pardeep.exp

7/31/2019 Pardeep.exp

1/161

EXPECTATION AND PERCEPTION OF POSGRADUATE STUDENTS FOR

SERVICE QUALITY IN UTM

EFFAZIELA BT MOHAMAD TAHAR

A Project report submitted in fulfillment of the

requirement for the award of degree of Master of

Science in Facilities Management

Faculty of Geoinformation Science and Engineering

Universiti Teknologi Malaysia

JUNE 2008


2/161

iii

DEDICATION-

My lovely family..

Mak and Abah,Long, Amir, Adha & Fitrah..

Encourages buddies..Siti Fatimah, &Low..

AndZaamuddin B Zakaria,

Upon who I draw strength and inspires me daily..For All of You..

Thank You Very Much!


3/161

iv

ACKNOWLEDGEMENTS

Many important individuals contributed to the completion of this dissertation and

deserve my thanks and recognition for individual for the valuable contributions they

made. I would like to acknowledge my dissertation supervisor Ass. Prof Dr.

Hishamuddin Mohd Ali for his encouragement, support and ability to endure with

guidance and, patience, utilizing his skills, knowledge, and experience through thisdevelopment process.

I wish to thank Prof. Dr. Mohd Ibrahim Seni Mohd, Dean of School of

postgraduate studies for his cooperation. Also, I am grateful to postgraduate students for

their participation and cooperation which made this dissertation research a success.

Finally, my understanding and supportive classmate En. Kamisan, En. Abdul

Hadi, En. Halim, Mastura and En. Yunus.

I completed my dissertation with the continued support and prayers from my family and

friend to whom I owe so much. When completing this thesis, I developed a deep

appreciation for the unique contribution that I received from each of the individuals

thanked above as well as any individual whom I may have forgotten to mention.


4/161

v

ABSTRACT

Service quality has become predominant part of all advanced organizations strategic

plan. Higher attention on service quality has resulted in increasing and profit or an

organizations. Higher education has possesses all the characteristics of service industry

such as tangible, reliability, responsiveness, assurance and empathy. One characteristicof service quality was added for higher education which is information resources. The

main aims of this study were to examine the expectation and perception towards

service quality delivered by School of Graduate Studies (SPS) and analyze the gap

between expectation and perception using the gap analysis. Using the modified

SERVQUAL as a measure, this study asked postgraduate students during 2007/2008

academic session in Universiti Teknologi Malaysia to complete a service quality

surveyto compare their perceptions and expectations. Therefore, gaps in educational

service quality at the higher education can be measured. A comparison of mean

expectation scores to mean perception scores revealed a statistically significant

relationship using Cronbachs coefficient alpha. The finding shows high reliability to

all items in the modified questionnaires. This indicated that gap scores, as produced by

this scale are valid measurement for overall satisfaction of postgraduate students with

the delivery of services by the university. The result also showed that the gap of all

dimension of service quality were negative. Responsiveness and empathy were

identified as the most critical dimension for the School of Graduate Studies (SPS). Thus,

improvements are required across all six dimension of service quality especially

responsiveness and empathy.


5/161

vi

ABSTRAK

Kualiti perkhidmatan merupakan aspek yang penting dalam pelan strategik bagi sesuatu

organisasi. Kesedaran yang tinggi terhadap kualiti perkhidmatan dapat meningkatkan

keuntungan bagi organisasi. Institusi pengajian tinggi mempunyai semua ciri-ciri

industri perkhidmatan, contohnya, nyata, kebolehpercayaan, responsif, jaminan dan

empati. Satu ciri telah ditambah di dalam kajian ini iaitu sumber maklumat. Kajian ini

bertujuan untuk mengkaji harapan dan persepsi terhadap kualiti perkhidmatan yangdisediakan oleh Sekolah Pengajian Siswazah (SPS) dan menganalisis jurang antara

jangkaan dan persepsi dengan menggunakan analisis jurang. Dengan menggunakan

pendekatan SERVQUAL yang telah diubahsuai,instrument borang soal selidik

digunapakai untuk menanya soalan ke atas pelajar pasca ijazah semasa sesi

pembelajaran 2007/2008 dengan membandingkan diantara jangkaan dan persepsi

mereka terhadap perkhidmatan yang diberikan oleh Sekolah Pengajian Siswazah (SPS).

Analisis terhadap data ini menggunakan kaedah anaisis jurang telah menentukan jurang

yang wujud dalam kualiti perkhidmatan yang telah disampaikan. Cronbachs coefficient

alpha telah digunakan untuk mengukur tahap kebolehpercayaan dan penulis mendapati

tahap kebolehpercayaan bagi item di dalam borang sola selidik adalah tinggi. Ini

menunjukkan bahawa skor jurang yang dihasilkan oleh skala yang telah digunakan

adalah sah bagi keseluruhan kepuasan hati pelajar pasca ijazah. Hasil daripada kajian ini

mendapati bahawa kesemua dimensi perkhidmatan adalah negatif. Dimensi responsif

dan empati merupakan dimensi yang paling kritikal bagi Sekolah Pengajian Siswazah

(SPS). Oleh itu, paningkatan kualiti perkhidmatan harus dilakukan bagi semua dimensi

terutamanya dimensi responsif dan empati.


