Service Quality

(Service Gap Analysis)

A case study-“Komvux”

Authors: Sarmin Sultana and Shohel Rana

Subject: Master Thesis in Business Administration
Program: Master‘s of International Management
Gotland University: Spring semester, 2010
Supervisor: Ola Feurst, PhD

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 Abstract
Background:

The customer‘s standard of living and consciousness is demanding the importance of service
quality. Service quality is mandatory to provide added value to the customers, retain and make
loyal customers. This paper focuses on the customer expectation, customer perception and the
gap between customer expectation and perception to measure the service quality. We have
analyzed the service quality which has a great impact on customer satisfaction.

Objectives:

Our objective was to find out the service gap between customer‘s expectation and perception, the
gap between male and female expectation and perception and the gap between expectations and
perceptions of students from different continents about service quality at ―Komvux‖. This
service gap has been analyzed by using SERVQUAL model based on 22 statements of five
dimensions (tangibles, reliability, responsiveness, assurance and empathy). We have tried to
confer from the customer‘s point of view.

Methods:

We have used the quantitative method to explain the gap. To collect the primary data, survey on
the students of ―Komvux‖ has been arranged by using questionnaires.

Results:

The results illustrated that the ‗‘reliability‘‘ dimension is the most important, while ‗‘tangible‘‘ is
the least important factor of quality for both expectation and perception. In the case of tangibility
and reliability, the male and female students have the lowest gap for expectation and perception.
For empathy, they have the highest gap on expectation and perception.

Conclusions:

From the overall analysis, it is observed that the perception level is higher than the expectation
level which shows the customer‘s satisfaction on ―Komvux‖.

Key words: Service quality, expectation, perception, satisfaction, SERVQUAL, Komvux.

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 Acknowledgements
It would be difficult to complete this thesis in time without the support and time-contribution of
different persons.
We would like to show the gratitude to all stuffs and students at ―Komvux‖ especially Fredrick
and Camila who helped us to survey and collect the data. We also like to say thanks to many
students who helped us by giving information about student‘s availability in the ―Red Cross‖ in
the break time and by translating the questionnaire in Swedish language.
We also like to say thanks to our classmates and friends who supported and also made critical
reviews to improve our work.
Finally, we will not hesitate to direct thanks to authors and scholars whose contribution helped us
to develop our theory part and references.

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Contents:
List of tables:

Table 4.1 Respondent‘s General Information on the base of gender and origin……………...26

Table 4.2 Mean score of expectation and perception…………………………………………..28

Table 4.3 Result of prioritizing the feature pertaining customer expectation and perception
………………………….………………………………………………………………………..31

Table 4.4 Customer opinions from expectation part……………………………………………37

Table 4.5 Customer opinions from perception part ……………………………………………38

List of Figures:

Figure 2.1 The structure of the questionnaire …………………………….…………………….14

Figure 2.2 Dimensions relevant to features……………………………………………………..15
Figure 2.3 Likert Scale Interpretation…………………………………...………………………15
Figure 3.1 Two service quality dimensions……………………………………………………..18
Figure 3.2 Factors influencing customer expectations………………………………………….21
Figure 3.3 Determinants of perceived customer value…………………………………………23
Figure 3.4 Seven Service Quality Gaps…………………………………………………………24

List of Diagrams:
Diagram 4.1 Bar chart representing gender and continent of origin…………………………..27
Diagram 4.2 Result from overall Expectation and Perception…………………………………27
Diagram 4.3 The respondent‘s expectation and perception regarding to each feature………..29

Diagram 4.4 Respondent‘s priority on expectation features through ranking..........................31

Diagram 4.5 Respondent‘s priority on perception features through ranking …………………32

Diagram 4.6 The gap between male and female‘s expectations……………………………….33

Diagram 4.7 The gap between male and female‘s perceptions………………………………...34

Diagram 4.8 Differences of expectations among different continent‘s respondents…………35

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Diagram 4.9 Differences of perceptions among different continent‘s respondents…………36

Diagram 4.10 Gap between perceptions and expectations among different continent‘s
respondents………………………………………………………………………………………37

Chapter 1:
Introduction……………………………………………………………………..7
1.1 Background…………………………………………………………………………..7
1.2 Problem Recognition…………………………………………………………………8
1.3 The case………………………………………………………………………………9
1.3.1 The reason of choosing the case…………………………………………9
1.4 Research questions…………………………………………………………………..10
1.5 The Structure of the thesis…………………………………………………………..10

Chapter 2:
Research methodology………………………………………………………..11
2.1 Research Approach…………………………………………………………………..11
2.1.1 Limitation…………………………………………………………………..12
2.2 Research Method……………………………………………………………………..12
2.2.1 The steps of the research…………………………………………………...12
2.3 Data Collection……………………………………………………………………..13
2.4 Sample of Population…………………………………………………………….....13
2.5 The structure of the questionnaire………………………………………………….14
2.6 Method of analyzing………………………………………………………………..15
2.7 Chapter summary……………………………………………………......................16

Chapter 3:
Literature Review…………………………………………………………..…17
3.1 The service and it‘s characteristics…………………………………………………..17
3.2 The concept of service quality……………………………………………………….17
3.3 Expectation……………………………………………………………………….…..20
3.4 The factors affecting the customer expectation……………………………………..20
3.5 Perception…………………………………………………..……………………...…21
3.6 The factors affecting the customer perception………………………………………22
3.7 Customer Satisfaction………………………………………………………………...23
3.8 The comparison among expectation, perception and satisfaction………………….23
3.9 The concept of SERVQUAL model……………………………………………...….24

Chapter 4:
Data Analysis …………………………………………………………………..26
4.1 General Information…………………………………………………………...………26
4.1.1 Demographical Information of the Respondents…………………………..26
4.2 Service Quality……………………...…………………………………………………27

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 4.2.1 Service Quality from overall expectation and perception………………….27
4.2.2 All the SERVQUAL dimensions service dimension………………………..29
4.2.3 Prioritization of the features by the respondents……………………………31
4.3 The difference between male and female‘s expectations and
perceptions……………………………………………………………………………..32
4.4 The different continent‘s expectations and perceptions………………………………35
4.5 Customer expectations from customer‘s opinion part………………………………...37
4.6 Customer Perceptions from customer‘s opinion part………………………………….38
4.7 Summary of the result………………………………………………………………….39

Chapter 5:
Conclusions……………………………………………………………………...40
5.1 Recommendation for further research…………………………………………………41
References with annotation…………………………………………………….42
Bibliography……………………………………………………………............44
Appendix 1: Questionnaire…………………………………………………….47
Appendix 2: …………………………………………………………………….53

List of Tables:
Table 1…………………………………………………………………………………………..53
Table 2…………………………………………………………………………………………..54
Table 3…………………………………………………………………………………………..55
Table 4…………………………………………………………………………………………..57
Table 5…………………………………………………………………………………………..59
Table 6…………………………………………………………………………………………..60
Table 7…………………………………………………………………………………………..61

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Chapter 1:
Introduction

Day by day, the customer‘s standard of living is increasing and creating the importance of
service sector. To keep the customers satisfied, the service providers are very active to provide
the manufactured goods with added value. Added value is mandatory with having good service
quality which will help the business to survive in the consumer market (Boström, 1995).

