SERVICE QUALITY AND STUDENT SATISFACTION: A CASE

STUDY OF PRIVATE EXTERNAL HIGHER EDUCATION

INSTITUTONS IN JAFFNA, SRI LANKA.

K. Kajenthiran1 & M. Karunanithy2

Faculty of Management Studies & Commerce
University of Jaffna.
e-mail: [email protected], [email protected]

Abstract

In today’s aggressive competitive education business world, service quality has become one
of the most important determinants of student satisfaction. It has also become the key to
sustainable competitive advantage for mainly service providing organizations as well as for
the education sector. The purpose of this paper is to empirically investigate the relationship
between service quality and student satisfaction in private external higher education
institutions in Jaffna. Additionally, this study attempts to examine critical factors in service
quality dimensions that contribute most to the satisfaction of the students. The Service
quality scale, which comprised of 46 service quality statements under five dimensions
namely, tangibility, responsiveness, reliability, assurance and empathy has been used as the
data collection instrument. In order to collect primary data, 200 external
undergraduate/Professional studies students randomly selected from two private external
education service providers in Jaffna.

The study will provide results from empirical test of these relationships. The empirical
results of this study can provide support for the Parasuraman’s SERVQUAL (1985) scale,
which related to the factors contributing to students’ satisfaction. This empirical study
indicated that, there is strong positive association has been found between service quality
and student satisfaction. I addition service quality contributes significantly to student
satisfaction. (F= 37.345; P < 0.05) and predicts 49 percent of the variation found. Further,
Assurance and Responsiveness contribute significantly to student satisfaction.

Keywords: Service quality, SERVQUAL, Student Satisfaction, Private external higher education
institutions.

1. INTRODUCTION where potential students have several

opportunities available to them. Thus,
In this dynamic business world, academic private higher educational institutions have
environment is changing rapidly and to identify the ways, how to attract and
becoming more and more competitive, keep existing students and how to develop

Journal of Business Studies 46 Volume 1 (2) - 2015

stronger relationships with them. Perhaps, Pounder (1999) argues that quality is a
private higher education institutions, which notoriously ambiguous term. There is no
want to achieve competitive benefits, they have standard definition for quality; therefore, the
to consider student satisfaction as the key measurement of quality has also proved to be
source of competitive advantage (Poturak, arguable. There have been a range of attempts
2014). According to Arambewela & Hall to draw on industry models such as the quality
(2009), if the institutions succeed to satisfy dimensions of Gronroos, Garvin and
their students, this satisfaction will lead student Parasuraman (Owlia and Aspinwall, 1996),
sustainability and positive word of mouth SERVQUAL (Oldfield and Baron, 1998;
about institution will be spread as well. In the Aldridge and Rowley, 1998), importance of
mean time, new students have been attracted by performance analysis (Ford et al., 1999) and
this fact. As private organizations, which want the balanced scorecard (Cullen et al., 2003) to
to gain competitive advantage, it has to depend develop the model of quality for higher
on the interaction and mechanism of the education.
market. According to Hasan, Ilias, Rahman, &
Razak, (2009), Most institutions do give a great Moreover, higher education service quality has
deal of importance to meeting Students' been a topic of interest by many researches in
expectations which is similar to business past two decades (Ali & Mohamed, 2014;
organization, but the common drawback for Alves & Raposo, 2010; Arambewela & Hall,
many education institutions is lack of student 2009; Athiyaman, 1997; Brochado, 2009;
awareness among the staff. Elliott & Shin, 2002; Hanaysha, Abdullah &
Warokka, 2011; Hasan, et al., 2009; Khodayari
This bring us to an understanding that students & Khodayari, 2011; Mulalic, 2012; Oldfield &
will have more opportunity to support their Baron, 2000; Palli & Mamilla, 2012; Poturak,
continued enrollment into higher educational 2014; Usman, 2010). Even though there are
institutions and on how well the educational hundreds of publications on consumer
programs and services met students' satisfaction and service quality, in different
expectations for services. In this competitive areas. But, there are no enough studies that
market, satisfaction with services may make clarify the conceptual basis of higher education
the difference (Zeithaml, Berry & service quality and students satisfaction.
Parasuraman, 1996). As stated by Velnamby According to Google scholar articles, in Sri
and Sivesan (2013), service quality has become Lankan scenario there are lack of studies that
one of the most popular marketing issues in this specifically related with higher education
modern business world. Thus, private higher service quality and students satisfaction among
education institutions should improve their private higher education institutions. Because
quality of services. Mosadeghard (2006) of that reason, the researchers decided to
pointed out, that the improvement of private examine the service quality of private higher
higher education service quality lies in the education institutions with students’
organization’s ability to provide an overall satisfaction in Jaffna Sri Lanka.
atmosphere and culture for change through its
various decision-making process, operating 1.1 Research Question
systems, and human resource practices
In the absence of sufficient studies on
However, defining quality in higher education investigating the impact of service quality on
has proved to be a challenging task. Cheng and student satisfaction, that creates the need for
Tam (1997) proposed that, education quality is this study in Sri Lankan context.
a rather vague and controversial concept and