6/161

vi

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xii

LIST OF FIGURES xiv

LIST OF ABBREVIATION xv

LIST OF APPENDICES xvi

1 INTRODUCTION

1.1 Antecedent 1

1.2 Problem statement 4

1.3 Objectives 6

1.4 Scope of study 6

1.5 Significant of study 6

1.6 Methodology 7

1.6.1 Stage One: Literature Review 7

1.6.2 Stage Two : Case Study 8

1.6.3 Stage Three : Questionnaire 8

1.6.4 Stage Four : Results and Findings 8


7/161

vii

1.7 Thesis organization 9

1.7.1 Chapter One : Introduction 9

1.7.2 Chapter Two : Service Quality in Higher Education 9

1.7.3 Chapter Three: School of Graduate Studies, 9

University Technology Malaysia

1.7.4 Chapter Four : Methodology 10

1.7.5 Chapter Five : Frequency and Gap Analysis 10

1.7.6 Chapter Six : Conclusion 10

2 SERVICE QUALITY IN HIGHER EDUCATION

2.1 Overview 12

2.2 Service 13

2.2.1 Definition of service 14

2.2.2 Characteristic of service 17

2.2.3 Differencesbetween Service and Physical Goods 19

2.2.4 Higher Education as a Service Industry 20

2.3 Quality 21

2.3.1 Definition of Quality 22

2.3.2 Quality Dimensions 23

2.3.3 Total Quality Management (TQM) 23

2.3.4 TQM Approach in Higher Education 24

2.3.5 Total Quality Service (TQS) 25

2.4 Service quality 27

2.4.1 Definition of service quality 28

2.4.2 Service quality dimension 29

2.5 SERVQUAL 30

2.5.1 Gaps in Service Quality 32

2.5.2 Utilizing of SERVQUAL 34

2.5.3 Reliability of SERVQUAL 34

2.5.4 Validity of SERVQUAL 35

2.6 Customer Expectation 36


8/161

ix

2.7 Customer Perception 36

2.8 Customer satisfaction 37

2.8.1 Satisfaction and Service Quality 37

2.8.2 Student Satisfaction 38

2.9 Conclusion 39

3 SCHOOL OF GRADUATE STUDIES (SPS), UNIVERSITI

TEKNOLOGI MALAYSIA

3.1 Overview 41

3.2 Introduction 41

3.3 History of School of Graduate Studies (SPS) 42

3.4 Roles of School of Graduate Studies (SPS) 43

3.5 Post Graduate Programs 43

3.6 Student Enrolment 44

3.7 Mode of Study 45

3.7.1 The Program 45

3.7.2 The Research 46

3.7.3 The Fees 46

3.8 Practicing Quality Assurance and Academic Audit 46

3.8.1 Managing the Taught Course Programmes 46

3.8.2 Managing the Research Studies 48

3.9 Conclusion 50

4 METHODOLOGY

4.1 Overview 51

4.2 Research Strategy 52

4.2.1 Literature Review 52

4.2.2 Case Study 53

4.2.3 Questionnaire 55

4.2.3.1 The Advantages of Questionnaires 55

4.2.3.2 Structure of Questionnaire 56


9/161

x

4.2.3.3 Framework of Questionnaire 56

4.2.3.4 Format of Questionnaire 69

4.2.4 Sampling 71

4.2.4.1 Population 71

4.2.4.2 Sample 72

4.2.4.3 Respondent 72

4.2.4.4 Sampling Technique 72

4.2.4.5 Questionnaire Distribution 73

4.2.5 Data Analysis Method 73

4.2.5.1 Frequency Analysis 73

4.2.5.2 Gap Analysis 74

4.2.5.3 Reliability Analysis 75

4.3 Conclusion 76

5 FRQUENCY AND GAP ANALYSIS

5.1 Overview 77

5.2 Response Rate 785.3 Percentage and Frequency Analysis 78

5.3.1 Section One : Demography 79

5.3.1.1 Gender 79

5.3.1.2 Age 80

5.3.1.3 Level of Study 81

5.3.2 Frequency Analysis and Compare Mean 82

5.3.2.1 Expectation Section 83

5.3.2.2 Perception Section 85

5.4 Gap Analyses 88

5.4.1 Mean Expectation, Man Perception and Service Gap 89

5.4.2 Six Highest Service Gap 90

5.4.3 Six Lowest Service Gap 91

5.4.4 Mean Expectation, Mean Perception According to the 92

Dimension


10/161

x

5.5 Crosstabulation Analyses 93

5.6 Reliabiliry Test

5.6.1 Expectation Statement 94

5.6.2 Perception Statement 95

5.7 Conclusion 96

6 CONCLUSION

6.1 Overview 976.2 Review of Service Quality 97

6.3 Review of Service Quality Concept in Education 98

6.4 Summary of Objectives and Methodology 98

6.5 Summary of Finding 99

6.5.1 Objective One : Examine Student Expectation and 100

Perception Toward Service Quality Delivered by School

of Graduate Studies

6.5.2 Second Objective : Analyze the Gap Between Perception 104

and Expectation Using the Gap Analysis

6.6 Recommendation From Finding 106

6.7 Research Limitations and Recommendation for Future Research 107

6.8 Conclusion 108

BIBLIOGRAPHY 110

Appendices A-C 115 - 135


11/161

xii

LIST OF TABLES

TABLE NO. TITLE PAGE

2.1 Summarized some of definition of service 15

Among the Various Authors

2.2 The differences between physical goods and 19

services

2.3 The common definitions of quality among the 22

various authors

4.1 Closed ended questions 69

4.2 Scale of measurement for the expectation 70

statements

4.3 Scale of measurement for the perception 70

statements

5.1 Response of the questionnaire surveys 78

5.2 Summary of respondents gender 79

5.3 Summary of respondents age. 80

5.4 Summary of the level of study for the 81

respondents

5.5 Mean value of the expectation of the service 83

quality

5.6 The six highest expectations 84

5.7 The six lowest expectation 85

5.8 The mean value of the perception of the service 86


12/161

xiii

quality

5.9 The six highest perception 87

5.10 The six lowest perception 88

5.11 The mean expectation, mean perception and service 89

gap

5.12 The six highest service gap 91

5.13 Six the lowest service gap 91

5.14 Mean expectation, mean perception and service 92

gap according to dimension

5.15 Reliability test for the expectation statements 94

5.16 Reliability test for the perception statements 95

6.1 The six highest expectations 101

6.2 The six lowest expectation 102

6.3 The six highest perception 103

6.4 Six highest service gap 104

6.5 Thesix lowest service gap 105

6.6 Mean expectation, mean perception and service 105

gap


13/161

xiv

LIST OF FIGURE

FIGURE NO. TITLE PAGE

1.1 Research design 11

2.1 The relationship between strategy, system, people 27

and how they related to customers.

2.2 Service quality gap model 33

2.3 The relationship between service quality and 38

satisfaction

3.1 The postgraduate student enrolment profile during 442003/2004 session until 2007/2008 session

4.1 Framework of questionnaire 67

5.1 Pie chart of respondents gender 80

5.2 Pie Chart of Respondents age 81

5.3 Pie chart of the level of study of the respondents 82

5.4 Mean expectation, mean perception and service gap 90

5.5 Mean expectation, mean perception and service gap 93

according to dimension


14/161

xv

LIST OF ABBREVIATIONS

ABBREVIATION TITLE

FTE Full Time Equivalent

HE Higher Education

PHEI Private Higher Education Institution

QA Quality Assurance

SLT Student Learning Time

SPS School of Graduate Studies

TQM Total Quality Management

TQS Total Quality Service


15/161

xvi

LIST OF APPENDICES

APPENDIX NO. TITLE PAGE

A Sample of Questionnaire 117

B Crosstabulation Results 123

C SPSS Results 125


16/161

CHAPTER IINTRODUCTION


17/161

CHAPTER 1

INTRODUCTION

1.1 AntecedentSince the Asian economic crisis in 1997, Malaysia as well as other countries in

the region, have devised innovative ways to encourage students to pursue studies within

the country, rather than having to go to overseas. To gain a competitive advantage effort

to adopt the quality management system philosophy are fast spreading within the higher

education institutions in Malaysia (Sohail et.al, 2003) . Furthermore, our country has

been distinctly successful in the democratization of higher education, ensuring the broad

access to higher education has made us a world success in equitable development. In

order to meet the demands of new global challenges, however we must ensure that

quality remains an integral focus of higher education.

The university and the faculty are committed towards becoming a world-class

university by the year 2010. The major concerns and attribute that cannot be

compromised is the issue of quality. Based on the faculty philosophy, vision and

mission, it is clear that the faculty is consistently positive towards the quality education

and appeared to be very dynamic in the quality approach and its technique. It can be

seen in the QMS ISO 9001:2000 certification and the effort put by all the staffs in

fulfilling and committing to the requirements of the QA imposed by the Ministry of

Education (Ahmad et a.,l 2004)


18/161

2

Prime Minister Dato Seri Abdullah B Hj. Ahmad Badawi says,

To need develop the necessary first- class human capital, so that the country can be

intellectually self-sufficient and be able to engage as equals the world over, especially in

advancing new theories and solution.

In ninth Malaysia Plan in March 2006, he also asserted

The development of human capital willintensify. The approach must be holistic

and emphasis the development of knowledge, skills, intellectual capital in field such as

science, technology and entrepreneurship. Simultaneously, we must develop a culture

that progressive coupled with high moral and ethical values. This is what meant by

human capital with first class mentality.

Both of the statements above show that the important of developing first-class

capital human so that our country will become a competitive country. Higher education

is one of the best places to produce the first-class capital human. It intends to strengthen

the capability on accountability.

Education is an essential component of skills training which will not only

produce a pool of well educated, skilled and highly motivated work force but also

produce citizens with high moral and ethical values. Important as it is to produce

sufficient manpower for the growth of our nation, it is equally important to also take into

account the need for quality, knowledge-based workforce. It cannot be denied that the

quality and adaptability of the workforce remains the cornerstone of the countrys

competitiveness in the international environment. This is why quality education system

plays a key role in setting up a framework to ensure that an adequate supply of qualified,

highly skilled and well trained manpower is structurally placed.


19/161

3

Meanwhile, according to Berry and Parasuraman (1992), they 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

expectation. These mechanism must be measured regularly to response to the changes of

the environment where the expectation of the stakeholder is becoming higher. The

findings of the measurement are very useful for the faculty administrators as well as the

academic staffs to provide plans and solutions for the continuous improvement so that

the service and the program offered are significant to the students.

It is vital to consistently measures the performance of service quality from

students perspective because they are directly involved in the education process. They

can be seen and act as a consumer or customer as well as a product of the education

institution. Students view on all aspects of their higher education experiences is

essential to monitor the quality of education. The data and information gained will help

the service provider and the stakeholder to make judgments about level of quality in

particular universities (Brennan et al., 2003).