Perception of service qualiy is expressed by the customer‘s repeat buying. When customers feel
that the service quality is meeting their expectations, they become loyal customer and engage in
repeat purchase. Quality includes the total benefits that customers expect and perceive with
maximum satisfaction. Service quality is judged by uncompromised standard and high
acheivement (Lovelock and Wirtz, 2007).
Quality, competitiveness and performance of business are inter-related which is addressed deeply
by service quality (Denis Harrington, 1996). Having the service quality is a great fact to help the
organization to make them distinctive and competitive in advantage. This competitive advantage
is responsible to change the consumer behavior as well as satisfaction and loyalty (Lovelock and
Whirtz, 2007).
According to Jillian, customers perception is mostly determined at the point of purchasing
service. That time the quality of service influences the willingness of the customers to buy and
also determine the customer satisfaction and loyalty. Besides this point of purchase, sales
person‘s knowledge and behavior also keep an indirect impact on the customer‘s buying. It is
proven that the perception of service quality at the time of purchase is more important to create
customer‘s awareness than other times to perceive (Jillian C. Sweeney, 1997).
For service quality perception, expectation also have a great contribution. When the customer‘s
expectation is not fullfilled, there become a good possibility of spreading the negative word of
mouth very rapidly. Expectational value should be on importance to create customer satisfaction
(Nelson Barbera, 2011).Armstrong mentioned that the difference between customer expectation
and perception is the determinant of perception of service quality. When the expectation
becomes in the lower rating than perception, it represents good quality and creates pure
satisfaction (Robert W. Armstrong, 1997).
Lin argues that satisfaction is a mark of pleasurable consumption of service which customers
expect from the service providers. Satisfaction can also be judged when it expresses the positive
attitude of the customers to the consumption and shows a fulfillment response (Lin, 2007).
Zhaohua Denga (2010) suggests that there is a trade-off among service quality, customer value
and trust which combinely create customer‘s total satisfaction and this satisfaction aggravate the
customer retention as well as loyalty.

1.1 Background:

Dennis Harrington (1996) stated that in the past period, the concept of service quality was
important but the necessity of service quality is increasing three or four times day by day than
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before. The business and customer understanding of service quality and satisfaction enhancing
the importance of this concept. The understanding from the customer‘s point of view is making
the customers choosier and the business is becoming more competitive.

Lien-Ti Bei (2006) found that to be competitive and to have distinctive advantages, the company
should follow some marketing strategies. Employee based strategies along with the customer
based strategies should be followed by the company. The company can arrange the employee
training, standard procedure of operation to make the employees more confident and efficient.
Customer‘s satisfaction not only depends on customer‘s perception about service quality but also
on the employee‘s perception about customer‘s expectation.

Perception of service value is considered as the pre-requisite of customer satisfaction and

employee satisfaction is the pre-condition of service value. This shows that the employee‘s job
satisfaction is dependent on many factors such as service delivery process, employee‘s
complacency and their perception of customer‘s expectation. Employee‘s satisfaction indicate
that they ate fully ready to provide their full effort to satisfy the customer‘s expectation and this
creates the importance of employee base strategies (Irene Gil, 2008).

Recent research shows that service delivery in a consumer oriented manner is also involved in
the perception of service quality. All the stages of service delivery should be targeted to satisfy
customers. Sometimes the after sales service also keeps a crucial part to make the customers
more satisfied. This satisfaction from post purchase experience creates the customers more loyal
than the point of purchase (Ko de Ruytera M. W, 1997).

1.2 Problem Recognition:

―Komvux‖ is the Swedish language teaching institution on which we gave our priority. Here
every year many foreign students learn Swedish language in four sessions. Many foreign
students are dependent on it because of providing free services. This is also dominant here in
Gotland for being only one institution for providing language education. As a non-profit
organization, it‘s trying to satisfy its students by giving high quality teaching, free book, free
website using. The different country‘s students have different expectations to ―Komvux‖ and the
reputation of it depends on the fulfillment of expectations. And to satisfy the students, this
organization should emphasize on operational procedure, employee training and customer
expectations (Waldman, 1996).
Jong Myoung Koa (2008) mentioned that the similar types of services from different institutions
are making the customers very confused to choose the service. Customer‘s expectations are
becoming higher and the added value is getting more importance on this confusion. Heather
Stewart (1998) said that the way of improvement and measurement of service quality are very
difficult to apprehend and consumer‘s consideration about service quality should be the main
priority to get the view of service quality.
Best pre-requisites are improving service quality and that is mandatory for customer satisfaction.
The organization should create added value to service, improve service process based on
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customer consideration and meet the customer‘s need in proper way for making proper pre-
requisites (Edvardsson, 1997).
Ha and Jang (2009) mentioned that the good relationship between the organization and the
customers is very promising to create customer retention and loyalty. The service failure takes
the detrimental part to destroy this relationship. The immediate recovery process can recover this
matter more positively and create positive customer behavior and trust.

1.3 The Case:

Case study is defined as the deep and relevant study on specific problem by Bryman and Bell
(2007). To get the solution of specific problem, we gave our attention on ―Komvux‖ to find out
the service quality gap by considering customer expectations and perceptions.
From 1994, ―Komvux‖ has designed many courses completely. ―It is for those who want to
supplement an earlier training, read incompetence for higher education, improve skills in their
current professions or get training for a new profession. It offers language education to the
residents of Gotland and have no knowledge of the Swedish language or want to improve their
basic knowledge base‖ (www.komvux.gotland.se). It offers higher education on science,
humanistic, law; vocational training on tourism, hotel management; Swedish for Immigrants
(SFI and SAS) and education for disable persons. It offers four sessions in a year. Here the
students can:

―Read individual species or entire training

Scores after completing their studies
Free education, they pay only the course materials
Help with study skills‖ (www.komvux.com)

―Komvux‖ is an adult education institution where both Swedish and foreign students are
studying different courses free. For SFI course, different nationality‘s students come with
different learning expectations and different perceptions that can give us different ideas and
views to investigate. We mainly focus on foreign students for SFI course. We contact to the
students to ask about their expectation from the ―Komvux‖ and also perception. To know the
satisfaction or dissatisfaction we contacted to the existing students also few previous students of
―Komvux‖.

1.3.1 The reason of choosing:

Every profit oriented organization become very conscious about their service quality as profit is
related to their service quality. And this profit is only possible to gain by customer satisfaction.
Customer satisfaction is high when customer‘s expectation and perception matches with each
other. But for the non-profit organization, they are not so bound to maintain service quality as
they have no target for profit. This case creates our interest because it‘s a free adult education
service providing institution. We want to know that as a non-profit organization and free service
providing institution, it does really maintain its quality service or not. Another reason of getting
interest on this case is easy access of information and respondents.
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1.4 Research Questions:
―Komvux‖has been selected as our case study to measure their service quality. To measure this
quality, we have found out some questions on which we will do research….
 What is the service gap about service quality at ―Komvux‖?
 What is the gap between male and female expectation and perception about service
quality at ―Komvux‖?
 What is the gap between expectations and perceptions of students from different
continents about service quality at ―Komvux‖?
Our objective is to find out the gap between customer‘s expectation and perception and the role
of this gap on customer satisfaction of ―komvux‖ and also identify which dimensions are making
difference among the students of different continents.
Contribution: This research will help the ―Komvux‖ to measure its service quality and the level
of satisfaction of the students. It will be able to find out its shortage of service to recover which
will affect the future behavior and consumption of the students.