Journal of Business Studies 47 Volume 1 (2) - 2015

This study addresses the following research
question: 1.3 Significance of the Study

Q1: How is the association between service This study may bring new evidence in student
quality and satisfaction of the students’ in two satisfaction due to the influence of service
private external higher education institutions in quality in Jaffna, Sri Lanka. Further, this study
Jaffna? provides valuable knowledge and information
on service and student satisfaction in Sri
Q2: What extent, service quality influences the Lankan perspective, with reference to Jaffna.
satisfaction of the students’ in two private In the meantime, it is clear that there have been
external higher education institutions? inadequate studies in Sri Lanka, examining the
impact of service quality on student
satisfaction. Hence, this study aims to fill the
1.2 Objectives of the Study
gap by investigating the association and impact
of service quality and student satisfaction.
The aim of the study is to empirically examine
the relationship between the service quality and
2. LITERATURE REVIEW
satisfaction of the students’ and to identify the
2.1. Student Satisfaction
significant impact of service quality on student
satisfaction in two private external higher
education institutions in Jaffna. Kotler and Clarke (1987) define satisfaction as
a state felt by a person who has experience
From the aim of the study, two main objectives performance or an outcome that fulfill his or
are able to identify. her expectation. Satisfaction is a function of
relative level of expectations and perceives
 To examine the relationship between service
performance. There are many definitions about
quality and student satisfaction in two private
satisfaction in literature that is connected to
external higher education institutions.
service quality as well as to student satisfaction
 To find out the extent of the service quality
(Poturak, 2014). According to Zeithaml (1988)
affects student satisfaction in two private
satisfaction is the resultant outcome of an
external higher education institutions.
institution’s administrative as well as
educational system’s coherent performance.
Sub objectives are, Because the students will be more satisfied and
 To find out the significant association motivated for completing their studies if the
between sub dimensions of the service institution provides an environment which
quality (Tangibility, Assurance, Reliability, facilitates learning i.e. the institution contains
Responsiveness& Empathy) and student proper infrastructure for educational utility
satisfaction. accumulated with essential parameters of
 To identify the significant impact of sub professional and academic development.
dimensions of the service quality Elliott & Shin (2002) defined student
(Tangibility, Assurance, Reliability, satisfaction as; “the favorability of a student’s
Responsiveness & Empathy) on student subjective evaluation of the various outcomes
satisfaction and experiences associated with education”.
 To suggest two private higher education While most student satisfaction study focus on
institutions how to frame the marketing the perspective of customer, researchers is
strategies to enhance the service quality and facing a problem of creating a standard
student satisfaction. definition for student satisfaction thus
providing a need of customer satisfaction

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theory to be selected and modified so that it can well-known five dimensions in the
explain the meaning of student satisfaction SERVQUAL model (Parasuraman et al., 1990)
(Hom, 2002). Even though it is risky to view which include assurance, empathy, reliability,
students as customer, but given the current responsiveness and tangibility. These five
atmosphere of higher education marketplace, dimensions are defined as follow:
there is a new moral prerogative that student
have become “customer” and therefore can, as  Reliability: The ability to perform the
fee payers, reasonably demand that their views promised service dependably and accurately
be heard and acted upon (William, 2002).  Responsiveness: Willingness to help
customers and to provide prompt services
2.2 Service Quality  Tangibles: Physical facilities, equipment,
and appearance personnel
Service quality is a concept that has produced  Assurance: Knowledge and courtesy of
significant interest and debate in the research employees and their ability to convey trust
literature (Ananth et al., 2010). Lewis and and confidence
Booms suggested that "service quality is a  Empathy: Caring, individualized attention
measure of how well the service level delivered the firm provides its customer.
matches customers expectations". Researchers
have generally followed two main concepts to In this study, the term service quality adopted
explain the nature of service quality evaluation, from Parasuraman et al., (1990), LeBlanc &
namely the European (Nordic) perspective Nguyen (1997) and Hasan, et al., (2009). With
coined by Grönroos (1984) "missing service the increasing number of higher educational
quality concept" and the American perspective institutions in Jaffna, private institutions are
coined by Parasuraman, Zeithaml and Berry competing to attract more students. To
(1988), “SERVQUAL” scale for measuring achieving this goal, the private higher
service quality (Chanaka, Wijeratne and educational institutions in Jaffna should
Achchuthan, 2014). SERVQUAL has earned provide effective and efficient service to keep
great popularity and wide application in last and satisfy students. Therefore, this study aim
decades (Khodayari & Khodayari, 2011). to investigate the impact of service quality
Parasuraman, Zeithaml and Berry into the provided by private higher educational
service quality concept have focused on three institutions (New College of High Studies,
issues: what is service quality; what causes Jaffna and Jaffna College Undergraduate
service quality problems; and what can service Department) in Jaffna on students’ satisfaction.
organizations do to improve quality.
Parasuraman et al., (1985) developed a service
quality model to demonstrate that consumers'
perceptions of quality are influenced by
separate gaps occurring in organizations.