According to Code of Practice 3rd Edition (2005) in public universities in

Malaysia, products quality such as a prescribed curriculum describe the broad

requirements that ought to be made in the broad components of the structure, process

and outcomes of higher education as well the institutions quality systems. The

guidelines on criteria and standards for higher education in Malaysia have been accepted

by consensus by the academic community in March 2002. It provides guidelines on

good practices and the general requirements in nine areas in the structure and process of

higher education. The categorization facilitates data collection and analysis for self-

study and external assessment.

The nine criteria and standards as follows :

i. Vision, mission, educational goals and learning outcomes;

ii. Curriculum design and delivery;

iii. Assessment of students;

iv. Student selection and support services;


20/161

4

v. Academic staff;

vi. Educational resources;

vii. Program monitoring and review;

viii. Leadership, governance and administration;

ix. Total continual quality improvement.

1.2 Problem StatementEducation is a service industry. It needs to adopt the techniques in measuring the

quality of its services and the satisfaction of its customers. Service quality also has

become a predominant part advanced organizations strategic plan. Increasing attention

paid to service quality has resulted more progress and profit in organizations. Higher

education possesses all the characteristics of service industry, i.e, intangible,

heterogeneous, inseparability, variability, perishable, and the customer (student)

participates in the process. However, quality measurement in higher education continues

to be a vexing and difficult issue. Most evaluation of higher education have primarily

used tangible criteria (Hadikoemoro, 2001).

According to Lampley (1999), the study was that the institution of higher

education has not yet established a proven, generally accepted methodology for

evaluating the quality of the services they provide. A long list of successes in the for-

profit sector has prompted institutions of higher education to imitate the business model

of measuring service quality (Milakovich, 1995).

The Higher Education Minister, the Chairman of Barisan Nasional

Backbenchers Club, Barisan Nasional MPs, academics and Malaysians concerned

about the quality, standards and excellence of higher education in Malaysia will be

invited to give their inputs on how to create a world-class higher education system in


21/161

5

the country, transforming Malaysia into an international centre of academic excellence

(Parliament, 2006).

From the universities perspective, the faculty is seriously committed in fulfilling

the requirement of the Quality Assurance Standard regulated by the Ministry of Higher

Education of Malaysia. One important aspect that must be seen and proven is the effort

and commitment of the faculty to review regularly the quality of education and services

provided to students. For a quite long time there is no special study focusing on the

quality of education taking into overall evaluations particularly from students

perspective. It is high time to know the current status and level of service quality in

education. The questions about the performance of service quality must be answered

(Ahmad et al., 2004).

Further more, Zaini et al., (1997) stated that the development of postgraduate

education programs therefore, needs to take into account. Thus the new challenge

requires a proactive measure and paradigm shift among those who are associated with

the advanced sectors of education in science and technology. An addition Quality

assurance in delivery supervision has been given particular emphasis in implementation

the quality is monitored and audited accordingly. The School of Graduate Studies (SPS),

Universiti Teknologi Malaysia is responsible to ensure that all specific requirement of

study are in place and executed properly. Among the role SPS include to ensure that

facilities are available to meet both the academic and social needs of graduate students.

Quality assurance of the postgraduate student experience must be assured from

beginning to completion and beyond. Quality assurance means the process by which the

total postgraduate student experience is supported by system, mechanism and process

controls necessary to ensure that the postgraduate student is treated with care attention

which befits the customer obtaining university service (Bushaway, 2003).

According to the interview session with the dean of the School of Graduate

Studies (SPS) there is no students satisfaction survey was conducted before. SPS also

did not provide any mechanism for students complaint.


22/161

6

Consequently, this study was designed to test the feasibility of measuring a

universitys service quality by measuring the gap between students expectation and

experiences among the postgraduate students in higher education. Such gap, or

differences, between the customers expectations and what is actually experienced, is the

basis for the gap methodology.

1.3 ObjectivesThe objectives of the research are as follows :

i) To examine student expectation and perception toward service qualitydelivered by School of Graduate Studies.

ii) To analyze the gap between expectation and perception using the gapanalysis.

1.4 Scope of the research

The area of study is service quality in higher education. This study focused only

postgraduate student currently enrolled in master and Doctor of philosophy available in

Universiti Teknologi Malaysia. It is focused on the dimensions of service quality from

students perspective, particularly in the School of Graduate Studies, Universiti

Teknologi Malaysia. It does not focus onall students. The population of this study was

all of postgraduate students at Universiti Teknologi Malaysia during 2007/2008

academic session. The result of this study cannot be generalized to other group or

students at any other time than the year of this study.


23/161

7

1.5 Significant of the research

The outcome of the study is useful for the university to continuously improve the

service quality of education as imposed and required by the ISO and QA standard

especially service quality delivered by School of Graduate Studies. The results of the

improvement effort finally will benefit the students as well. In the long run, this study is

a part of periodically and continuously evaluations and reviews series.

1.6 MethodologyThe methodology of this studywas in five stages as stated below:

1.6.1 Stage One: Literature Review

At the first stage, a comprehensive literature review was conducted to explain

three elements. The first stage concern with the service which described about the

definition of service, characteristics of service, higher education as a service industry

and the services within the higher education. The second describes to the term of quality

including the definition of service, dimension of service, total quality management

(TQM) and the implementation of TQM in higher education. The third stage explains

the SERVQUAL instrument. SERVQUAL is the instrument or an approach to measure

service quality. At this stage, the discussion about the SERVQUAL which are includes

the gap in service quality, utilizing of SERVQUAL the validity of the instrument. The

last stage includes customer expectation, customer perception and customer satisfaction.

All information and sources concerning the service quality were gathered accordingly

from books, articles, journals, and other related documents.


24/161

8

1.6.2 Stage Two : Case Study

Case study illustrated the reality in the field of study. Case study was used to

observe the development of the study based on the design and ethic (Yin, 1993). For this

study, School of Graduate Studies was selected as the case study. The measurement of

service quality is focused the service provided by the School of Graduate Studies.

1.6.3 Stage Three : Questionnaire

Questionnaires were developed based on the findings in Stage One and Stage

Two. The format of the questionnaire was designed based on the SERVQUAL approach

which is discussed in details in stage one. It was then distributed to the postgraduate

students from various faculties and departments in UTM. Appropriate statistical

analysis methods were adopted for the data analysis process.

1.6.4 Stage Four : Results and Findings

At this stage, the project presents the results of the quantitative data collected

from the questionnaires administered to the respondents and subsequent analysis that has

been carried out. The mean score derive from the frequency analysis used as the score

perception and expectation. The service gap determine by subtraction the perception

score and the expectation score.


25/161

9

1.7 Thesis organization

This study is organized and presented through six chapters as below:-

1.7.1 Chapter One : Introduction

Chapter One discussed on the issues in quality service specially in higher

education, followed by identifying the objectives of the study, a brief discussion on the

scope of study, significance of the study, the research methodology and a thesis

organization.

1.7.2 Chapter Two : Service Quality in Higher Education

This chapter was solely concerned on the theoretical or the literature part of the

service quality in general and also focused in higher educations context.

1.7.3 Chapter Three: School of Graduate Studies, Universiti Teknologi Malaysia

In this chapter, was explained regarding to the background of the Scholl of

Graduate Study, the function and the most critical term is the service provided by this

organization.

1.7.4 Chapter Four : Methodology

Chapter Four described the research approach adopted for this study, such as

explanations on techniques of data collections and the data analysis methods. Each steps


26/161

10

of the research methodology was described, beginning with the initial planning and

preparation of this research until the final results.

1.7.5 Chapter Five : Frequency and Gap Analysis

The findings of this study were presented in this chapter. The feedback of

questionnaires distributed and analyses of the data were presented in order to achieve the

objectives of this study. For the analysis, Microsoft Excel and Statistical Programme for

Social Science (SPSS)were used to fulfil the research objectives.

1.7.6 Chapter Six : Conclusion

The chapter ends with concluding notes on the objectives that the project set out

to achieve. A conclusion was reached, based on the problem, analysis and findings of the

study. Recommendations for further study were also included in this chapter.