1.5 Structure of the thesis:

Section 1
Introduction
↓
Section 2
Research Methodology
↓
Section 3
Literature Review
↓
Section 4
Data Analysis
↓
Section 5
Conclusions

↓
References

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Chapter2:
The Research Process

Define the problem

Develop the Research Plan

Collect the information

Analyze the Information

Present the Findings

Make the decision

Research methodology:
In this part, we will discuss about the 2nd step of the research process. Research plan shows how
and in what way the work is being processed. By seeing methodology, one can get preview of
the case and the way of analyzing. The following points are describing the different steps of
research plan:
2.1: The research approach
2.2: The research method and steps
2.3: Source of data collection
2.4: Sampling of Population
2.5: The structure of the questionnaire

2.1 Research Approach:

Induction and deduction are two valuable methods which are used to gather knowledge (Bryman
and Bell, 2007). An induction process is related to gather true information by investigating
particular cases and that‘s why it is known as demonstrative process. Observation is the starting
point from where this process starts and ends with creating new theory.
On the contrary, the deduction process follows a specific theory as a basement and describes all
the data and hypothesis by applying this theory. In this process, some statements are made in the
beginning and then to prove these premises, different calculations are used. Deduction process is
mostly used to provide absolute provident of what we find out as conclusion (Bryman and Bell,
2007).
Our paper is completed by applying the deductive approach as we used the SERVQUAL model
and analyzed data in reality according to this theory.
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2.1.1 Limitation:
We selected the sample of population on convenience which refers that no group was targeted
before. For our case, it was very hard to talk to respondents as they were always busy with their
classes. Sometimes, they were in relaxing mood to take their lunch and were not prepared to
respond to our questionnaires. Because of time shortage, some respondents gave their opinions
without deep thinking. Some respondents liked to take the questionnaires at home for time
limitation in school but forgot to return the questionnaires. They answer all the questions in
home without understanding of the questions. The questionnaires were so long that sometimes
the students felt hesitation to fill up. The main problem was about their language proficiency. In
―Komvux‖, most of the students don‘t know English language. As they are learning Swedish
language, they are not so proficient to answer in Swedish language. That‘s why; we took the help
of the teachers and also the students who knew both English and Swedish languages to make it
easy for them to answer.

2.2 Research Method:

Research method is about the way in which the specific problem will be solved. According to
Bryman and Bell (2007), a quantitative method gives us the insight that it starts with the general
view and finishes by being specific. Data can be collected by using focus group, survey,
interview according to theory and to process these data, the mathematical and statistical
techniques are very common to use. The qualitative method is considered as an unstructured
technique and this is applicable when the researchers need the deep interpretation through
applying his creative questions (Philip Kotler, 2009).
This paper aims to explore the factors affecting customer‘s expectations and perceptions and also
find out the gap between expectation and perception according to SERVQUAL model. To
explore these things, we used the quantitative method to gather empirical data. We arranged
questionnaires to make our survey on the students of ―Komvux‖. We arranged the questionnaires
on the base of 22 features consisted of five dimensions and it was divided in two sections:

An expectation section containing the general expectations of the

customers about the service quality.

An perception section to measure the customer‘s view about service

quality (Zeithaml, 1990, p.23)
Bryman and Bell (2007) say that the problem is disclosed and discussed broadly in the
quantitative design. Four distinctive facts marked as pre-occupations of deductive approach are:
measurement, causality, generalization and replication. Quantitative approach is used when the
case needs deep interpretation and measurement through statistical comparison.

2.2.1 The steps of the research:

Bryman and Bell has described some steps of the quantitative method. Our case study also
follows some of these steps and we have shown our thesis by dividing in different steps.

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 Theoretical work: As our thesis is on service quality, we have described
service and service quality related theories.
Design of Research: We have described the method, approach and
questionnaire structure here. As we have done our paper by using SERVQUAL
model, quantitative method, deductive approach and the way of designing
questionnaire has been described.
Measurement Choice: The way of measurement of each feature and as well as
each dimension has been described.
Place for survey: We have chosen the students who were available and they
responded without any bias.
Respondent’s Choice: We chose mostly the existing students and few previous
students.
Case-study: We delivered some questionnaires in the classroom, some by
personal contact, some in the Red Cross where most of the students went for
taking breakfast or lunch.
Data processing: We calculated the data using the mean through excel.
Analysis: We analyzed the data according to male &female and also different
continents.
Conclusions: We showed all the main points from the data analysis part
(Bryman and Bell, 2007, p.155).

2.3 Data collection:

Two ways of data collection are primary data and secondary data. Primary data is not ready to
use and freshly gathered. It is only possible through communication with the respondents. We
arranged questionnaires and distributed to the students to collect data about their expectations
and perceptions. On the contrary, secondary data is existed somewhere and can be used from the
ready-made sources such as market reports from government and organizational institutions. For
our case, we used both primary and secondary data. Primary data was collected through survey
by questionnaires and for secondary data, articles from science-direct and ―Komvux‖ website
was used.
For primary data, firstly we contacted with the students who knows English. We talked to them
and collected the questionnaire by sitting with them and also making them understandable. Some
questionnaires were distributed to many students who were curious to take it in home. We
distributed many questionnaires but return was very less as the students forgot to bring from
home. As it was becoming tough to collect questionnaires, we decided to take help of the
teachers to distribute these questionnaires. They had only few students who knew English and
most of the students don‘t know English well to read and respond. For that reason they suggested
us to prepare the questionnaires in Swedish language. We prepared some questionnaires in
Swedish language to distribute to them who don‘t know English. After that time, the response
was quite good than before. We also got the information about the availability of the respondents
in ‗Red Cross‘. We visited many times to Red Cross to distribute and collect the questionnaires.

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2.4 Sample of population:
The respondents in our case were chosen on non-probability choice. We selected these persons
who were available in ―Komvux‖ at the time of delivering questionnaires. Some respondents
were available in the café place. In the break time, many students visit the ‗Red Cross‘ to take
their lunch or breakfast. We contacted some respondents from that place. We also took help of
some teachers to get some respondents and distributed the questionnaires to them in their
classrooms. We distributed most of the questionnaires to the existing students and the rest to the
previous students. We have collected information from 31 respondents.

