The development of HEdPERF: a new measuring instrument of service quality for the higher education sector

TLDR: In this article, the authors proposed a new measuring instrument of service quality that captures the authentic determinants within the higher education sector, namely, non-academic aspects, academic aspects, reputation, access, programme issues and understanding.

Abstract: Preface Service quality has attracted considerable attention within the tertiary education sector, but despite this, little work has been concentrated on identifying its determinants from the standpoint of students being the primary customers. Thus, it would seem rational to develop a new measurement scale that incorporates not only the academic components, but also aspects of the total service environment as experienced by the student. Likewise, there are many areas of disagreement in the debate over how to measure service quality, and recent research has raised many questions over the principles on which the existing instruments are founded. Although these generic instruments have been tested with some degree of success in wide-ranging service industries, but their replication in higher education sector is still hazy. This paper describes the methodological development of HEdPERF (Higher Education PERFormanceonly), a new measuring instrument of service quality that captures the authentic determinants of service quality within the higher education sector. The proposed 41-item instrument has been empirically tested for unidimensionality, reliability and validity using both exploratory and confirmatory factor analysis (CFA). Such valid and reliable measuring scale would be a tool that tertiary institutions could use to improve service performance in the light of increased competition with the development of global education markets. The results from the current study are crucial because previous studies have produced scales that bear a resemblance to the generic measures of service quality, which may not be totally adequate to assess the perceived quality in higher education. Furthermore, previous researches have been too narrow, with an overemphasis on the quality of academics and too little attention paid to the non-academic aspects of the educational experience. Research findings confirmed that the six dimensions, namely, non-academic aspects, academic aspects, reputation, access, programme issues and understanding were distinct and conceptually clear. Therefore, it can be posited that student perceptions of service quality can be considered as a six-factor structure consisting of the identified six dimensions. Consequently, tertiary institutions should assess all the six dimensions of service quality to ascertain the level of services provided, and to determine which dimensions need improvement. Evaluating service quality level and understanding how various dimensions impact overall service quality would ultimately enable tertiary institutions to efficiently design the service delivery process. In addition, knowing the strengths and weaknesses of these dimensions and their relative influence may result in better allocation of resources so as to provide a better service to students. While many service quality attributes may influence a student’s perception to a certain extent, the results also indicate that access, which relates to such aspects as approachability, ease of contact, availability and convenience has significantly influenced the overall service quality perception. In other words, students perceived access to be more important than other dimensions in determining the quality of the service that they received. Tertiary institutions should therefore concentrate their efforts on the dimension perceived to be important rather than focusing their energies on a number of different attributes, which they feel are important determinants of service quality. While the idea of providing adequate service on all dimensions may seem attractive to most service marketers and managers, failure to prioritize these attributes may result in inefficient