27/161

11

High

Low

OBJECTIVE ONE OBJECTIVE TWO

It is high time to know the current status and level of service

quality in education. The questions about the performance of

service quality must be answered

SERVICE QUALITY

DIMENSIONS

STUDENT PERCEPTIONS

PROBLEM STATEMENT

SERVICE GAP

Figure 1.1 Research Design

STUDENT EXPECTATIONS

Tangible Reliability Responsiveness Assurance Empathy

Information

Resources

examine student expectationand perception toward

service quality delivered by

School of Graduate Studies.

analyze the gap betweenexpectation and perception

using the gap analysis

Frequency analysis

FINDING AND RECOMMENDATIONS


28/161

CHAPTER IISERVICE QUALITY IN HIGHER EDUCATION


29/161

CHAPTER 2

SERVICE QUALITY IN HIGHER EDUCATION

2.1 Overview

An overview of service, quality and service quality were provided on this

chapter. It includes definition, characteristic, dimension and its relationship in higher

education. In addition, approach in measurement service quality called SERVQUAL

also being discussed. It is related to the utilizing of the measurement, validity and the

use of SERVQUAL approach in higher education setting.

For most of the last fiftyyears, the concept of the marketing mix and the four Ps

of marketing has been the acceptable marketing paradigm (Gronroos, 1995). The four Ps

refers to price, place, promotion and performance. Marketing mix refers to the set of

choices that an organization makes influence customers responses towards its goods or

services (Trustrum et al., 2007). Service quality has been a frequently studied topic in

the service marketing literature. Efforts to understand and identify service quality have

been undertaken in the last three decades. A topic of particular interest in service quality

research is the issue of measurement (James and Kang 2004).

Marketing strategy in higher education (HE) has been growing in importance for

a number of years. In not just a phenomena of private institution but all universities and


30/161

13

colleges and is concerned not only with attracting students but also in securing income

from other sources, such as endowments, commercial consultancy, research and many

other activities. Even all universities funding are government funded the competition for

students and other activities has lead to significant effort being given to marketing

(Trustrum et al., 2007).

Furthermore, education has its core as deliverable a relationship between lecturer

and student. It is usually face to face and sometimes didactic and occurs over extended

period. For this reason, building relationship is not new in higher education however,

the higher educations need to be more explicit in developing their relationship marketing

strategies. The development of long-term relationship is essential for most services,

between customers and service providers and business partners as a network.

2.2 Service

Service marketing management is about servicing people. People may as

individuals, households, or employees in companies. Service usually deals with tangible

thing that cannot hold, touch and see before use them. Services permeate every aspect of

our live. A major reason for the development of the field now called service marketing

management was realization that the service were in the extreme different from good

(Schneider and White , 2004). Services also are talking an increasing importance both

domestically and internationally (White, 1999).


31/161

14

As a customer, when he or she experiences a service, one will decide whether he or she

satisfied or not. Satisfaction is based on the quality of the process of delivering the

service and the actual outcome of the service delivery process (Gabbot et al., 2006).

2.2.1 Definition of Service

The first step in becoming and exceptional service provider is to specifically

define exceptional service.

In the simple terms, services are deeds, process, and performances (Zeithmal,

1996 ; Hoffman, 1997; Kasperet al.,

2006). Relying on the simple, broad definition ofservices, it quickly becomes apparent that services are produced not only by service

businesses such as those just described but are also integral to the offering of many

manufactured good producers. The primary differences between goods and service is the

property of tangibility (Hoffman, 1997).

According to Brennan et al., (1997), services can be classified by extent of

customer contact, degree of customization, and the degree of labour intensity in the

delivery of the service.

The definition of service in the Guidelines for Services published by the

International Standards Organization (ISO, 1992) is:

Suppliers activities at the interface with a customer, and the results of all suppliers

activities to meet customer needs.

Gronroos (1990) was summarized some of the definitions among the various

person and years. Here are varieties of definitions from three decades:


32/161

15

Table 2.1 : Summarized Some of Definition of Service Among the Various Authors

Name/Years Definition of Service

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

American Marketing

Association, 1960

Regan, 1963

Judd, 1964

Bessom, 1973

Blois, 1974

Stanton, 1974

Lehtinen, 1983

Andresen, 1983

Kotler and Bloom, 1984

Free, 1987

Gummesson, 1987

Activities, benefits, or satisfactions which are offered for sale, or

provided in connection with the sale of goods

Services represent either intangibles yielding satisfaction directly

(transportation, housing) or intangible yielding satisfaction jointly

when purchased either with commodities or other services (credit,

delivery).

Marketed services is a market transaction by enterprise or

entrepreneur where the object of the market transaction is other than

the transfer of ownership (or title if any) of a tangible commodity.

For the consumer, services are any activities offered for sale that

provide valuable benefits satisfactions, activities that he cannot

perform for himself or that he chooses not to perform for himself.

A service is an activity offered for sale which yields benefits and

satisfactions without leading to a physical change in the form of a

good.

Services are separately identifiable, intangible activities which

provide want satisfaction when marketed to consumers and/or

industrial users and which are not necessarily tied to the sale of

product or another service.

A service is an activity or series of activities which take place in

interactions with a contact person or a physical machine and whichprovides consumer satisfaction.

Services are intangible benefit, which is paid for directly or

indirectly, and which often includes a larger or smaller physical or

technical component.

A 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. Its production may not be tied to a physical product.

The meeting of customer expectation in the course of selling and

post-sales activity through providing a series of functions whichmatch or better the competition in a way which provides an

incremental profit for the supplier.

Services is something which can be bought and sold but which you

cannot drop on your foot.

Source : Gronroos, (1990)


33/161

16

Every one of the definitions above has its benefits, but also its drawbacks. The

most obvious criticism is that in one way or the other they are too limited. Gronroos

(1990) had blended all the definitions above and propose the following definition:

A service is an activity or series of activities of more or less intangible nature

normally, but necessarily, take place in interaction between the customer and service

employee and/or physical resources or goods and/or system of the service provider,

which are provided as solutions to customer problem.

Some of the definitions also stress that the interactions between employees, who

are the service providers,and customers are critical to determine customer satisfaction.

These definitions are general to both product-manufacturing and service-oriented

organizations, where service quality is associated with tangible and intangible products.

Service-oriented organizations are those involved in basically service business

operations, including financial services, health care, tourism and hospitality, insurance

postal service and teaching and education services (Noor and Mohamed, 2003).

However, the concept of service has change radically over the years, and assumed

significant importance.

Furthermore, in the service sector, where production, delivery and consumption

can occur simultaneously, the concept of quality refers to the matching between what

customers expect and what they experience. Customers assess service quality by

comparing what they want or expect to what they actually get or perceive they are

getting (Berry et al., 1988). This is perceived quality, and mismatch between expected

service and perceived.


34/161

17

2.2.2 Characteristics of Service

Despite some differences among services and definitional problem, it may share

some common characteristics. According to Schmenner, (1995) the characteristic of

service are:

a) IntangibilityService isoften something one cannot touch or feel. It may be associated

with something, physical, such as an airplane, a table chairs and so on.

What people are actually buying, however involves something intangible.

When a service excellent, it is typically because of intangible nature of

what has been provided and not the associated physical things.

b) Inability to inventoryBy either circumstance or design, the consumption of a service is often

simultaneous with its production. One typically cannot inventory a

service. Because one cannot inventory services, capacity choice becomes

critical. The size, the layout and the precise location of a service

operation are tremendously important to its ability to make revenue. If the

services capacity is not enough, it forgoes revenue it could have

generated. If the service capacity is too great, it may have to cover capital

expenses that beyond its financial ability.

c) Service production and consumption often physically togetherOften service are created and delivered on the spot. That is, the

intangibility of the service results from a service process accomplished

precisely where the customer is located. There may also be a lot of

customer interaction with service providers in the course of this

production and consumption. The service process itself is often more on

display in service operations than in manufacturing. Quality control

becomes more critical. One cannot be saved by a quality control check at


35/161

18

the end of the line as one can in manufacturing. One has to create a

quality service straightaway. Training employees and good employee

relation are especially important to service quality.

d) Easy entryA high proportion of service operations, although by no means all,

require vey little in the way of capital investment, multiple locations or

proprietary technology. For many services, therefore, barriers to entry are

low. Low barriers to entry in turn imply that service operations must be

very sensitive potential as well as actual competitive action and reactions.