2.5 The structure of the questionnaire:

―A questionnaire consists of a set of questions presented to respondents‖ (Philip Kotler, 2009,
p.198). For our case, the questionnaire was made in both English and Swedish languages. We
arranged both structured and open-ended questions for survey. Structured questions are good for
saving time of the respondents and decrease the boar to answer the questions. But without the
contrast of open-ended questions and structured questions, real results don‘t come. Through open
ended questioning, the respondent‘s real feelings are explored in front of the researcher. We have
used three sections for the questionnaire.

Structure of the
Questionnaire

Section 1 Section 2 Section 3

Demographic Information Expectations Perceptions

Figure 2.1: The structure of the questionnaire

The section 2 and section 3 are divided in four sub-parts. The first sub-part is consisted of
structure questions which contains 22 questions on five dimensions. The five dimensions have
been shown according to the features number (Zeithaml, 1990).

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Section 1 consists of various closed questions and the respondents have given tick mark.

Dimensions Features

Tangibles Features (1-4)

Reliability Features (5-9)

Responsivenes Features (10-14)

s
Assurance Features (15-18)

Empathy Features (19-22)

Figure 2.2: Dimensions relevant to features (Zeithaml, 1990, p.176)

In the 2nd sub-part, Likert scale has been used to take the respondent‘s priority of statements and
measure the questionnaires. We used 5 scales to rank the features where the respondents were
told to give 1 for the most important feature and 5 is for the least.

The most Rank 1

Much Rank 2

Moderate Rank 3

Less Rank 4

At the least Rank 5

Figure 2.3: Likert Scale Interpretation

In expectation part, Sub-part 3 and 4 consist of open-ended questions and the respondents were
asked to give their own opinion on how service can be improved and also what other
expectations they could expect from ―Komvux‖. And in perception section, sub-part 3 and 4
consist of open-ended questions and the respondents were asked to give their opinions and
suggestions about the overall service quality of ―Komvux‖.

2.6 Method of analysis:

We measured the service quality of each dimension of all respondents by averaging scores for all
features under one dimension. And for this scoring, we gave a score among 1-5 for each feature.

15
We calculated the scores for 31 respondents for our SERVQUAL survey. We have calculated the
average score along each dimension in the following two ways:

Firstly, we scored for each respondent by adding SERVQUAL scores

on the features under each dimension and the total sum of these
features pertaining one dimension is divided by the total respondents.

Secondly, we summed up the entire respondent‘s total score and then

divided this score by total number of respondents (Zeithaml, 1990,
p.176).
The overall expectation level is showed through counting the score of each dimension and then
summarizes them by diving 5 dimensions. In this way, 31 respondent‘s score was counted. We
calculated the score for perception of all the respondents in the same way. Then the difference
between expectation and perception is counted by doing minus of the expectation score from the
perception score. The result is described in details in the data analysis part to identify the areas
where the company have problem and should improve.

2.7 Chapter Summary:

In this chapter, we have discussed that we worked on deductive process. We have used the
quantitative method for our case as we followed the SERVQUAL model. Questionnaire has been
used to collect data from the students. We collected primary data by communicating directly to
know about customer‘s expectation and perception and secondary data from company web site.
The non-probability way was followed to collect the sample of population and the samples were
selected conveniently. The SERVOQUAL model was the basement for analyzing the data.

16
Chapter 3:
Literature Review

In this chapter, we focus many factors that we consider important for our case. The following
points are showing the different concepts related to our case:

3.1 The service and its characteristics

3.2 The definition of service quality
3.3 Expectations
3.4 The factors effecting customer expectations
3.5 Perceptions
3.6 The factors effecting the perception
3.7 Satisfaction
3.8 The comparison among expectation, perception and satisfaction
3.9 The SERVQUAL model

3.1 The service and its characteristics:

Service is very complex and about economic activities which is giving benefits to both customer
and the company. It is defined as the action for delivering and benefiting the different parties by
exchanging the value for their welfare. Service is also described as the performances of the
service providers. Customers purchase service for the search of desired result and the companies
sell their services for the customer‘s benefit by proposing solutions to the problems. When the
customers expect some value from this purchase, besides the exchanging the ownership there
comes many value related elements such as price, time and delivery process (Lovelock, 2007,
p.14). The service is a combination of many characteristics:
Intangibility is one of the important characteristics of service. As service is a
combination of performances and experiences, it is very difficult to measure.
Another characteristic of service is heterogeneity which means that service
production from person to person vary because of different performances.
In the case of service, production and consumption are happened at the same
time. Quality of the service is dependent on the interaction between producer
and customer at the time of delivery (Zeithaml, 1990, p.15).

3.2 The concept of Service Quality:

The manner of treating with the customers at the time of delivering service is referred as service
quality (Jaina). Service quality is considered as the combination of different experiences through
the interaction among customers, employees and organizational environment (Jamesb, 2011).
Zeithaml (1990) mentioned that service encounter is very important step for the customers to
perceive the service quality. Through the service encounter they can easily capture the difference
between previous and present experiences and measure the overall service quality. It‘ not easy to
for the organization to identify their lacking, measure service quality and improve themselves

17
according to customer‘s need. The easiest way to measure service quality is understand the
service attributes by giving priority on the customer‘s consideration (Heather Stewart, 1998).
According to the customer‘s consideration, the long waiting time for the service create negative
impact on the customer‘ mind about service. The less time they have to stand for receiving
service is understood as service quality and this should be a major concern for the company to
improve their service and retain customers (Ashok Sarkara, 2010)
Kumar (2008) argued that service quality is contributed by not only the service itself, but also the
production process, the time of production, the employee‘s behavior to the customers, the
delivery process and the waiting time for accepting service. With the delivering of final service,
both the company size and the operational procedure have great contribution on the service
quality measurement (Julie Paquettea, 2009).
Service quality can be described as the negotiation process between customers and service
providers where resource allocation and management are done equally to satisfy both party‘s
interests as customer‘s perception of service quality and employee‘s job satisfaction are inter-
related (L.A Guedesa, 1998). For some services without the help of the customers, service
production is not possible. Customer‘s participation is very important fact to deliver the service.
This participation of both service providers and customers at a time in the service delivery
process also has a great impact on the customer‘s evaluation of service (Bronwyn Higgs, 2005).
―Total Perceived Service Quality‖ is an approach related to service quality, introduced by
Grönroos in 1982. This is the model about what the customers expect before purchasing and
what they perceive in reality {(Grönroos, 1983 and 1984) cited on: (Grönroos, 1990, p. 35)}.
Customer‘s perception can be described according to the combination of two dimensions-
technical and functional. The first one is about the technical dimension which is related to the
outcome left to the customers after receiving service and the second one is about

the manner in which he experienced the service from the total service process (Grönroos, 1990,
p.38)

Total Quality

Image
Corporate/Local

Technical Quality of Functional Quality

the outcome: What of the Process: how

Figure 3.1: Two service Quality dimensions (Grönroos, 1990, p.38))

