perception of
service quality from other stakeholders (e.g., employers, government, students‘ parents
and internal customers to name a few). This study has concentrated on the student
customer only; however, it is recognized that a management education has other
stakeholders which might be satisfied.
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APPENDICES
Appendix A
QUESTIONNAIRE S.No……………
PART A: STUDENTS’ PROFILE
Instruction: Please tick(√) at the appropriate box
1. Students Status
2. Gender
1st year student
2nd year student
Male
Female
3. Age Group
4.Residential Area
Urban
Rural
5.Income
Less than 30,000
30,000 – 50,000
50,000 -1,00,000
More than 1,00,000
Below 20years
21-23 years
24-26 years
26 years above
PART –B: EXPECTATION
This survey deals with your expectations from the management institute. Please show the extent
to which you think your institute should posses the following features. What we are interested in
here is a number that best shows your expectations about institutions offering education services.
Statements Strongly
Disagree
Disagree Neutral Agree Strongly
Agree Tangibles
E1 The exterior of your institute should
be visually appealing
1 2 3 4 5
E2 The institute should have modern,
up-to-date infrastructure
1 2 3 4 5
E3 Employees of your institute should
have neat appearance
1 2 3 4 5
E4 There should be well-equipped and
up-to-date library in your institute.
1 2 3 4 5
E5 The institute should have a wide
range of books and periodicals.
E6 Materials associated with services of
lecturers such as handouts and
syllabus should be visually
appealing.
1 2 3 4 5
E7 The institute should have plenty of
sports facilities with modern
equipments.
1 2 3 4 5
E8 The institute should have hygienic
canteens.
1 2 3 4 5
E9 The institute should have adequate
printer and Xerox facilities.
1 2 3 4 5
E10 The institute should have up-to-date
teaching support
1 2 3 4 5
E11 The institute should have suffiecient
hostel facilities with proper security.
1 2 3 4 5
E12 The institute should provide
adequate parking areas.
1 2 3 4 5
E13 The teaching and learning process
should be up-to-date as what was
promised.
1 2 3 4 5
E14 When student having a problem,
lecturers should show a sincere
interest in solving it.
1 2 3 4 5
E15 Lecturers should perform the service
right the first time.
1 2 3 4 5
E16 Lectures and presentation should be
effectively given by the lecturers.
1 2 3 4 5
E17 Error-free records of students‘ marks
and other documents should be kept
by lecturers.
1 2 3 4 5
E18 The institute should be able to solve
trouble and complaints of students.
1 2 3 4 5
E19 The institute should upgrade the
syllabus from time to time.
1 2 3 4 5
E20 The design of course structure 1 2 3 4 5
should be based on job requirements.
E21 The current MBA programme
structure should be based enable me
to be an employable post-graduate.
1 2 3 4 5
E22 The institute should tie-up with the
companies for placements.
1 2 3 4 5
E23 Useful information related to
scholarship job opportunities should
be accurately provided by the
institute.
1 2 3 4 5
Responsiveness
E24 Employees of your institute should
give you prompt service
1 2 3 4 5
E25 The academic staffs (lecturers)
should be willing to solve your
problem.
1 2 3 4 5
E26 Administrative staffs of your
institute should never be too busy to
respond to your request.
1 2 3 4 5
E27 There should be adequate facilities to
render service
1 2 3 4 5
E28 The academic staff should provide
sufficient time to give directions and
suggestions.
1 2 3 4 5
E29 The institute should be encouraged
teamwork and communication skill
among students.
1 2 3 4 5
E30 There should be a transparency of
official procedure, norms and rules
1 2 3 4 5
Assurance
E31 The academic staff (lecturers) should
instill confidence in customers
(students).
1 2 3 4 5
E32 You should feel safe in your
transactions with your institute
1 2 3 4 5
E33 Lecturers should deal with me in a
caring and courteous manner.
1 2 3 4 5
E34 This department should employ
academic staff in whom I have
confidence.
1 2 3 4 5
E35 Lecturers should have knowledge to
answer students‘ questions.
1 2 3 4 5
E36 The academic staff (Lecturers)
should have high research
productivity in your institute.
1 2 3 4 5
Empathy
E 37 Lecturers of your institute should
provide Individualized attention to
students.
