Service Quality in Education at Addis Ababa University: The Case of The Faculty of Business and Economics Extension Program
Service Quality in Education at Addis Ababa University: The Case of The Faculty of Business and Economics Extension Program
Service Quality in Education at Addis Ababa University: The Case of The Faculty of Business and Economics Extension Program
Abstract
Despite the fact that tertiary level education has been immensely operational,
maintaining quality education has become a challenge in Ethiopia. This paper is
trying to find out the problem related to service quality in education at Faculty
of Business and Economics of Addis Ababa University (Accounting,
Economics, Management, Public Administration and Informatics), specific to
the extension program. The servqual model is used as an instrument
methodology to measure the service quality vis-à-vis Tangibles, Reliability,
Responsiveness, Assurance, and Empathy. Primary data pertaining to the
research was collected from randomly selected students’ drawn from the five
departments’ under Faculty of Business and Economics. The findings of the
study show that except for responsiveness, all the remaining parameters
exhibited positive responses from the students. The responsiveness of the
Faculty of Business and Economics for evening students is low. But, the
students’ replied that the faculty is reliable, shows good empathy, good service
assurance and tangible. However, some of these items in construct show
negative responses. The faculty has to use its resources to improve the problems
identified in certain items in the constructs of this research. The study is limited
to measure the service quality of the Faculty of Business and Economics
extension program. The finding of the study however, may not represent the
entire performance of the University. The recommendations and suggestions of
this research would serve as a foundation to reinforce the relevance and crucial
role that the service quality plays towards the performance of the University.
1
Lecturer, Department of Management, Addis Ababa University, Email:
[email protected]
Service Quality in Education
1. Introduction
A service can be defined as: “any act or performance that one party can offer to
another that is essentially intangible and does not result in the ownership of
anything (Kotler, 1999). The main purpose of service rendering organization is
to make the intangible offer tangible through an attempt to meet the customer
expectation.
Customers are the sole owners of today’s business. That is, the company shall
tailor all their activities towards meeting and satisfying their needs. How the
company’s satisfied and outperforms competition is a critical issue where every
service rendering organization must focus on. Only customer focused
organizations are striving in developing a long-lasting business relationship with
their customers for sustainable growth and development.
In the management context, the word quality can be used to refer to different
things: accordance with the requirements, adequacy of use, prevention of losses,
or how to answer to or to exceed consumer expectations (Parasuraman, Zeithaml
and Berry, 1985, 1988).
The main reason to focus on quality is to meet customer needs while remaining
economically competitive at the same time. This means satisfying customer
needs is very important for the enterprises to survive. The outcome of using
quality practices is: Understanding and improving operational processes;
identifying problems quickly and systematically; establishing valid and reliable
service performance measures; and measuring customer satisfaction and other
performance outcomes
The main motivation behind undertaking this research is due to the fact that
students interact with departments for certain services, like: advising, add/drop;
complaints, etc. Observing their complaints triggers the need to undertake the
research in order to substantiate with valid and scientific findings for the
betterment of the service, FBE renders to its students.
The main objective of the study is to measure the service quality of FBE through
the use of the five constructs (Reliability; Responsiveness; Assurance; Empathy;
and Tangibles) designed by (Parasuraman, Zeithaml and Berry, 1988) to
measure the satisfaction and dissatisfaction of the students.
The research is discussed into five different sections including the introduction.
Next to introduction, service quality from the point of the literature review is
discussed to give an insight. Then, it is followed by the research design and
methodology used for the study at hand. In the end, it encompasses the results
and discussions accompanied by conclusion and recommendation for further
research.
2. Literature Review
2.1 Theoretical Review (Service Quality)
Outcome quality refers to the end result of the service received by the service
seeker (Grönroos, 1984).Outcome quality reflects the customer’s perception of
the superiority of service experience (Brady and Cronin, 2001; Gro¨nroos, 1982,
1984; Kang and James, 2004).
The physical environment quality measures the tangible aspect associated with
the equipment and facilities pertaining to how the service is provided. That is,
attitude of the service providing staffs, the communication equipment,
computers, and photocopiers used to deliver the service (Grönroos, 1984)
A service firm may win its customer by meeting or exceeding their expectation
through delivering consistently superior quality service than competitors do.
These expectations of customers emanate through their past experience, friends
or through promotional means. After receiving the services, customers evaluate
the perceived service against their expectation; if the perceived service falls short
of their expectation, the customers will be disappointed. However, if it meets or
exceeds their expectation, they will be satisfied and keep on coming to the
service provider.