18
 ―Gap Analysis Model‖ is another popular model for service quality, developed by Berry,
Parasuraman and Zeithaml for analyzing the causes of the problems and also for assisting the
service providers by showing the way of improving the service. The main focus of this model is
that any gap in any point can destroy the service quality and this gap should be repaired as early
as possible. The size of the gap has a great impact on the service quality and the service
institution should take the strategies to off these gaps by identifying the reasons (Lovelock, 2007,
p. 424)
Knowledge Gap: This gap occurs if the management perception about
customer‘s expectation happens wrong. This is the gap which is the result of the
mismatch between management perception and customer‘s expectations.
Standards Gap: This gap is created only when the service standard for delivery
is not perfect enough according to the management perceptions about customer‘s
expectation.
Delivery Gap: This gap is the result of the inconsistency between delivery
standard and service production.
Internal Communication Gap: This gap can be measured through observing the
difference between the sales person‘s perception about quality level and the
ability of the company to deliver service accurately.
Perception Gap: It is the difference between the actual delivery and the
customer‘s perception.
Interpretation Gap: When the customer‘s thinking about promises is
inconsistent to the promises of the service provider.
Service Gap: Service perception is not matching with customer‘s expectation of
service quality and this gap is created (Lovelock, 2007, p.424)

External gap happens when the consumers and the company are the main concerns. And internal
gap is related to the company‘s departments and functions. Knowledge gap, perception gap,
interpretation gap and service gap are representing the external gap and the rest three gaps
related to internal gap.

There are many reasons for which the service quality is hampered and gap between the
organization and the customers is created……………………
When the employees fail to understand the actual need and expectations of the
employees.
When the organization‘s service delivery system can‘t meet the customer‘s
expectations.
When the employees are not efficient and knowledgeable to apprehend
customer‘s expectations and meet up.
When the management level don‘t take the customer‘s complain seriously and fail
to take recovery actions (Grönroos, 1990)

The company‘s existence depends on the recovery of these gaps as soon as possible. To recover
these gaps, the good relationship and communication among top, middle management and also
the customers. As the front line employees have more responsibility for handling customers

19
directly, they should be well trained and efficient in handling. The most important fact that
should be more prioritized by the marketer is keeping their promises accurately and must be
more specific (Lovelock, 2007).

3.3 Expectation:
Parasuraman (1994) has mentioned that without the measurement of expectation, the service
quality is not possible to measure. Expectation bears a great contribution on the service quality
measurement (Robert W. Armstrong C. M., 1997).
Expectation can be defined as the customer‘s wish to get the standard service from the service
provider. Customers expectation vary according to many factors such as time of buying, place,
word-of-mouth and previous experience. In the case of study, students have many expectations
about teaching style and lecture quality. The students expect the teachers to be more
knowledgeable to apprehend and provide the service according to the student‘s specific wants.
The most important thing that students expect from the teachers is the willingness and
freindliness to assist them to solve the problems at the first time (Roediger Vossa, 2007).
Satisfaction is stongly dependent on customer‘s expectation which can be superior, inferior or
moderate. The level of expectations determine in which level the satisfaction will be created. The
level of satisfaction is measured when the customers compare the previous expectations with the
present experiences (M.S., 2008).
Before purchasing, customers have their own expectations about service quality, service
delivery, employee‘s behavior. As though their expectations have impact on the behavioral
intentions and satisfaction, customer experiences at the time of service delivery can change their
mind positively or negatively (Yen-Hao Hsieha).
When the customer‘s expectations are fulfilled and produces a positive result, the service is
considered as having quality. In the case of educational service, the tangibility has less
importance in the customer‘s mind as expectation element. The most effective factor for creating
superior expectation as well as satisfaction is the teacher‘s co-ordination, willingness to help, the
style of teaching, the knowledge of the teachers (K.Yeo,R. 2009).

3.4 The factors effecting customer’s expectations:

Customer expectation doesn‘t come automatically; it is created on the base of some key factors.
The level of expectation is shaped by the extent to which these factors affect the customer‘s
mind. Lovelock (2007, p.47) has mentioned three levels of expectations: desired, adequate and
predicted. Desired level is related to the customer‘s hope for what can be delivered according to
their personal needs. The adequate service is exposing on the minimum level of service which
customers expect from the service provider. The last level is known as predicted level which is
described as the anticipation of the customers before receiving service and shaping the adequate
service level. The following factors are shaping these expectation levels:

Word-of-mouth communications: It is very important determinant of

expectation. Most of the time, satisfied people like to talk the good things to

20
 others. Positive word-of–mouth creates superior expectation which also
change their behavioral intention and perception.

Personal needs: The customer‘s need vary person to person regarding to

individual characteristics. Expectation is not falling on exception. Personal
needs are moderating the expectations of individuals.

Past experience: Past experience is the most distinctive determinant for

arousing expectation. If the past experience is good, the expectation will
follow the positive way. It‘s the only way by which customers can predict the
service well.

External communication: External communication has a positive effect on

the customer‘s mind. Advertisement, social event, TV programs are the
examples of the external communication. Through this communication, many
direct and indirect messages reach to the customer‘s ear from the producer‘s
side (Zeithaml, 1990, p.19).

Personal Needs
Explicit and Implicit
Service Promises
Desired Service Word of Mouth
Beliefs About
ZONE Past Experience
What Is Possible
OF
Perceived Service TOLERANCE
Alternatives
Adequate Service Predicted Service

Situational Factors

Figure 3.2: Factors influencing customer expectations of service (Lovelock, 2007, p.48).

3.5 Perception:
According to Garcíaa, (2007), the service quality measurement should be from the customer‘s
consideration. Now-a-days, companies are giving more importance on researches to know
customer‘s information about their perception. As the customers are the main concern for the
marketers, the marketers should be knowledgeable about the customer‘s perception to improve
their performance and management.
Customer perception is measured by considering many factors which is not only about
operational procedure of the company but also about the human resource management (David A.
Waldman, 1996). It becomes easy for the service providers to meet the customer‘s expectations
and find out the way of influencing them, when they can easily apprehend the evaluation process
implemented by the customers {(Eiglier and Langeard, 1981) cited on: (Gronroos, 1990)}.
21
According to Slim Haddada (1998, p.381-394), ―perceived quality is a combination of five
categories: (1) technical competence of the service provider (2) interpersonal relationship
between customer and service provider (3) availability of resources in time (4) accessibility (5)
effectiveness of service‖.
Perceived quality is considered as good when the expectation becomes realistic. The perception
level should be higher than the expectation level to create the positive perception and
satisfaction. If the difference between expectation and perception is very significant, it can be
said that the customers are satisfied highly. In the moderate level, the gap becomes zero which
refers that the expectation level and perception level are the same. On the contrary, if the
expectation becomes higher than the perception, the negative results come to show that the
customers are not satisfied and the company should improve their service more than before
(Gronroos, 1990).
The service environment and the way of operation are the main considerations for measuring
service quality. Functional quality is created at time of delivering services when both provider
and consumer interact with each other to produce the service co-operatively. And technical
quality can be measured after delivering the service as it‘s related to the outcome. ―Moment of
truth‖ is defined by combining both functional and technical quality in which both right time and
place is mandatory to satisfy customers (Gronroos, 1990).