Parasuraman, Zeithaml and Berry (1985)

however listed ten determinants of service
quality that can be generalized to any type of
service. The ten dimensions include tangibility,
reliability, responsiveness, competence,
access, courtesy, communication, credibility,
security and understanding. In addition, these
ten dimensions were then regrouped in the

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 3. CONCEPTUALIZATION H2b: There is a significant impact of
3.1 Conceptual frame assurance in the service quality on student
satisfaction
Independent Variable Dependent Variable

Service
H2c: There is a significant impact of
Quality reliability in the service quality on student
satisfaction
Student
Tangibility
Satisfaction
Assurance H2d: There is a significant impact of
Reliability responsiveness in the service quality on
Responsiveness student satisfaction
Empathy
H2e: There is a significant impact of
empathy in service quality on student
Figure 1: Conceptual frame satisfaction

3.2 Hypotheses of the Study

4. METHODOLOGY
The following hypotheses are formulated for 4.1. Research Model
this study: Quantitative study has been focused to
answerer the research question as what extent
H1: There is a significant relationship between service quality influences on the students
service quality and student satisfaction satisfaction. In which, service quality is viewed
as an independent variable and student
H1a: There is a significant relationship satisfaction is considered as the dependent
between tangibility in the service quality variable.
and student satisfaction Y = βo + β1 X1 + β2 X2 + β3 X3 + β4 X4
+ β5 X5 + εi
H1b: There is a significant relationship
According to the above model, we can
between assurance in the service quality
construct the new research model for the study.
and student satisfaction
SS = βo + β1 TAN+ β2 ASS + β3 REL +
H1c: There is a significant relationship β4 RES+ β5 EMP + εi
between reliability in the service quality Where:
and student satisfaction SS = Dependent Variable (Student
Satisfaction)
H1d: There is a significant relationship βo = Intercept
between responsiveness in the service β1 = Population slope
quality and student satisfaction β2 = Population slope
β3 = Population slope
H1e: There is a significant relationship
β4 = Population slope
between empathy in service quality and
β5 = Population slope
student satisfaction.
PA = Independent variable (Tangibility)
RE = Independent variable (Assurance)
H2: There is a significant impact of service PI = Independent variable (Reliability)
quality on student satisfaction PS =Independentvariable(Responsiveness)
PO = Independent variable (Empathy)
H2a: There is a significant impact of εi = Random Error
tangibility in the service quality on student
satisfaction

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 4.2. Study Design and Methods
4.2.1. Sample
In addition, before the researchers finalize the
The population of the study is the students of research instrument, they conducted the pilot
undergraduate/Professional courses in private study to reduce the language biasness, in the
external higher education institutions. The pilot study ten questionnaires were issued to
most leading and long-standing two private the final year management students at Faculty
external higher education institutions in Jaffna of Management Studies and Commerce,
city were selected for the study, which are New University of Jaffna. During the pilot study,
College of High Studies, Jaffna and Jaffna some inconvenient words were changed by the
College Undergraduate Department in Jaffna researchers with the help of the respondents of
city, Sri Lanka. Students of the two institutions the pilot study.
were randomly selected to distribute the
questionnaire. Random sampling method was The questionnaire has been slightly modified
used to select the sample of the study. without changing the original contents as it
Researchers have distributed 120 translated into local language (Tamil) to ensure
questionnaires for every institution. After all, suitability for the research context and it
200 respondents completed (100 from New mainly consisted with three parts. Part A
College of High Studies, Jaffna and 100 from considers the respondent’s personal profile,
Jaffna College Undergraduate Department) part B consists of 45 statements relating to
and returned the questionnaires, which service quality in higher education and Part C
represents about 83% response rate. including 04 statements relating to student
satisfaction.
The data were collected on 28th& 29th of March
2015 from 9.00 a.m. to 3.00 p.m. The All statements were measured by responses on
structured questionnaire was given to the a five-point Likert scale of agreement with
students of above institutions and they were statements, ranging from strongly disagree (1)
selected, based on random sampling technique. to strongly agree (5).
Each completed questionnaire was checked
immediately, and was entered for data analysis. 4.2.3. Data Analysis Procedures
The results of appendix 1 provide data on The data analysis for this study conducted
profile of the students in terms of gender, age through Statistical Package for Social Science
group, ethnicity, type of the course and (SPSS) version 21.0 was used to analyze the
medium of the course. data.