The customer needs are fundamental for the enterprise to determine its internal
capabilities to satisfy and retain its customer for the long- term sustainable
business. In the interaction process, the customers are the sole players in the
service delivery. They work hand in hand with the provider. The company has
to work towards satisfying and work together with clients to create value for
sustainable long term relationship (Brady and Cronin, 2001; Grönroos, 1982,
1984).
2009 Rakshit Negi 5 Tangibles, Reliability, Discussed the five dimensions User’s perceived service quality of
Responsiveness, introduced by the Parasuraman et al mobile communications:
Empathy, Assurance (1988) experience from Ethiopia
Network aspect, and (International Journal of Quality &
Convenience Reliability Management, Vol. 26
No. 7, 2009 pp. 699-711)
1996 Francis Buttle 5 Reliability, Assurance, Discussed the five dimensions introduced SERVQUAL: review, critique,
Tangibles, Empathy and by the Parasuraman et al (1988) research agenda, European
Responsiveness Journal of Marketing
1996 Geoffrey Soutar 5 Reliability, Assurance, Discussed the five dimensions introduced Measuring service quality in a
and Tangibles, Empathy and by the Parasuraman et al (1988) tertiary institution.
Margaret McNeil Responsiveness Journal of Educational
Administration, Vol. 34 No. 1,
1996, pp. 72-82. © MCB
University Press
1994 Rust and Oliver 3 The customer- This is somehow similar to what Gronoos Books on Service Quality: New
employee (functional or and Lehitinen discussed with the Directions in Theory and Practice,
process quality) approach differs (service environment) year={1994},
interaction, The service Sage Publications
environment, and the
outcome quality
(technical quality)
1994 Clifford, Young, 5 Reliability, Assurance, Discussed the five dimensions introduced Assessing Service Quality as an
Lawrence Tangibles, Empathy and by the Parasuraman et al (1988) Effective Management Tool: The
Cunningham and Responsiveness Case of the Airline Industry
Moonkyu Lee (Journal of Marketing Theory and
Practice, Vol. 2, No. 2 (Spring,
1994), pp. 76-96)
1991 Lehtinen and 3 Physical quality, These qualities are similar to Gronroos Two Approaches to Service
Lehtinen Interactive Quality and model Quality Dimensions, The Service
Corporate (image) Industries Journal, Vol 11 pp 287-
quality 303, Routledge
1988, Parasuraman, 5 Reliability, Assurance, The ten determinants of service quality SERVQUAL: A multiple – item
1991, Zeithaml, and Tangibles, Empathy and has been condensed to five by the authors scale for measuring customer
1993 Berry Responsiveness perception of service quality,
Journal of Marketing, 1988
1988 Parasuraman and 5 Reliability, Assurance, The above same concepts discussed. "Communication and Control
Zeithaml Tangibles, Empathy and Processes in the Delivery of
Responsiveness Service Quality," Journal of
Marketing, April 1988, pp. 35-48.
1985 Parasuraman, 10 Reliability, The ten determinants of the service A Conceptual Model of Service
Zeithaml, and Responsiveness, quality as identified by Parasuraman, Quality and Its Implications for
Berry Competence, Access, Zeithaml, and Berry Future Research (Journal of
Communication, Marketing, Vol. 49, No. 4
courtesy, Credibility, (Autumn, 1985), pp. 41-50)
Security,
understanding/knowing
the customer, Tangibles
1984 Gronroos 3 Technical quality, These dimensions are discussed by A service quality model and its
Functional Quality, and Lehitinen and Lehitinen in a similar marketing implications (European
Corporate image fashion and emphasised on the image Journal of marketing 18 (4), 36-44
propsed by Lehitnen
Thus, the service rendering organization must prove it to its customer that its
service is superior compared to its competitors through revolving around
identifying and meeting its customer’s needs. To do so, they shall focus or
pursue a strategy in service marketing. That is, people (they shall hire a very
knowledgeable working staff to deliver the service), process (they shall deliver
prompt service within a short period of time), and physical evidence (they shall
acquire modern equipment to show to customers that they are providing an
excellent service).