3.6 The determinants of perceived service quality:

There are many factors which have great contribution to perceive the service quality {(Albrecht
and Zemke 1985a) cited on: (Gronroos, 1990, p. 43}):

Care and concern: The customers prefer to have individual attention, friendly
behave and devotion of the employees towards them.
Spontaneity: The service providers have to face and solve every problem of the
customers spontaneously.
Problem solving: The customers like to get any service and recovery very
promptly and this is only possible by the trained and knowledgeable employees.
Recovery: Sometimes recovery can create more positive perception than service
consumption. If the service provider take the customer‘s complaint seriously and
give special effort to solve the problem, the customer will perceive the service
quality well.

22
 Customer Perceived
Value

Total Customer Total Customer

Benefit Cost

Product Benefit Monetary Cost

Services Benefit Time Cost

Personnel Benefit Energy Cost

Image Benefit Psychological Cost

Figure 3.3: Determinants of Perceived Customer Value (Philip Kotler, 2009, p.381)

3.7 Customer Satisfaction:

Customer satisfaction is the indication of how positively the customers have accepted the
service. Customer satisfaction works as a key factor for retaining customers. Retaining customers
give more profit to the company by staying loyal for long time. Loyal customers like to tell
others about company and service quality and this spread so fast by word-of-mouth. They work
as the advertiser for the company and competing brands don‘t get any importance to them. Price
doesn‘t keep any impact on their purchasing; they agree to give any prices for the service. The
company is able to get the customer‘s opinion and also the suggestions that help them to add
more value to the services and create more customers (Philip Kotler, 2009, p. 390).

3.8 The comparison among expectation, perception and satisfaction:

The customer‘s satisfaction level is highly co-related with the expectation and perception.
Perception is dependent on the customer‘s expectation level and accordingly the satisfaction is
dependent on the perception. If the customer‘s expectation becomes very high, they can be
disappointed from the service performance which will create a negative perception about the
service quality. Negative perception is responsible for the dissatisfaction and the moderate
expectation can make the customers satisfied by giving quality service. On the contrary, if the
company makes the customers to expect very low, the company will lose customers and there
will be no chance for perception and satisfaction measurement. That‘s why; the company has to
be very careful about their promises so that the expectation and perception remain in the same
level which will also affect the satisfaction level (Philip Kotler, 2009, p.389). We can show the
relationship among expectation, perception and satisfaction in the following ways:
Perception > Expectation = highly satisfied
Perception = Expectation = satisfied
Perception < Expectation = dissatisfied

23
3.9 The Concept of SERVQUAL model:
SERVQUAL is a very popular measurement tool that is used for assessment of the service
quality. Service quality measurement is necessary for the company to assess to get the
customer‘s opinion about their service performance. The voice of customer works as the guider
for the service provider by providing their suggestions as well as complains. These suggestions
enable the provider to take accurate steps to design the operational procedure. And to get the idea
of the perception, expectation is also under consideration as it is another important part to
measure the service quality. Both expectation and perception measurement are the pre-condition
of service quality evaluation (Howey, 2001 ).

Customer Needs and CUSTOMER

Expectations
1. The Knowledge Gap MANAGEMENT
Management Definition of these
Needs
2. The Standard Gap
Translation into
3. 4. The Internal
Design/Delivery Specs
Communications Gap
3. The Delivery Gap
Execution of Design/Delivery 4. Advertising and Sales
Specs Promises
5. The Perceptions Gap 6. The Interpretation Gap
Customer Perceptions of Service Customer Interpretation
Execution of Communications

7. The Service Gap

Customer Experience Relative to
Expectations

Figure 3.4: Seven Service Quality Gaps (Lovelock, 2007, p.425)

SERVQUAL model is originated from the GAP model whose main purpose is to investigate
whether customer‘s expectations are met or not accurately. Calculating the expectation score and
perception score is not enough to know the actual causes of service declination. To understand
the actual situation and how the over-promises or lower performance destroy the quality of
service, the gap score is the effective and benevolent implication. The service gap can be
demonstrated through the subtraction between expectation and perception, that is Q = P – E. This

24
Model contains 22 features which are divided in 5 dimensions. The Likert scale (1-5) is mostly
used for assessing customer perception of service quality (Hing, 1995). The different gap scores
show different perception levels…………

Perception score > Expectation score = Superior Perception level

Perception score < Expectation score = Inferior Perception level
Perception score = Expectation score = Moderate Perception level

According to Oliver (1993), the paradigm of disconfirmation is exhibited through the evaluation
of the service perception whether it‘s below or above expectation on the base of five dimensions
(Luís Kalb Rosesa, 2009). These five dimensions are as follows:

Tangibles: the appearance of physical facilities, equipment, personnel and

communication material

Reliability: ability to well perform the committed service dependably and

accurately.

Responsiveness: the willingness to stay with customers and provide prompt

service.

Assurance: the knowledge and courtesy, politeness of employees and their

ability to inspire trust and confidence.

Empathy: the caring and individualized attention that a firm provides to its
customers (Zeithaml, 1990, p.26).

The SERVQUAL model is the most effective in the case of comparison on the same service
segment between two companies. The companies can get the information about the customer‘s
measurement on their service performance and identify their sectors of strengths or weakness.
This assists them to design their total service process according to customer‘s needs and wants
{Fick and Ritchie (1991) cited on: Hing (1995)}.

25
Chapter 4:
Data analysis
In this chapter, we have discussed the data which we have collected from the students by
knowing their expectations and perceptions. Service gap has been shown to focus on the actual
situation of ―Komvux‖. The following points are showing different types of description from our
case:
4.1 General Information
4.2 Service Quality
4.3 Prioritization of the features by the respondents
4.4 The difference between male and female expectations and perceptions
4.5 The different continent‘s expectations and perceptions

4.1 General Information:

In this part, the general information of the respondents has been discussed from the perspective
of gender and continent of origin.

4.1.1 Demographic Information of the respondents:

This table shows the continent of origin and gender of the respondents. Based on gender and
origin, most of the respondents came from Asia which is 41.94% and the lowest percentage came
from South America which is 3.23%. From this table we find, most of the respondents are female
that is 54.84%. Between male and female, Asia is in the first position from where most of the
female respondents came and this is 25.81%. For the case of male, Europe and Asia is in the
same position which is 16.13%. Both male and female respondents are the lowest in South
America which is respectively 0% and 3.23%.

Gender Total (amount & South Europe Middle- Asia Africa

percentage) America East
Total 31 (100%) 1 (3.23%) 9 (29.03%) 3 (9.68%) 13 (41.94%) 5 (16.13%)

Male 14 (45.16%) 0 5 (16.13%) 1 (3.23%) 5 (16.13%) 3 (9.68%)

Female 17 (54.84%) 1 (3.23%) 4 (12.90%) 2 (6.45%) 8(25.81%) 2 (6.45%)

Table 4.1: Respondent‘s General Information on the consideration of gender and origin

26
 30%

25%

20%

15% Male
Female
10%

5%

0%
South America Europe Middle-East Asia Africa

Diagram 4.1: Bar chart representing sex and continent of origin

4.2 Service Quality:

In this part, we show the service quality based on the response of all the respondents. Service
quality is measured by SERVOQUAL model which has 22 questions based on five dimensions.
We assess the service quality by counting the score for these five dimensions on expectation and
perception and show the gap 5 between expectation and perception.