Even more than in manufacturing, one cannot neglect the competition in

services because, generally speaking, the competition can move very

quickly and new players can enter an industry easily. In services, there is

continual jockeying for position and a constant need to think strategically

about what is happening.

e) Outside influencesService can be affected greatly by outside influences such as

technological advance, governmental regulations, and energy prices

increases. These outside forces can change the services that offered, how

they offered, the size and structure of the service company.

2.2.3 Differencesbetween Service and Physical Goods

Usually, services are compared with physical goods. Table below shows

summarized the most frequently mentioned characteristics of the services and physical

goods.


36/161

19

Table 2.2 : The differences Between Physical Goods and Services

Physical Goods Services

1. Tangible Intangible

2. Homogeneous Heterogeneous

3. Production and distribution separated

from consumption

Production and distribution and

consumption simultaneous processes

4. A thing An activity or process

5. Core value produces in factory Core value produced in buyer-seller

interactions

6. Customers do not (normally)

participate in the production process

Customers participate in production

lllllllllllllllllllllllllllllll

7. Can be kept in stock Cannot be kept in stock

8. Transfer of ownership No transfer ownership

Source : Gronroos, 1990

However, Hoffman and Bateson (1997) stated that the distinction between

services and goods is not always perfectly clear. Pure goods would imply the benefits

received by the consumer contained no elements supplied by service. Similarly, a pureservice would contain no good elements.

Despite the confusion, the following definitions should provide a sound starting

point in developing an understanding of the differences between goods and services. In

general, goods can be defined as objects, devices, or things, whereas service can be

defined as deeds, efforts or performances. Moreover, product refers to both goods and

services (Hoffman and Bateson, 1997).


37/161

20

2.2.4 Higher Education as a Service Industry

As a service business, organization must provide value added services to satisfy

the long-term needs and desires of their customers. Customers nowadays, demands

holistic services and not just a one off technical solution provided by the product.

Higher education institutions are highly customer-centered service business

making building relationships and providing quality service extremely important

(Gronroos, 1995). As a service industry, higher education institutions are dependent

upon customer decisions for a significant portion of their revenue and the attraction of

new students from word mouth referrals a classic marketing activity. The educational

accreditation has historically concentrated on technical quality, for example, faculty

degrees, number of library holdings, volume of research funds and so forth. Accreditor

have asked for information concerning the quality of student outcomes or the

effectiveness of academic programs. In Malaysia, the National Accreditation Board or

Malaysian Qualification Agency (MQA) is a quality assurance body which is

responsible for governing the standard and quality of higher education offered by private

higher educational institutions (PHEI).

The market offering of service industries is characterized by three primary

attribute which are tangible nature of the core offering product and service, the

simultaneous nature of service production and service consumption and the customers

participation in the production and delivery of the service. While the core offering may

be intangible, it is often manifested by tangible evidence such as written policies,

documents, diplomas, and transcripts. The simultaneity of production and consumption

is a central characteristic of education where, for example the lecture is produced by

the professor as it is simultaneously consumed by the student (Delene and Bunda,

1991).

The core market offerings product and service of higher education consist of

degrees and course of study at different prices and location from variety of institution.


38/161

21

These markets offering the educational services are presented to prospective buyers

through a mix of promotional materials including website, newspaper and so on.

According to DiDomenco and Bnnici (1996) cited by Kang et al.,(2002)

educational services are intangible because they cannot be packaged, displayed or

inspected fully by prospective student. Moreover, educational services also have a perish

ability problem because they cannot be stored for future delivery.

Once the initial contact has been established and students have made their

selection, institutions have to strategize to maintain and enhance the relationship by

keeping in touch with them until commencement and then continuing from there. With

whatever category of customers, institutions will be able to capitalize on mouth-of-

mouth recommendations if relationships are established correctly from the beginning.

2.3 Quality

Higher Education (HE) is one the important service sector in modern

business. The HE sector is continuously in a state of change and is being driven by the

public, government and economic imperatives. The growing challenge this sector is

facing is the increase in student-staff ratio that indicates rising demand for the service,

and the government plan to reduce dependency on public funds. Therefore, the HE

sector has no option other than to work towards more effectiveness and efficiency

through quality.


39/161

22

2.3.1 Definitions of Quality

In British Standard 4778, quality management in HE was taken as the totality of

features and characteristics of product services (learning process) that bear on its ability

to satisfy stated or implied stakeholder expectations.

ISO 9000 defined quality as a degree to which a set of inherent characteristic

fulfills requirements.

Quality has been defined in many ways over the years. Stamatis, (1996)

identified the definitions of quality among the different person and years. The common

definition are basically the following :

Table 2.3 : The Common Definitions of Quality Among the Various Authors

Name /Years Definition

1.

2.

3.

4.

5.

6.

7.

Crosby, 1979

Juran, 1979

Deming, 1982

Ford, 1984 and 1990

Taguchi, 1987

Harry and Steward(Motorola), 1988

Crosby, 1979

Conformance to requirements

Fitness for use

Continual improvement

As defined by customers

Loss to Society

Six Sigma

Zero defect

The understanding of quality is important in order to make any improvement.

The inability to define quality as it related to all functions within a company functions

within a company has resulted in unsuccessful implementation of quality improvement

programs (Stamatis, 1996).


40/161

23

2.3.2 Quality Dimension

According to Gronroos, (1990) quality dimensions can be classified into three

groups which are technical quality, functional quality and corporate quality.

Technical quality rare those can objectively be measured regardless of

customers opinion. Functional quality are related to the interaction between the

provider and the recipient of the service and are often perceived in a subjective manner.

Sometimes, the interaction between customers themselves becomes important. Lastly,

corporate image dimension relates to overall picture of an organization perceived by the

customers. It is the results of a combination of technical and functional quality

dimensions as well as factors like the price of the product or service and the reputation

of the company.

Quality attributes for higher education cannot be seen, felt or touched in advance;

production and consumption of the service are inseparable because personal contact

plays important role; and quality varies markedly in different circumstances (Wever

2002). While the quality dimensions of a product may seem different from service like

higher education, they are still appropriate in providing ideas for generalization.

2.3.3 Total Quality Management (TQM)

TQM is not an organizational management programme or management initiative

package. It is a complete change in an organizations culture and way people behave at

work. Oakland, (1989) defined TQM as:


41/161

24

An approach to improving the effectiveness and flexibility of business as a

whole. It is essentially a way of organizing and involving the whole organization; every

department, every activity, every single person at every level. For an organization to be

truly effective, each part of it must work properly together, recognizing that every

person and every activity affects and in turn is affected by others.

Coated (1990) stated that TQM is a commitment to excellence by everyone in an

organization. An excellence achieved by teamwork, and process of continuous

improvement. TQM means dedication to being the best, to delivering in high quality

services which meet or exceed the expectations of customers.

All organizations are struggling to improve customer- focused quality in

decentralized, individualized and highly competitive domestic and global markets.

Services industries are especially aware of the need to modify manufacturing based

TQM system to guide their own internal organizational changes processes (Milakovich,

1995).

2.3.4 TQM Approach in Higher Education

Higher Education (HE) is one the important service sector in modern business.

The HE sector is continuously in a state of change and is being driven by the public,

government and economic imperatives. The growing challenge this sector facing is the

increase in student-staff ratio that indicates rising demand for the service, and the

government plan to reduce dependency on public funds. Therefore, the HE sector has no

option other than to work towards more effectiveness and efficiency through quality

management.