4.2.2. Study Variables, 4.2.4. The Reliability Statistics

Questionnaire Design and Data According to Ndubisi (2006), the internal
Collection consistency of the research instrument should
The service quality questionnaire developed by be tested by reliability analysis. Thus, to
Parasuraman et al., (1990) with some of the examine reliability of the scale dimensions, the
items used extracted from LeBlanc & Nguyen Cronbach’s Alpha was calculated, as it
(1997) and Hasan, et al., (2009) was used as considered as the most widely accepted
the data collection instrument. Furthermore, reliability measure. According to Malhotra &
the questionnaire was examined for the face Peterson (2006), Cronbach’s value of the
validity by some academics who are experts in construct must meet the minimum reliability of
marketing and consultancy. 0.6. Table 1 provides the Cronbach’s Alpha (α)
for the five dimensions under service quality

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and students’ satisfaction. As all the vales of Most of respondents fall into the age group of
Cronbach’s Alpha for each dimension is above 19 to 21 years old, which is 31.5% (63). It
0.8, thus it can be concluded that the measures followed by 28% (56) of the respondents were
used here are consistent enough for the study. aged 22 to 24 years old, 25% (50) of the
respondents were aged 25 to 27 years old, 7.5%
Table 4.1: Reliability Test (15) of the respondents were aged 28 to 30, 7%
Dimension Cronbach's (14) of the respondents were aged below 18
Alpha value and only 1% (2) of the respondents were aged
Tangibility 0.920 above 30 years old. In Ethnicity, Majority of
Assurance 0.900 the respondents are Tamils 192 (99 %) and
Reliability 0.896 only 1% (2) of the respondents are Muslims.
Responsiveness 0.904 Furthermore, the analysis shown 122 (61%)
Empathy 0.920 respondents are following external bachelor
Satisfaction 0.916 degree programs and 78 (39%) respondents are
[Source: Survey Data, 2015] conducting professional studies. Meantime,
medium of the course represents that, 165
4.2.5. The Validity Statistics (82.5%) respondents are following in the
Validity test is used to accurately assess the medium of Tamil and 35 (17.5) respondents are
construct for this research study. Based on the following in the medium of English.
Table 4.2, The Kaiser-Mayer-Olkin measure of
the sample adequacy was 0.867. This indicates 5.2 Descriptive analysis
sufficient inter-correlation while the Bartlett’s
Test of Sphericity was significant (Chi-square According to Table 3 in below, Assurance has
= 715.481, p<0.01). Both results indicating that the highest mean of 4.0917 whereas Empathy
the constructs are valid. has the lowest mean of 3.2921. Based on the
mean value all the respondents perceived the
Table 4.2: KMO and Bartlett’s Test service quality and students satisfaction
favorable. Based on Table 3: Descriptive
Kaiser-Mayer-Olkin measure Analysis, it revealed that mean of student
0.867
of the sample adequacy
satisfaction was 4.12 and service quality with
Bartlett’s Approx. 715.481
an overall mean of 3.76. Meanwhile, sub
Test of Chi- Square
dimensions under service quality, assurance
Sphericity Df 15
scores the highest mean value, which is 4.09,
Sig. 0.000
followed by responsiveness 4.00, reliability
[Source: Survey Data, 2015]
3.91, tangibility 3.51 and empathy 3.29.

5. RESULTS AND ANALYSIS

5.1 Profiles of the respondents
As above mentioned, the demographic
information includes the following
characteristic of respondents: gender, age
group, ethnicity, type of the course and
medium of the course.

According to the Appendix 1: Profile of the

Students, the results revealed that from 200
respondents in this study, 124 (62%) are
females and 76 (38%) are males.