4.2.1 Service quality from the overall expectation and perception:

The data from 31 respondents which were collected from the consideration of 5 dimensions with
22 features have been shown in the following graph and the table 4. We showed the comparison
between expectation and perception from 5 dimensions in total:

4
3.5
3
2.5
2
Expectations
1.5
Perceptions
1
0.5
0
Tangibles (1-4) Responsiveness Empathy (19-
(10-14) 22)

Diagram 4.2: Result from overall expectations and perceptions

27
Dimensions Average score of Expectation Average score of Perception Gap

Tangibles 3.23 3.08 -0.15

Reliability 3.82 3.78 -0.04
Assurance 3.59 3.77 +0.18
Responsiveness 3.56 3.75 +0.19
Empathy 3.23 3.46 +0.23
Total 3.49 3.57 +0.08

Table 4.2: Mean score of expectations and perceptions and the gap score

This table shows the overall results of all research questions. The result shows that the average
score of all expectations is 3.49 and the average of all perceptions is 3.57. The perception score
is higher than the expectation score by 0.08 which shows that students are satisfied on the service
quality of ―Komvux‖.

 In case of Expectation:

The students have higher expectation about the ability to provide good service at the time it is
promised (reliability). The most important dimension of service quality is reliability and Tangibles
and empathy are considered as the least important dimensions for expectation, which are respectively
3.82 and 3.23. The scores for assurance and responsiveness are accordingly 3.59 and 3.56.

 In case of Perception:

When it comes to perception, we can see that the students have the highest perception about
reliability at an average point of 3.78. The lowest perception goes to the physical appearance of
building, employees and equipments (tangibles), which is 3.08. That means the physical appearance
of building, personnel and equipments don‘t keep any impact on study. The second highest score
goes for assurance and the third score for responsiveness, respectively 3.77 and 3.75. The score for
empathy is 3.46.

The similarity between expectation and perception is that for both, the highest score is for reliability
and the lowest score is for tangibles.

28
4.2.2 All the SERVOQUAL dimensions:

The score of each feature has been shown in this part. The horizontal axis shows each feature and
the vertical axis represents the average score from all the respondents:

4.5
4
3.5
3
2.5 Expectations
2
Perceptions
1.5
1
0.5
0
1 3 5 7 9 11 13 15 17 19 21

Diagram 4.3: The respondent‘s expectation and perception regarding to each feature

a. Tangibles (1-4) :

According to Zeithaml (1990, p.26), ―tangible means the appearance of physical facilities,
equipment, personnel and communication material. Tangibility falls in the functional quality‖.
The students of ―Komvux‖ gave the lowest score in this dimension as for overall expectation,
which is 3.23. At the same time, their overall perception about the dimension is 3.08. The
difference between expectation and perception on this dimension is -0.15, which shows that
―Komvux‖ is not fulfilling their expectation about physical appearance, modern looking
building, equipment and the physical appearance and smartness of the employees.

b. Reliability (5-9) :
According to Valarie A. Zeithaml (1990, p. 170), ―The consumers consider reliability to be the
single most important dimension in judging service. Consumers want service providers to look
good, be responsive, be knowledgeable and nice and be empathetic. But most of all, consumers
expect service providers to perform the service they promised to perform accurately and
dependably‖.
In this dimension, the students show overall expectation at an average of 3.82. Their overall
perception score on this dimension is 3.78, which is the highest score among all other
dimensions. The difference between overall expectation and overall perception on this dimension
is calculated to -0.04, that is very short difference. That means that the students are not satisfied
according to their expectations on this dimension. ―Komvux‖ have reached almost to their
expectation on this dimension but still it needs to give more attention on it to fulfill their
expectations fully.
29
 c. Responsiveness (10-14):

According to Zeithaml (1990, p.26) ―this factor concerns to what extent the employees are ready
to provide service‖. This dimension is about providing information about the service, giving
prompt service, employee‘s willingness to help the customers and that the employees never are
too busy to respond to requests from customers. The students of ―Komvux‖ gave 3.56 for this
dimension as for overall expectation. At the same time, their overall perception about this
dimension is 3.75. The difference between expectation and perception on this dimension is 0.19,
which shows that ―Komvux‖ is fulfilling their expectation on readiness and willingness to
provide service. The students are satisfied with the quality described in this dimension.

d. Assurance (15-18) :

―The knowledge and courtesy, the politeness of employees and the ability to inspire trust and
confidence are known as assurance‖ (Zeithaml, 1990, p.26). This dimension is related to
technical quality as it is about how the service is delivered. The customers show overall
expectation on this dimension which is calculated to 3.59 and the score on overall perception is
3.77. The gap between expectation and perception is 0.18 which represents the student‘s
satisfaction on this dimension. ―Komvux‖ is fulfilling their expectations.

e. Empathy (19-22):

According to Zeithaml (1990, p.26), ―the caring and individualized attention that a firm provides
its customers is known as empathy‖. This dimension include factors such as individual attention,
if the company has the best of the customer at their heart, if the employees understand the
specific needs of the customers and convenient operating hours. This dimension is related to the
functional quality.

The students show their overall expectations on this dimension to 3.23 which is the lowest
among other dimensions while their perceptions show the average of 3.46. The difference
between expectation and perception within this dimension is 0.23; shows that the students think
of their overall expectations are fulfilled within this dimension. They are satisfied with the
quality described in this dimension.

30
4.2.3 Prioritization of the features by the respondents:
In the following table, the result of the ranking of the different features is shown. This table is
made from 2.2 & 3.2 of questionnaire and it is showing the rank of each feature from 1-5 (rank 1
means the highest priority and rank 5 means the lowest priority).

Priority Feature no: Expectations Feature no: Perceptions

Rank 1 (1st priority) 5 5
Rank 2 3 2
Rank 3 2 2
Rank 4 2 4
Rank 5 1 1

Table 4.3: Result of prioritizing the feature pertaining customer expectations and perceptions

50.00%

40.00%
Rank 1
30.00% Rank 2
Rank 3
20.00%
Rank 4
10.00% Rank 5

0.00%
Feature 1 Feature 2 Feature 3 Feature 4 Feature 5

Diagram 4.4: Respondent‘s priority on expectation features through ranking

Expectations: On the basis of empirical data, we can say that the students are
very concerned about good communication, individualized attention and student understanding
that the teachers provide to its students. And the willingness to help students and providing
service immediately is also expected by the students. As they only think about study, they are not
concerned about the physical facilities, appearance of personnel, tools or equipment that is used
to provide the service, physical representations or other customers in the service facility.

31
 70%
60%
50% Rank 1
40% Rank 2
30% Rank 3
20% Rank 4
Rank 5
10%
0%
Feature 1 Feature 2 Feature 3 Feature 4 Feature 5

Diagram 4.5: Respondent‘s priority on perception features through ranking

Perceptions: In the case of perception, we can see that the students mostly
perceive the good communication, individualized attention and student understanding that the
teachers provide to its students. Performing service dependably and accurately is also perceived
most by the students (reliability). They perceived the tangibles as the least.