The SERVQUAL model has been the most valuable instrument used to measure
consumers’ perceptions of service quality. The SERVQUAL scale consists of
five dimensions, namely: tangibility, reliability, responsiveness, assurance and
empathy and 22 items, (Parasuraman et al., 1988). The framework of
SERVQAUL has been successfully adopted in many businesses (Airline,
Shipping Line, Hotel, Hospital, Banking, Parcel, Education, etc.). SERVQUAL
when applied to the tertiary level education can be interpreted in to the
following:-
T
Tangiblity
s T
R
Reliability
R
Service Responsiveness RE
Quality S
RE
Assurance A
A
Empathy E
E
The other scholar who has dealt with the importance of service quality
measurements include the works of Gronroos (1984) who suggested that service
quality comprises of three dimensions, namely, the technical quality of the
outcome of the service encounter, the functional quality of the process itself and
the corporate image. In addition, Lehtinen and Lehtinen (1991) defined service
quality as a three dimensional construct consisting of interactive, physical and
corporate quality dimensions which are quite similar to Gronroos’s view.
Thus, it is an eminent threat for business to fail to meet the customer perception
of the service they are offering. Customer satisfaction is the sole and prominent
asset for business to survive and maintain worthwhile growth.
The research has attempted to address the service quality of the Faculty of
Business and Economics, Addis Ababa University. The research problem of the
study has investigated the performances of the Faculty to its students’ vis-a-viz
Tangibility, Reliability, Responsiveness, Assurance, and Empathy.
The study has endeavored to find answers for the following research questions.
As illustrated in the above table, 56% of the respondents are male while the
remaining 44% are female. However, this percentage of response has no
significance in the analysis. It has been incorporated simply to show the
representation of the respondents among the sample.
As seen in the above table, 40% of the respondents are enrolled in the year 2012
while the remaining 60% are enrolled in the year 2013. The rationale behind
choosing these batches is due to the fact that they are in the system for more than
a year. Thus, these batches can provide a valuable and constructive feedback on
the service (Add/Drop, Readmission, Course Waiver, Advising, Complaints,
etc.) the university provides. Comparatively, more students enrolled in the year
2013 have been chosen considering their exposure and anticipating a more sound
response on the service the university renders.
6.4 Discussions
The constructs which are used in this research are reported in Table5. The table
includes the variables, the number of items considered under each construct,
mean, standard deviation, the reliability test-alpha. In order to have a valid
construct in the model, each of the items comprising the construct was checked
to see if it was uni-dimensional. To this effect, each construct was then evaluated
using a separate reliability test and the Cronbach’s alpha is reported in the same
table. The Cronbach's alpha measures how well a set of items (variables) in the
measures of a single uni-dimensional latent construct was also tested. When
data have a multidimensional structure, Cronbach's alpha is usually low. The
higher the alpha value is the better the data reliability (Field, 2009). Most of the
constructs are good for students; with few exceptions, such as empathy (alpha is
equal to 0.598) and assurance (alpha is equal to 0.672).
Though the commonly accepted level of Alpha is 0.60 (Joseph et.al, 2010), the
finding showed that, apart from one construct (that is empathy- less than or equal
to 0.60), all have a Cronbach’s Alpha value greater than or equal to 0.6.
Moreover, all of the items under each construct have a factor loading greater
than or equal to 0.50 and inter-item-total correlation greater than or equal to 0.30
As shown in Table5, the overall mean and standard deviation of the construct
tangibility is found to be 2.80 and 0.681. That is, the higher mean and relatively
low standard deviation show that the tangibility of the service rendered by the
FBE with respect to students’ need is relatively good. A close investigation of
each item as under the construct responsiveness, shown in Table6 supports this
finding. All the items, except “you have an access to a computer to aid your
learning at FBE? “have got a low mean (less than 2.50) and high standard
deviation (greater than 1.00). From Table 6, one item out of the total seven items
that measure the construct tangibility are rated by more than 40% of the students
either strongly disagree or disagree. From the findings, relatively very few
numbers of students have strongly agreed for these items.