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 Table 3: Descriptive Analysis

Dimension Range Mean Std. Deviation Variance

Tangibility 3.33 3.5197 0.61204 0.375

Assurance 3.89 4.0917 0.70144 0.492
Reliability 4.00 3.9107 0.76166 0.580
Responsiveness 3.67 4.0025 0.74488 0.555
Empathy 4.00 3.2921 0.80498 0.648
Service quality 3.23 3.7633 0.59334 0.352
Student Satisfaction 4.00 4.1238 0.88858 0.790

[Source: Survey Data, 2015]

5.3 Correlation Analysis

The Pearson correlation coefficient presented associated with student satisfaction, further,
to illustrate the relationship as well as the strong positive association has been found,
statistical significance between service quality which is also in the significant level (P < 0.05).
and student satisfaction. In addition, it is In the meantime, it is revealed that the entire
utilized to find out the relationship between sub dimensions of service quality, which are
service quality sub dimensions (tangibility, also positively correlated with student
responsiveness, reliability, assurance & satisfaction. Reliability has the strongest
empathy) and student satisfaction. relationship (r=0.643), followed by Assurance
(r=0.638), Responsiveness (r=0.617), Empathy
According to the Table 3: Correlation (r=0.480) and Tangibility (r=0.444).
Analysis, service quality is positively

Table 4: Correlation Analysis

Dimension 1 2 3 4 5 6 7
1-Tangibility 1
2-Assurance 0.536** 1
3-Reliability 0.535** 0.792** 1
4-Responsiveness 0.385** 0.752** 0.780** 1
** ** **
5-Empathy 0.543 0.479 0.547 0.482** 1
6-Service quality 0.714** 0.869** 0.899** 0.839** 0.758** 1
** ** ** ** **
7-Student Satisfaction 0.444 0.638 0.643 0.617 0.480 0.693** 1
** Correlation is significant at the 0.01 level (2-tailed)
[Source: Survey Data, 2015]

5.4 Test of Collinearity Two major methods were used in order to

High levels of collinearity increase the determine the presence of multi-collinearity
probability that a good predictor of the among independent variables in this study.
outcome will be found insignificant and These methodologies involved calculation of a
rejected from the model (Hair etal., 2003). Tolerance test and variance inflation factor

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(VIF) (Ahsan et al., 2009). According to Hair 5.5 Regression Analysis
et al., (2003), the maximum acceptable VIF The objective of multiple regression analysis is
value would be 5.0, thus if VIF value higher to predict the single dependent variable by a set
than 5.0 would indicate a problem with of independent variables (Heppner and
multicollinearity. The results of these analysis Heppner, 2004). In this study, regression
are presented in Table 5: Test of Collinearity. analysis has been utilized to find out the
significant impact of service quality and it sub
Table 5: Test of Collinearity dimension on student satisfaction. Generally
Independent Collinearity Statistics regression analysis is used to answer the
question as what extent independent variables
Variable Tolerance VIF
influence on the dependent variable. In this
Tangibility 0.578 1.730 context, research question as what extent
Assurance 0.305 3.275 service quality influences on the student
Reliability 0.268 3.737 satisfaction in the private higher education
Responsiveness 0.329 3.043 institutions is answered.
Empathy 0.601 1.664
[Source: Survey Data, 2015] According to the analysis, 49 percent
(Adjusted R2=0.477) of the variation has been
found which is in the significant level. It means
Base on the output of the table 4: Test of that, customer satisfaction in student
Collinearity, None of the tolerance level is < 1
satisfaction in the private higher education
or equal to 1 and also VIF values are perfectly institutions in Jaffna is determined or
below 5. It can be seen clearly that VIF range influenced by the service quality. Further,
between 1.664 and 3.737 values which are student satisfaction among the private higher
well-below five. On the other hand, the
education institutions is also influenced by
tolerance values range between 0.268 and assurance (standardized coefficients B is 0.236
0.601. Thus, the measures selected for at sign. T = 2.547) and responsiveness
assessing independent variable in this study
(standardized coefficients B is 0.202 at sign. T
does not reach levels indicate of = 2.260) in the service quality significantly.
MultiCollinearity.
Meantime, tangibility, reliability & empathy
are not contributed significantly in student
Table 5: Regression Analysis satisfaction.
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) 0.247 0.314 0.787 0.432
Tangibility 0.098 0.098 0.068 1.004 0.317
Assurance 0.299 0.117 0.236 2.547 0.012
Reliability 0.225 0.116 0.192 1.943 0.053
Responsiveness 0.241 0.107 0.202 2.260 0.025
Empathy 0.141 0.073 0.127 1.928 0.055
R=0.700
R2=0.490
Adjusted R2=0.477
Durbin-Watson=1.811
F value=37.345
Sig. F=0.000