1 2 3 4 5
E38 Lecturers should have your best
interest at heart.
1 2 3 4 5
E39 The working hours of the
department must be convenient for
me
1 2 3 4 5
E40 All staff in the department should
be consistently courteous to me.
1 2 3 4 5
E41 The institute should be an east
accessible from city.
1 2 3 4 5
PART –C: PERCEPTION
The following g statements relate to your feeling about management institute you chose. Please
show the extent to which you believe your institutes have the feature described in the statement.
Here, we are interested in a number that shows your perceptions about management institute.
Statements Strongly
Disagree
Disagree Neutral Agree Strongly
Agree Tangibles
P1 The exterior of this institute are
visually appealing
1 2 3 4 5
P2 The institute has modern, up-to-
date Infrastructure
1 2 3 4 5
P3 Employees of your institute have
neat appearance
1 2 3 4 5
P4 This institute has well-equipped
and up-to-date library
1 2 3 4 5
P5 The institute has a wide range of 1 2 3 4 5
book and periodicals
P6 Materials associated with services
of lecturers such as handouts and
syllabus are visually appealing.
1 2 3 4 5
P7 The institute has a plenty of
sports facilities with modern
equipments.
1 2 3 4 5
P8 The institute has a hygienic
canteen.
1 2 3 4 5
P9 The institute have adequate
printer and Xerox facilities
1 2 3 4 5
P10 The institute have up-to-date
teaching support
1 2 3 4 5
P11 The institute must have sufficient
hostel facilities with proper
security
1 2 3 4 5
P12 The institute must provide
adequate parking areas.
1 2 3 4 5
Reliability
P13 The teaching and learning process
are up-to-date as what was
promised.
1 2 3 4 5
P14 When student having a problem,
lecturers should show a sincere
interest in solving it.
1 2 3 4 5
P15 A lecturer performs the service
right the first time.
1 2 3 4 5
P16 Lectures and presentation are
effectively given by the lecturers.
1 2 3 4 5
P17 An error-free record of students‘
marks and other documents is to
be kept by lecturers.
1 2 3 4 5
P18 The institute is able to solve
trouble and complaints of
students.
1 2 3 4 5
P19 The institutes must upgrade the
syllabus from time to time
1 2 3 4 5
P20 The design of course structure is
to be based on job requirements.
1 2 3 4 5
P21 The current MBA programme
structure enables me to be an
employable post-graduate.
1 2 3 4 5
P22 The institute have a tie-up with
the companies for placements
1 2 3 4 5
P23 Useful information related to
scholarship job opportunities are
1 2 3 4 5
accurately provided by the
institute.
Responsiveness
P24 Employees of your institute give
you prompt service
1 2 3 4 5
P25 The academic staffs (lecturers)
are willing to solve your problem.
1 2 3 4 5
P26 Administrative staffs of your
institute are never too busy to
respond to your request.
1 2 3 4 5
P27 There is an adequate facility to
render service.
1 2 3 4 5
P28 The academic staff provide
sufficient time to give directions
and suggestions.
1 2 3 4 5
P29 The institute must encourage
teamwork and communication
skill among students.
1 2 3 4 5
P30 There must be transparency of
official procedures.
1 2 3 4 5
Assurance
P31 The academic staff (lecturers)
instills confidence in customers
(students).
1 2 3 4 5
P32 You must feel safe in your
transactions with your institute
1 2 3 4 5
P33 Lecturers deal with me in a caring
and courteous manner.
1 2 3 4 5
P34 This department must employ
academic staff in whom I have
confidence.
1 2 3 4 5
P35 Lecturers must have knowledge
to answer students‘ questions.
1 2 3 4 5
P36 The academic staff (lecturers )
must have high research
productivity in your institute.
1 2 3 4 5
Empathy
P37 Lecturers of your institute
provide Individualized attention
to students.
1 2 3 4 5
P38 Lecturers have your best interest
at heart.
1 2 3 4 5
P39 The working hours of the
department must be convenient
for me
1 2 3 4 5
P40 All staff in the department be
consistently courteous to me.
1 2 3 4 5
P41 The institute is an easy accessible
from city.
1 2 3 4 5
Satisfaction level
I am satisfied with the services
provided by the institute.
I recommend my friends to get
educational services from this
institute.
(Respondent Signature)