42/161

25

HE needs to maintain its quality primarily because it is one of keys to national

success as well as individual fulfillment in the information rich society. Issues quality

and accountability in HE are closely related. Accountability involves rendering some

form of account that an activity is being carried out effectively an efficiently. Those who

are affected by it are entitled to demand that it be carried out effectively and those who

provide the resources have a right to see that they are used efficiently. Output and

processes are many and complex. There is no simple relationship between inputs and

outputs and it is subject to many random influences. Apart from the perennial concern

with finance, questions of quality and accountability will be the principal themes in the

HE policy debate in 1990s (Morley, 2003).

Even though the term quality has broad and subjective meanings, with the

concept of standards, excellence and fitness for its purpose, there has always been a

great relevance and concern for quality in HE. Furthermore, HE is not an easy activity to

evaluate. Output and processes are many and complex. There is no simple relationship

between inputs and outputs and it is subject to many random influences.

Meanwhile, in Malaysia, the Ministry of Higher Education set up a special

department called the Policy and Quality Department to monitor the development of the

countrys education policy based on TQM principles at all levels. The Ministry envisage

that all schools and HE institutions will eventually be implementing TQM policies and

principles. This means that TQM in the Malaysian HE context is strongly influenced

by the government policy, and the initiatives would be necessary to cope with the

Ministrys main objectives to improve productivity and to expand the HE sector (Noor

and Mohamed, 2003).

2.3.5 Total Quality Service (TQS)

Nowadays, customers everywhere concerned about the continued improvement

of product and service quality. Americans especially frustrated by unacceptable delays,


43/161

26

mistake, rudeness, incompetent service, defective materials, and poor workmanship. If

dissatisfied, more and more are able and willing to shop internationally for alternative

providers. Demanding customers will not be satisfied unless they are treated as

members, guest or associates who are delighted with the service received and whose

repeat business valued (Milakovich, 1995).

Earlier, total quality service (TQS) was defined as a true commitment to

operationalizing the concept of customer focus, establishing service performance

standards, measuring performance against benchmarks, recognizing and rewarding

exemplary behavior and maintaining enthusiasm for the customer at all times, so as to

increase sales and market share (Stamatis, 1996). TQS is a public policy based on theory

that the greater the commitment an employee has in determining organizational goals.

TQS encourage customer focus, continuous involvement, teamwork, and better quality

results by providing incentives for participantion (Milakovich, 1995).

According to Stamatis (1996) a formal definition of TQS is a strategic, integrated

management system which involves all managers and employee and uses both

qualitative methods to continuously improve an organizations process in order to meet

and exceed customer needs, wants and expectations.

Figure 2.1summarized the relationship between strategy, system, people and how they

related to customers.

a) StrategyIt refers to a clear and well-communicated statement of the organizations

position and goals on customer service.

b)SystemIt refers to organizational programs, procedures, and resources designed to

encourage, deliver, and assess convenient and quality services to the customer.


44/161

27

c)PeopleIt refers to all employees who possess the capacity and desire to be responsive to

customer needs.

All of three elements were integrated continuously in order to meet to improve the

process further on, meet or exceed customer needs, want and expectation.

Figure 2.1 :The relationship between strategy, system, people and how they related

to customers.

Source : Stamatis, (1996).

2.4 Service Quality

Todays companies are constantly trying to improve performance excellent

service quality to customers. They set a standard of service to be given to customers,

deliver the service and evaluate the performance of the service.

STRATEGY

PEOPLE

SYSTEM

CUSTOMERS


45/161

28

2.4.1 Definition of Service Quality

The concept and principals of service quality measurement were greatly advanced

as a result of the work of Parasuraman et al., (1985).They have identified three

underlying themes in service quality :

a) Service quality is more difficult for the consumer to evaluate than goodsquality.

b) Service quality perceptions result from a comparison of consumerexpectations with perceptions of actual service performance.

c) Quality evaluation are not made solely on the outcome of service ; they alsoinvolve evaluations of the process of service delivery.

There are a number of different definitions as to what is mean by service quality.

One is commonly used defines service quality as the extent to which a service meets

customers needs or expectations (Oakland, 1994). Hoffman and Bateson (1997) defined

that service quality is an attitude formed by a long-term, overall evaluation of a

performance. Service quality can thus be defined as the differences between customer

expectation of service and perceived service. If the expectations are greater than

performance, the perceived quality is less than satisfactory and hence customer

dissatisfaction occur (Parasuraman et al., 1985). Service quality as the delivery of

excellent or superior service relative to customer or superior relative to customer

expectations (Zeithaml and Bitner, 1996).

For the conclusion, service quality can be defined as the difference between

customers expectation for service performance to the service encounter and their

perceptions of service perceived. If the perceptions are larger than performance,

customer satisfactions occur.


46/161

29

2.4.2 Service Quality Determinants

Service quality is not like goods, which can be measured objectively by such

indicators as durability and number of defects. Measurement of service quality is an

abstract to construct because of three features unique to service which are intangibility,

heterogeneity and inseparability of production and consumption.

Research by Parasuraman et al., (1988) has shown that regardless of the types of

service, customers use basically similar criteria in evaluating service quality. The criteria

fall into ten categories as follows:

i) Reliability, which involves consistency of performance anddependability.

ii) Responsiveness, concern the willingness or readiness of employee toprovide service. It involve timeliness of service.

iii) Competence, means possession of the required skills and knowledge toperform the service.

iv) Access, involves approachability and ease of contact.v) Courtesy, involves politeness, respect, consideration and friendliness of

contact personnel.

vi) Communication means keeping customers informed in language they canunderstand and listening them.

vii) Credibility, involves trustworthiness, believability and honesty. Itinvolves having the customers best interests at heart.

viii) Security is the freedom from danger, risk or doubt.ix) Understanding/knowing the customer, involves making the effort to

understand the customers needs.


47/161

30

2.5 SERVQUAL

The SERVQUAL is a useful tool in that the process measures customer

expectations for service delivery against customer perceptions of services actually being

delivered. The instrument devised by Parasuraman et al., (1988) forms the cornerstone

on which other works have been built. It is a technique that can be used in performing

gap analysis of an organizations service quality against customer quality needs.

SERVQUAL is an empirically derived method that may be used by a services

organization to improve service quality. The method involves the development of an

understanding of the perceived service needs of target customers. These measured

perception of service quality for an organization in question, are then compared against

an organization that is excellent. The resulting gap analysis may then be used as a

driver for service quality improvement.

The parts consist of parallel statements. Each statement focuses on an aspect of

one of the dimensions of service quality and has a response scale ranging from one to

seven. The scale is used by a customer to indicatethe extend or degree he or she agree or

disagree with the statement.

SERVQUAL is a diagnostic tool that uncovers a firms weaknesses and strengths

in the area of service quality. The SERVQUAL instrument is based on five service

quality dimensions that were obtained through extensive focus group of customers.

SERVQUAL takes into account he perception of customers of the relative importance of

service attributes. This allows an organization to prioritize and use its resources to

improve the most critical service attributes.


48/161

31

SERVQUAL was consisted of five service quality dimensions as follows :

i) TangiblesAppearance of physical facilities, equipment, personnel, and communication

materials. The condition of the physical surrounding is tangible evidence of

the care and attention to detail that are exhibited by the service provider.

ii) Reliability

Ability to perform the promised service dependably and accurately. Reliable

service performance is a customer expectation and means that he service

accomplished on time, in same manner, without error every time.

iii)Responsiveness

Willingness to help customers ad provide prompt service. Keeping customers

waiting, particularly for no apparent reason, create unnecessary negative

perception of quality. If a service failure occur, the ability to recover quickly

and with professionalism can create very positive perceptions of quality.

iv)Assurance

Knowledge and courtesy of employees and their ability to convey trust and

confidence. The assurance dimension includes the following features which

are competence to perform the service, politeness and respect for the

customer, effective communication with the customer and general attitude

that the server has customers best interest at heart.


49/161

32

v) Empathy

The firm provides care and individualized attention to its customers.

Empathy includes the features which are approachability, sensitivity and the

effort to understand the customers needs.

Customers use these five dimensions to form their judgments of service quality,

which based on a comparison between expected and perceived service.