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In addition to that, the acceptable Durbin which shows that there were no auto
Watson range is between 1.5 and 2.5 .In this correlation problems in the data used in this
analysis Durbin-Watson test shows that value research (Table: 5).
1.811, which is between the acceptable limit
5.6 Hypotheses Testing
Table 5: Hypotheses Testing
Hypotheses Values scored Result Tools

H1: There is a significant relationship between r = 0.693 Accepted Correlation

service quality and student satisfaction p = 0.000
(p < 0.05)

H1a : There is a significant relationship between r = 0.444 Accepted Correlation

tangibility in the service quality and student p = 0.000
satisfaction (p < 0.05)

H1b : There is a significant relationship between r = 0.638 Accepted Correlation

assurance in the service quality and student p = 0.000
satisfaction (p < 0.05)

H1c : There is a significant relationship between r = 0.643 Accepted Correlation

reliability in the service quality and student p = 0.000
satisfaction (p < 0.05)

H1d : There is a significant relationship between r = 0.617 Accepted Correlation

responsiveness in the service quality and student p = 0.000
satisfaction (p < 0.05)

H1e : There is a significant relationship between r = 0.480 Accepted Correlation

empathy in service quality and student satisfaction p = 0.000
(p < 0.05)

H2: There is a significant impact of service quality r = 0.477 Accepted Regression

on student satisfaction p = 0.000
(p < 0.05)

H2a: There is a significant impact of Tangibility in the β = 0.477 Rejected Regression

service quality on student satisfaction p = 0.317
(p > 0.05)

H2b: There is a significant impact of assurance in the β = 0.236 Accepted Regression

service quality on student satisfaction p = 0.012
(p < 0.05)

H2c: There is a significant impact of reliability in the β = 0.192 Rejected Regression

service quality on student satisfaction p = 0.053
(p > 0.05)

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 H2d: There is a significant impact of responsiveness β = 0.202 Accepted Regression
in the service quality on student satisfaction p = 0.025
(p < 0.05)

H2e : There is a significant impact of empathy in β = 0.127 Rejected Regression

service quality on student satisfaction p = 0.055
(p > 0.05)

[Source: Survey Data, 2015] contributed significantly in student

satisfaction.
6. CONCLUSIONS AND
RECOMMENDATIONS There were number of studies that proved the
service quality of higher educational
The main purpose of this research study institutions significantly impact student
focuses on the relationship & the impact satisfaction. A study by Hasan, et al., (2009)
between the determinants of service quality has proved that, there is a significant positive
and student satisfaction. relationship between service quality and
student satisfaction (r=0.653**), furthermore
According to the correlation analysis, service according to the regression analysis he found
quality in the private higher education 68.9% of total variance in student satisfaction
institutions in Jaffna is positively associated has been contributed significantly by service
with student satisfaction. Further, it revealed quality.
that, the sub dimensions such as assurance,
reliability, and responsiveness have a moderate
In a supportive way, Usman (2010) approached
positive correlation with student satisfaction
the study by using structural equation modeling
and tangibility &empathy have weak positive
technique (SEM) on The Impact of Service
correlation with student satisfaction. It was
Quality on Students’ Satisfaction in Higher
also found that student satisfaction among the
Education Institutes of Punjab in Pakistan. The
private higher education institutions in Jaffna
result has revealed that, service quality have a
is significantly influenced by the service
significant impact on the students’ satisfactory
quality.
level. Poturak (2014) identified that, students
have slightly positive opinion about the service
The results of the regression analysis show that
quality at these private higher education
service quality contributes significantly to
institutions in Bosnia and Herzegovina.
student satisfaction with are indicated
significant at 0.05 levels According to the
analysis, 49 percent (Adjusted R2=0.477) of the Recently, Ali & Mohamed (2014) has
total variable in student satisfaction has been investigated a research to assess relationship
significantly explained by the service quality. between service quality and students’
Meantime, student satisfaction among the satisfaction. The study found that, positive
private higher education institutions is also significant relationship between service quality
influenced by assurance and responsiveness in dimensions (Tangibility, Reliability,
the service quality significantly. Even though, Responsiveness, Assurance and Empathy) and
tangibility, reliability & empathy are not students’ satisfaction. Furthermore, Hanaysha,
Abdullah &Warokka (2011), has also pointed