Table 6: Tangibility
SN Tangibility Mean Stdv. N SDA DA N A SA Total
N (%) N (%) N (%) N(%) N(%) N(%)
1 An orientation is given to
you the first time you 3.01
enroll at FBE? 1.38 87 21(23.6) 11(12.4) 13(14.6) 32(36) 10(11.2) 87(97.8)
2 The commitment of FBE in
improving the quality of 2.73
education is high? 1.19 86 16(18) 20(22.5) 28(31.5) 15(16.9) 7(7.9) 86(96.6)
3 Are you provided with
quality and recent books in 2.78
FBE libraries? 1.25 86 19(21.3) 16(18) 21(23.6) 25(28.1) 5(5.6) 86(96.6)
4 You have an access to a
computer to aid your 2.28
learning at FBE? 1.09 86 26(29.2) 26(29.2) 18(20.2) 16(18) 86(96.6)
5 The administration of final
exams at FBE is well
2.99
organized and strictly
controlled? 1.19 86 15(16.9) 10(11.2) 28(31.5) 27(30.3) 6(6.7) 86(96.6)
6 The class size of students
to sections at FBE is more
3.17
appropriate and
manageable? 1.06 86 7(7.9) 16(18) 23(25.8) 35(39.3) 5(5.6) 86(96.6)
7 The normal curve grading
system of FBE is more 2.67
evaluative and effective? 1.02 86 15(16.9) 18(20.2) 33(37.1) 20(22.5) 86(96.6)
Table 7: Reliability
SN Reliability
Mean Stdv N SDA DA N A SA Total
N
N (%) N (%) N (%) N (%) (%) N (%)
1 The student
hand book is
very
2.85 1.22 87
informative
and
applicable? 17(19) 14(16) 27(30) 23(26) 6(7) 87(98)
2 The
instructors
at FBE
encourage 2.90 1.22 86
students to
be active
participants? 13(14.6) 21.0(23.6) 22(24.7) 22(24.7) 8(9) 86(96.6)
3 The
teaching -
learning
2.62 1.14
quality at
FBE is very
good? 86 16(18) 24(27) 29(32.6) 11(12.4) 6(6.7) 86(96.6)
4 The
evaluation
modality at 2.59 1.06
FBE is very
good? 86 12(13.5) 33(33.71) 22(24.7) 16(18) 3(3.4) 86(96.6)
As shown in Table5, the overall mean and standard deviation of the construct
responsiveness is found to be 2.42 and 0.773. That is, the low mean and
relatively high standard deviation show that the responsiveness of FBE with
respect to students’ need is relatively low. A close investigation of each item as
under the construct responsiveness, shown in Table 8 supports this finding.
Table8. Responsiveness
No
Responsiveness Mean Stdv SDA DA N A SA Total
As shown in Table 5, the overall mean and standard deviation of the construct
assurance is found to be 2.86 and 0.851. From this finding one can infer that the
assurance of FBE with respect to students’ need is relatively good. A close
investigation of each item as under the construct assurance, shown in Table 9,
supports this finding. Almost all the items, except item “You are encouraged to
become an active learner at FBE?” have got relatively high mean (greater than
2.5) and low standard deviation (less than 1.00). From Table 9, all of the three
items that measure the construct assurance are rated moderately higher by the
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Service Quality in Education
students either strongly agree or agree. From the findings relatively very few
numbers of students have strongly disagreed or disagree for all the items and
many have rated neutral.
Table 9: Assurance
SN
Assurance Mean Stdv. N SDA DA N A SA Total
N
N(%) N (%) N (%) N (%) N (%) (%) N (%)
1 Are you
encouraged to
2.88 0.90
become an active
learner at FBE? 86 5(5.6) 20(22.5) 16(51.7) 10(11.2) 5(5.6) 86(96.6)
2 The instructors at
FBE are competent
enough in 2.98 1.15
delivering the
lecture? 86 13(14.6) 14(15.7) 25(28.1) 30(33.7) 4(4.5) 86(96.6)
3 The methodology
engaged in
2.75 1.20
teaching at FBE is
very good? 86 17(19.1) 20(22.5) 23(25.8) 22(24.7) 5(5.6) 87(97.8)
As shown in Table 4, the overall mean and standard deviation of the construct
empathy is found to be 2.60 and 0.786. From this finding one can infer that, the
empathy, the concern that the FBE has in regard to resolving the students’
problem is high. A close investigation of each item as under the construct
empathy, shown in Table 7 shows that almost all the items, except item “FBE
provides instant solutions to students’ problems?” have got low mean (less than
2.50) and low standard deviation (less than 1.00). From Table 9, all the three
items that measure the construct empathy are rated by more than 30% of the
students either strongly disagree or disagree. From the findings, relatively very
few numbers of students have strongly agreed and many of the students are
neutral for all the items.
7. Conclusion
Based on the data and findings, the following conclusions are drawn. Poor
teaching modality designed is contributory to poor service and inferior quality
outcome. Thus, quality of service is determined by maintaining timeliness of
services and responds to customers’ quest immediately through providing
prompt service. In addition, the participation of students’ in the teaching-
learning process is an indispensable factor in elevating them with profound
knowledge. Also, provision of caring and giving individual attention in the
service delivery is of a paramount importance for service rendering institutions.
Furthermore, the overall quality of the teaching- learning is determined by the
physical infrastructure available for delivering the same.
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