The SERVQUAL instrument consist of two sections which are 22 items section

that records customer expectations of excellent firm in the specific service industry, and

a second 22 items section that measures customer perceptions of a particular company in

that service industry. Results from two sections are then compared to arrive gap scores

for each of the five dimensions. The larger gap, the farther customer perceptions are

from expectations and the lower the service the service quality evaluation. In contrast,

the smaller the gap, the higher the service quality evaluation.

2.5.1 Gaps in Service Quality

Measuring gap between expected service and perceived service is routine

customer feedback process that is practiced by leading service companies (Fitzsimmons,

2004).

Customer satisfaction is dependent on minimizing the four gaps that are

associated with delivery of the service. The market research gap is the discrepancy

between customer expectations and management perception of these expectations. Gap 1

arises from managements lack of full understanding about how customers formulate

their expectations based on a number of sources: advertising, past experience with the

firm and its competitors, personal needs, and communication between management and


50/161

33

its contact employees, and reducing the number of levels of management that distance

the customer.

The design gap results from management inability to formulate target levels of

service quality to meet perceptions of customer expectation and translate these into

workable specifications. Gap 2 may result from a lack of management commitment to

service quality or a perception of the infeasibility of meeting customers expectations;

however, setting goals and standardizing service delivery task can close the gap.

The conformance gap occurs because actual delivery of the service does not meet

the specifications set bay management. Gap 3 can arise for a number of reasons,

including lack of teamwork, poor employee selection, inadequate training, and

inappropriate job design. Customer expectations of the service are formed by media

advertising and the other communication from the firm. Gap 4 is the discrepancy

between service delivery and external communications in the form of exaggerated

promises and lack of information provided to contact personnel. Figure 2.2, which is the

gaps in service quality.

Customer

Perception

Customer

Expectation

Service

Deliver

Service

Standards

Management

Perceptions of

Customer

Expectations

Understandingthe Customer

Managingthe Evidence

Conformance

Service Design

Communication

GAP 4

Market Research

GAP 1

Conformance

GAP 3 Design

GAP 2

Figure 2.2 : Service Quality Gap Model

Source : Zeithaml et al., (2006)


51/161

34

2.5.2 Utilizing of SERVQUAL

SERVQUAL use a scale to rate service expectations and performance by asking

customers using a set of questions on attributes that reflect the five dimensions of

service quality. This model is emphasis on the views of customers in defining service

quality. Parasuraman et al., (1988) stated that SERVQUAL had been designed to be

applicable across a broad spectrum of services ad the format could be adapted to fit

specific needs, and that it would be most valuable when used to track service quality

trends periodically

The gap score is calculated by the perception statements being deducted from the

expectation statement. If any gap scores to be positive then this implies that expectations

are actually being exceed. This allows service managers to view whether they need to re-

deploy resources to areas of under performance (Wisniewski, 2001). This could be

particularly important in a public sector organization where budgets are under great

pressure (Smith and Clark, 2007).

Meanwhile, Parasuraman et al., (1991) report that SERVQUAL is a useful

starting point for investigating service quality and stated that it can usefully be

supplemented with additional research to uncover problems causing gap score.

Wisniewski, (2001) suggests that SERVQUALs questionnaire design, employing

empirical psychometric testing and trial, mean that it can be applied across a broad rang

of service organizations.

2.5.3 Reliability of SERVQUAL

Kang et al., (2002) stated that SERVQUAL has potential as a reliable

measurement instrument. The result of his indicate that the SERQUAL is

multidimensional which support the usefulness of the perception subscale as a robust


52/161

35

measure of service quality. Meanwhile, the usefulness of the expectation subscale would

also be helpful in future comparison of service quality. The multiple dimensions of

service quality are captured in the SERVQUAL instrument, which is an effective tool

for surveying customer satisfaction that is based on the service quality gap model

(Fitzsimmons, 2004).

The SERVQUAL instrument clearly captures more subtle quality indicators in

multidimensional way which are tangible, responsiveness, reliability and empathy as

well as the overall factor of service quality. Therefore, this instrument will able to focus

quality improvement effort where they are most needed.

2.5.4 Validity of SERVQUAL

There has been a number of studies applying SERVQUAL in public sector that

report the successful application and reliability of scale. For examples in (healthcare

Youseff et al., 1996 ; information system Dyke,1999; Local Authority Brysland and

Curry, 2000; education Long, 1999; Lampley, 1999 ; Kerlin, 2000; Greiner, 2000 ;

Hadikoemoro, 2001; Avdjieva, 2002; Wever, 2002 ; Ham, 2003; LaBay, 2003;

Grammil, 2004; Brown, 2006; Markovic, 2006 ; Broadnurst, 2006). SERVQUAL has

been use successfully in highereducation research.

According to Ham, (2003) SERVQUAL has been administered by researchers

investigating service quality in various industries including higher education by

assessing expectations and perceptions with various determinants of service quality.

Therefore, SERQUAL instrument which is developed by Parasuraman et al., (1988) has

been proven to be a valid instrument or measuring service quality.


53/161

36

2.6 Customer Expectation

Knowing what customer expect is first and possibly most critical step in

delivering quality service Customer expectations are beliefs about service delivery that

serve as understand or reference points against which performance is judged. Because

customers compare their perceptions of performance with these reference point when

evaluating service quality, through knowledge about customer expectation is critical to

service marketers (Zeithaml et al., 2006).

In a simple meaning, customer expectation is a reference point against which

service delivery is compared. Being wrong what customer want can mean expending

money, time, and other resource on thing that do not count the customer.

2.7 Customer Perception

Perception emerged after customer experienced the service.Perception is always

considered relative to expectation. Expectations are very dynamic so, evaluation may

also shifts over time from person to person.

Customers perception equal to how customers perceive the service. Zeithaml et

al., (2006) stated that customers perceive services in terms of quality of the service and

how they satisfied the overall with their experiences.


54/161

37

2.8 Customer satisfaction

Although a variety of alternative definitions exists, the most popular definition of

customer satisfaction is that the comparison of customer expectations to perceptions

regarding the actual service encounter (Hoffman and Bateson, 1997). Comparing

customer expectations with their perceptions is based on what marketers refer to as the

expectancy disconfirmation model. It means that if customer perceptions meets

expectations, the expectations are said to be confirmed and customer is satisfied.

Satisfaction is the customers fulfillment response. It is the judgment that a

product or service feature, or the product and service itself, provides a pleasurable level

of consumption related fulfillment (Zeithaml et al., 2006).

2.8.1 Satisfaction and Service Quality

Practitioners and writers tend to use the terms satisfaction and quality

interchangeably. Satisfaction generally viewed as a broad concept, while service quality

focuses specially on dimensions of service.

Service quality is a focused on evaluation that respects the customers perception

of tangible, reliability, responsiveness, assurance and empathy. Satisfaction is more

illusive. It is influenced by perception of service quality, product quality and price as

well as situational factors and personal factors (Zeithaml et al., 2006). Figure 2.3

illustrate the relationship between service quality and satisfaction.


55/161

38

Figure 2.3 : The relationship between service quality and satisfaction.

Source : Zeithaml et al., (2006).

2.8.2 Student Satisfaction

Students are the customers for higher education institutions. Student satisfaction

need to be identified as a significant contributor to persistence and retention. In

competitive market environment, dissatisfied student are likely to drop-out or transfer

(Kerlin, 2000).

A principle of TQM is customer delight and planned satisfaction (Morley, 2003).

Students are no longer constructed as scholars to be and industrial process.

Reliability

Responsiveness

Assurance

Empathy

Tangible

Service

Quality

Product

Quality

Price

Situational

Factors

Customer

Satisfaction

PersonalFactors

Customer

Loyalty


56/161

39

According to Morley (2003) higher education is becoming more like the

hospitality industry. In quality context, student services can be more linked to the market

exchange relation, rather than humanitarian commitment.

In the market culture, all student services can be read as manipulative. For the

higher education industries, one of the factor contribute the students satisfaction is a

good quality services.