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out that, all the five dimensions of service  Lecturers are generally reliable. It stressed
quality were correlated with student that keep time and don’t cancel class
satisfaction. In the meantime, the finding of the  Ensure, that staff shows sincere involvement
present study is consistent with the results of in solving student’s problem.
previous studies in terms of the direction of the
relationship (Parasuraman et al., 1985, 1988; The mean for “responsiveness” for Jaffna
Sureshchandar et al., 2002; Azman et al., 2009; students is equal to 4.0025. This means that
Ravichandran et al., 2010). most of students in Jaffna are satisfied with the
responsiveness of service provided. The result
have shown
6.1 Key Findings
 Staff are available when students need helps.
The findings for tangibility show that the mean
of two institutions are equal to 3.5197, this  Lecturers are available to clear the students’
means that most of students in these doubts.
institutions were satisfy with the tangible  Students can raise their problems at anytime
service provided. Meanwhile, these two in these institutions.
educational institutions should enhance the
followings: The mean for “empathy” for these two
 Provide computer and communication institutions are in 3.2921. In this study,
facilities to the students. empathy holds the lowest mean vale.
Therefore, these institutions have an eye on
 Develop institution culture, value & belief.
Study room accommodation & student
 Confirm that the classrooms and surrounding
convenient and access to computer facility
are in comfortable.
based on student convenience.
 Improve building structure & set up.
 Up to date their curriculum. Increase the
6.2 Recommendations
numbers of courses.
From the study, researchers developed
 Provide convenient parking facilities to the
students. recommendations to the management of the
institutions, Lecturers/Teachers of the
The mean for “assurance” for the institutions institutions and the students.
are equal to 4.0917, this means that most of the
Jaffna students are more satisfied with the
assurance of service provided by these two To the Management of the Institutions
institutions. Students are satisfied with  Change the teaching method based on
productivity of the lectures, friendly & help full modern trend preferably adopting power
mind of the staff and the institutions must focus point slides to enhance the teaching.
to develop the communication skills of the
 Establish attractive classroom by providing
students.
all the minimum essentials and required
progressive learning environment.
The mean for “reliability” for these institutions
 Digital computer lab facility with internet
were 3.9107. This means that most of the
access throughout the day.
students who are studying above institutions,
 Provide library facility with new/updated
agree with reliability of service provided. That
texts.
means most students are satisfied and agree
 Make some arrangements for students
that proficiency of lectures and the lectures
recreational facilities like extracurricular
also show their concern in solving problems of
activities, eg: indoor games (Chess, Carom,
students. Even though they should confirm
etc.)
 Registration is done on time and error free

Journal of Business Studies 57 Volume 1 (2) - 2015

 Canteen facility during the class conducting amount of the sample used for this research is
days with reasonable/ concession rates to another potential limitation of this finding.
food items.
 Teaching English as a second language to 6.4 Recommendations for Future
enhance the knowledge of the student, and Research
encourage them to enroll for it.
 Encourage the students to learn the courses Researchers can recommend the future
in English medium by proving facilities. researcher to focus on service quality and
 Provide better infrastructure for a conducive students satisfaction in all state universities in
learning environment. Sri Lanka. In addition, future can conduct a
comparative study to investigate whether there
are any differences in service quality and
To the Lecturers/Teachers of the Institutions
student satisfaction between state higher
 Use power point slide or any other relevant educational institutions and private higher
visual aids, which will enhance the listening educational institutions.
power of the students.
 Encourage two-way communication with Furthermore, we can suggest the researchers, in
students; at the same time be competent in the statistical point of view to conduct the
clearing their doubts. factor analysis to explore the factors, which are
 Provide up dated/latest booklist to the influencing on student satisfaction beyond
libraryor management and stress them to service quality. Because only we found 49%
make available those books for referencing variance influence on customer satisfaction via
purposes. service quality. Due to that 51% of the
 Motivate the student to involve in creative influence should be found through exploratory
works, like doing research, publishing their factor analysis, which might be the better
findings, etc. pathway to construct the student satisfaction in
 Try to be punctual to class and avoid better way.
cancellations as much as possible.
Further study is suggest to make a comparative
To the Students of the Institutions study to investigate whether there are any
 Attend class with concern and punctual. differences in service quality and student
satisfaction between New College of High
 Update the knowledge as much as possible.
Studies, Jaffna and Jaffna College
 Behave ethically as much as possible.
Undergraduate Department in Jaffna.
 Follow co-curricular courses to enhance their
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 Appendix
Appendix 1: Profile of the Students in this study
Category Frequency (n) Percentage (%)
Institution
New College of High Studies, Jaffna 100 50.0
Jaffna College Undergraduate Department in Jaffna 100 50.0
Total 200 100.0
Gender
Male 76 38.0
Female 124 62.0
Total 200 100.0
Age
Below 18 14 7.0
19 – 21 63 31.5
22 – 24 56 28.0
25 – 27 50 25.0
28 – 30 15 7.5
Above 30 2 1.0
Total 200 100.0
Ethnicity
Tamil 198 99.0
Muslim 2 1.0
Total 200 100.0
Type of the course
Professional 78 39.0
Undergraduate 122 61.0
Total 200 100.0
Medium of the course
Tamil 165 82.5
English 35 17.5
Total 200 100.0
[Source: Study survey (2015).]

Journal of Business Studies 62 Volume 1 (2) - 2015

 Appendix 2: Summary of the statements

Std.
S. Mean
Statements Deviation
No.
Service Quality: Tangibility
1 Lecturers always come with smart dress. 4.05 0.979

2 Arrangements in the classrooms are always good. 4.32 0.873

3 Lighting arrangements are enough. 4.32 0.884

4 I like the building structure & set ups. 4.03 0.997

5 Classroom / surroundings are clean always. 4.09 0.901

6 Classroom / surroundings are comfortable / conducive. 4.05 0.878

7 Internal / External environment are very suitable for studying. 4.01 0.997

8 The officials are always helpful. 4.01 1.082

9 Parking facilities adequate. 3.98 1.121

10 The curriculum is up-to-date. 3.67 1.024

11 There are number of courses available. 3.40 1.244

12 Computer lab is available with adequate machines / facilities. 2.22 1.304

1 Computers are ‘up-to-date’ always. 2.12 1.222

14 Software in use are ‘up-to-date’ always. 2.14 1.222

15 Internet / Email facilities are available are accessible. 2.42 1.426

16 Organization culture, value & belief of this institution are appreciable. 3.68 1.079

Assurance:
17 Staff are friendly & courteous. 4.00 1.039

18 Lecturers are friendly & courteous. 4.25 0.923

19 Research efficiency / productivity of the lecturers are good. 4.31 0.791

20 Academic credentials of the lecturers are good. 4.30 0.801

21 Lecturers are innovative & agents of change. 4.12 0.949

22 The institute is involved with society. 4.03 0.969

23 Staff are aware of rules & regulations. 4.02 0.992

24 Security system is satisfactory. 4.00 1.047

25 Communication skills: Courses are well taught in this institution. 3.82 1.108

Reliability:

Journal of Business Studies 63 Volume 1 (2) - 2015

 26 Registration is done on time & error – free. 3.73 1.207

27 Institution keeps its records accurately. 3.90 1.042

28 Lecturers are generally reliable: Keep time / don’t cancel classes. 3.75 1.130

29 Staff shows sincere involvement in solving student problems. 3.82 0.957

30 This institution meets its promises in service providing. 3.90 0.974

31 Dependable teaching capability / proficiency of lecturers. 4.19 0.899

32 Lecturers show their concern in solving student problems. 4.11 0.870

Responsiveness:
33 Staff are available when you need helps, if any. 3.92 1.006

34 Lecturers are available to clear your doubts. 4.16 0.910

35 Lecturers are knowledgeable in solving student problems. 4.22 0.914

36 Staff show interest to solve student problems. 3.91 1.043

37 Students can raise their problems at anytime. 3.86 1.032

38 Queries are deals efficiently & promptly. 3.95 1.016

Empathy:
39 Administration has students’ best interest as priority. 3.79 1.107

40 Access to computer facilities is accommodated with students’ convenience. 2.61 1.449

41 Access to study rooms is accommodated with students’ convenience. 3.24 1.368

42 Staff are willing to give students’ individual attention. 3.20 1.263

43 Opening hours of computer rooms is convenient to the students. 2.54 1.431

44 Institute is fair and unbiased in the treatment of individual student. 3.72 1.058

45 Lecturers are sympathetic & supportive to the needs of students. 3.97 1.004

Student Satisfaction:
1 I am satisfied with my decision to attend this institution. 4.14 0.919

2 If have a choice to do it all over again, I still will enroll in this institute. 4.09 1.069

3 My choice to enroll in this institute is a wise one. 4.15 0.904

4 I am happy on my decision to enroll in this institute. 4.13 1.007

Journal of Business Studies 64 Volume 1 (2) - 2015

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