2.9 Conclusion

Pressures for improving the quality of the educational experience and directive

for assessment drive educational leaders to demonstrate that they are effectively

providing services. One of the prevalent measures of effectiveness is student

satisfaction. Student development standards such as social and academic integration and

involvement have been supported as models that integrate perspectives on the needs of

students and the ability of the institution to meet those needs and therefore retain

students. These standards essentially rely on student satisfaction in strengthening

integration, involvement and retention.

Literature on the higher education sector that focuses on customer satisfaction

and service quality is limited compared to the literature generated by business and

industries service sectors. In an era of high competition in higher education and

emphasis on customer satisfaction, the business marketing sectors may offer education

sectors some concept and models for understanding and improving customer (student)

satisfactions.

SERVQUAL approach offers potential to higher education as it seeks to evaluate

the effectiveness of its service quality. It has been used and debated in the literature, but

the use to evaluate service quality within higher education is limited. The use of


57/161

40

SERVQUAL in higher education setting not only assists community of higher education

to assess student satisfactions within the service quality, but also contribute to the

literature on service quality in higher education.


58/161

CHAPTER IIITHE SCHOOL OF GRADUATE STUDIES (SPS),

UNIVERSITI TEKNOLOGI MALAYSIA


59/161

CHAPTER 3

THE SCHOOL OF GRADUATE STUDIES (SPS), UNIVERSITI TEKNOLOGI

MALAYSIA

3.1 Overview

This chapter was explained about the case study which is the School of Graduate

Studies (SPS).

3.2 Introduction

The first post graduate programs started at Universiti of Teknologi Malaysia in

1982. The post graduate studies gained momentum with the formation of the School of

Graduate Studies in 1993. The function of the school is to enhance and facilitate the

implementation and to ensure the quality assurance is observed. As the nation strives to

gain the competitive edge of industrialization an adequate supply of quality manpower

with the higher education and skills is vital for rapid technological development. The

creation of more industrial driven programs in the areas of science and technology is an

important step forward. The need to develop the competence in the indigenous


60/161

42

technology through strategic research and development has been given greater emphasis

by all sectors of the government.

3.3 History of School of Graduate Studies (SPS)

The School Graduate Studies (SPS) was established in 1985 as the graduate

programs expanded rapidly in Universiti of Teknologi Malaysia (UTM). The school

provides a focus for postgraduate activities across the university. It reflects the central

place held by the postgraduate education in the universitys mission. Todays employers

are looking for more than just high academic achievers in their new recruits. They are

seeking highly adaptable individuals who are equipped both with a deeper understanding

of their chosen field and with knowledge, skills and means to operate at both national

and international level.

Meanwhile, (SPS) are committed to the principle of Lifelong Learning,

believing that an education should begin, not end, with graduation. By taking an

education that one stage further, students not only acquire new expertise and knowledge

which will make them an asset to any employer, but will also allow students to spend

more time broadening their mind and gaining new experiences. SPS is responsible for

ensuring that prospective local and international students have all the information they

need to make the right choice and then to facilitate their postgraduate admission to UTM

with the coordination from all the ten faculties.

SPS promotes and advances outstanding achievement in graduate education at

UTM. It ensure quality and integrity of UTM graduate programs and ensure that

students are provided with academic training of the highest standard in research and

other scholarly activities. Its mission is to provide leadership in ensuring excellence in

graduate education and support the student success.

In the meantime, SPS is responsible for ensuring that prospective students have

all the information they need to make right choice and to facilitate the postgraduate

admission to (UTM).


61/161

43

3.4 Roles of School of Graduate Studies (SPS)

Basically, the roles of SPS as follows :

i. Support the mission of the university to become a world class centre of academicand technological excellence;

ii. Formulate policies pertaining to the development of graduate studies;iii. Steer the Postgraduate Committee and coordinate with academic faculties to

develop and enhance the quality of graduate education;

iv. Maintain the integrity in graduate education practices across all departments andcentre at UTM;

v. Cooperate with other departments of the University to ensure that facilities areavailable to meet both the academic and social needs of graduate students;

vi. Facilitate staff and student training sessions on aspects of graduate education;vii. Innovate new initiatives in graduate education to face new challenges

3.5 Post Graduate Programs

The first post graduate student was registered in 1982 and for several years the

post graduate study at UTM was managed by various academic faculties at their own

pace with the little coordination on implementation. At the end of 1992, the university

officially established the School of Graduate Studies to coordinate the running and

facilitate the planning development of post graduate education. The organization of

school is combined models practiced in the North America and the UK. It is believed

that the school has been able to catalyze to growth of postgraduate student enrolment

and programs of studies. UTMs postgraduate programs are leading towards the award

of post graduate diploma, master degrees and doctoral Degrees. The studies may be

taken by research only, research and taught course, and taught course only


62/161

44

3.6 Student Enrolment

The figure 3.1 shows the students enrolment for five academic session started

from 2003/2004 until 2007/2008 session. The student enrolment has grown up inexponential way for international student. For the local student, there is decrease of the

number of student enrolment in 2005/2006 session and 2006/2007 session. From the

figure, the total of student enrolment for the 2003/2004 session is 2968, followed by

3224 for the 2004/2005 session and decrease to 3094 for the 2005/2006 session. For the

2006/2007 session, the number of the students enrolment is 2912 and were increased to

4171 in 2007/2008 session.

Figure 3.1 : The Postgraduate Student Enrolment Profile during 2003/2004 session until

2007/2008 session

Source : School of Gradate Studies, (2008)


63/161

45

3.7 Mode of Study

UTM provide opportunities for full-time students as well as working

professionals to pursue their postgraduate studies in various fields of engineering,science, technology and management. The following modes of study are offered:

Full-Time

For Malaysian students and international students on student visa

Part-Time (weekday program)

for Malaysian students (including professionals on working visa) joining the full-

time classes.

Part-Time (weekend program/PESISIR)

For Malaysian students (including professionals on working visa) taking classes

on the weekends

3.7.1 The ProgramUTM offers over 200 graduate degree programs in nearly every academic field

imaginable, and opportunities to pursue cutting-edge transdisciplinary study that crosses

traditional boundaries. Navigate through the program listings to find the program

aligned with your interests.


64/161

46

3.7.2 The researchUTM is a research more to the engineering and technology. Many programs have

state-of-art new facilities.

3.7.3 The FeesAs a public university, the tuition is only a fraction of the cost of attending a

private college or university. There are also scholarships and assistantships available.

Both undergraduate and graduate students will have the opportunity to minimize debt

after graduation.

3.8 Practicing Quality Assurance and Academic Audit

Quality assurance in delivery supervision has been given particular emphasis in

implementation the quality is monitored and audited accordingly. The (SPS) is

responsible to ensure that all stipulated requirement of study are in place and executed

by the graduate faculties. To illustrated this practice, the discussion on quality assurance

is focused on academic issues related to the registration and monitoring for the taught

course and research programs of studies

3.8.1 Managing the Taught Course Programs

a) Curriculum of Study

All newly proposed taught course programs are deliberately discussed at

three levels. The first deliberation is done at the departmental/faculty Academic

Board, and followed by the Senate Committee. These two academic board


65/161

47

examine all aspect of expectations by both the customers and stakeholders. An

implementation plan is also drawn and highlighted to ensure quality curriculum.

The third and the final deliberation on a new program is made by the University

Senate which subsequently decides either to grant an approval or to delay the

decision until further study is made. A taught course program is structured and

strictly controlled through an approved curriculum. Each credit has been valued

to be equivalent to 50 hours of students learning time (SLT) over a semester of

study and thus the student academic load is specified accordingly. A semester

constitutes of 15 weeks of study.

A full time taught course master degree curriculum could be designed for a

one year (2 semester) duration or three semester duration. Accordingly, a full

time equivalent (FTE) applies to part time registration. All students should go

through not less than 1400 hours of SLT to complete a master degree curriculum.

b) Students learning centered approachThe delivery approach or taught course program is focused on student

learning. The office of School of Graduate Studies oversees this closely by means of

agreed learning activities at onset of each course. It is necessary for the graduate

faculties to explicitly brief the students of their expectation on student learning

activities and learning outcomes. In general, the student learning activities constitute

a formal lectures, guided learning such as tutorial, laboratory

pardeep.exp

Documents