By comparing the ranking of the expectations and perceptions, we can say

that good communication, individualized attention and student understanding is ranked as
number 1 in both cases, which are accordingly 38.71% and 58.06%. The difference is 19.35%
which represents that the perception about good communication, individualized attention and
student understanding is higher than expectation. The students are satisfied with this service
quality. In the case of expectation; the willingness to help students and providing the service
immediately is placed in the second position. Performing service dependably and accurately is
ranked as number 3. This feature is also ranked as number 3 when it comes to perceptions and it has
the same percentage (29.03%). When the students gave their opinion about perception, performing
service dependably and accurately again comes into second ranking, which is 32.26%. That
means that the perceived quality is higher than the expectations in this feature. Both in the
expectation and the perception, physical facilities, appearance of personnel, tools or equipment
that is used to provide the service get the lowest priority which is ranked as number 5. As though
this feature has the same position in both cases, the student‘s expectation was higher than
perception by 3.22%.

4.3 The difference between male and female’s expectations and

perceptions:

We show the difference between male and female according to five

dimensions of expectation and perception. As we don‘t have the same amount of female and male
respondents, we choose a specific amount (14 respondents of males and females) so that we can
compare easily between the same amounts. We had 14 male respondents but 17 females, so we had
to reduce 3 female from the calculation.

32
Difference between male and female’s expectations:

4
Male expectation
3.5
3
2.5
Female expectation
2
1.5
1
Expectation gap
0.5 between male and
0 female
-0.5
Tangibles Responsiveness Empathy

Diagram 4.6: The gap between male and female‘s expectations

This diagram is showing the difference between male and female student‘s
expectations. The male students have the high est expectation about reliability which is about
performing service dependably and accurately in time (reliability). On the contrary, the lowest
expectation of the male students is about the physical facilities, appearance of personnel, tools or
equipment that is used to provide the service (tangibles). Reliability also takes the highest
priority as expectation among female students while good communication, individualized
attention and student understanding take the lowest priority among them. The biggest difference
between male and female students is about empathy, which is 0.52. The male students have
higher expectation than the female students. Female student‘s overall expectation is higher than
the male student‘s overall expectation by 0.02.

Europe: In Europe, the male students have their highest expectation about
the willingness of the personnel to stay with students and provide prompt service
(responsiveness) while the lowest expectation comes about the tangibles. On the contrary, the
female students have the highest priority for tangibility whiles the lowest for both assurance and
empathy. Here, the overall expectation of male is higher than the female students by 0.29.

Middle-East: In this area, the male student‘s overall expectation is higher

than the female student‘s overall expectation. The difference is 0.27. The male students have
their highest expectation about the empathy and the lowest expectation for responsiveness. On
the contrary, the female student‘s highest expectation goes for responsiveness while the lowest
goes for empathy. The male student‘s expectation is totally reverse from the female student‘s
expectation.

Asia: The male students from Asia have the highest expectation about
responsiveness while the lowest is about both assurance and empathy. The female students
expect the most about reliability and the least about empathy. The biggest difference between
33
male and female students is about responsiveness which is 0.87. Over all we can see that the male
expectations are higher than the female expectations.

Africa: The male students have the highest expectation about reliability and
the same is for the female students. The lowest priority for male students goes to responsiveness
while the female students expect the least for empathy. Over all we can see that the female
expectations are higher than the male expectations by 0.25.

Difference between male and female’s perceptions:

4
3.5
3
2.5
2 Male perceptions
1.5 Female perceptions
1 The gap
0.5
0
-0.5
Tangibles Responsiveness Empathy

Diagram 4.7: The gap between male and female‘s perceptions

From this diagram we can see that overall perception from male students
and the female students is almost same. The perception from male students is higher than the
female students only by 0.01 which is very small difference. The males have the highest
perception about the knowledge and courtesy, politeness of employees and their ability to inspire
trust and confidence (assurance) while the lowest from tangibles. The female students have the
highest perception about the willingness of the personnel to stay with students and provide
prompt service (responsiveness). On the contrary, the lowest priority from the female students
also goes to tangibles.

Europe: Both the male and female students have the highest perception
on assurance. The lowest perception for both cases is also the same, which is tangible. The
biggest difference between male and female is about empathy, the difference is 0.54. The male
and female‘s perception is the same. Over all we can see that the male perceptions are higher than
the female perceptions by 0.31.

Middle-East: In this area, the male student‘s overall perception is higher

than the female student‘s perception by 0.07. The male students are mostly satisfied with the
responsiveness while the female students are mostly satisfied with reliability. The least
perception for the female goes for the tangibles. On the contrary, the male students perceive the
34
assurance as the least. Both male and female student‘s mostly important dimension carries the
same point which is 4.20.

Asia: For the female students, the highest perception is about both
reliability and responsiveness. On the contrary, the highest perception for male is about
assurance. The lowest perception for both male and female is the same, which is tangible.
Overall we can see that the female perception is higher than male perception by 0.09. The
biggest difference between male and female is about reliability which is o.32.

Africa: Overall we can say that the female is more satisfied than the
male. The male is most satisfied with reliability which is also the same for the woman. The male
students have the lowest satisfaction on empathy while the female students have the lowest
priority on assurance. The gap between male and female perception is the highest on tangibility
which is 0.58.

4.4 The different continent’s expectations and perceptions:

This part is showing the difference among different continent‘s respondents when it comes to
expectations and perceptions. We divide the respondents in five continents as for availability.

Expectations:

4.5
4
3.5
3 Tangibles
2.5 Reliability
2
Responsiveness
1.5
1 Assurance
0.5 Empathy
0
South Europe Middle-East Asia Africa
America

Diagram 4.8: Differences of expectations among different continent‘s respondents

This diagram is showing the difference of expectations among the respondents of different
continents. Among all continents, the students of Middle-East have the highest expectation on
tangibles while the students of South America have the lowest expectation on tangibles. Africa is
in the second position for expectation on tangibles at an average of 3.70. The students from Asia
have the highest expectation about reliability which is 3.95. On the contrary, Europe is in the last
position for the expectation of this dimension. Middle-East and Africa is in the second and third

35
position accordingly. Their points are respectively 3.93 and 3.92. The students from Middle-East
expect the most about the willingness of the personnel to stay with students and provide prompt
service (responsiveness) while the students from Europe expect the least on the same dimension.
On assurance, the students from Middle-East showed the highest expectation and the students
from South America showed the lowest expectation. The points are accordingly 4.08 and 3.00.
When it comes to the empathy, Africa is in the last position for showing their expectation at a
rate of 3.10. On the contrary, Middle-East is in the first position for showing the highest
expectation. Overall we can see that among all the continents, the expectation level in Middle-
East is the highest while the expectation level is the lowest in Europe.

Perceptions:

4.5
4
3.5
3 Tangibles
2.5 Reliability
2
Responsiveness
1.5
1 Assurance
0.5 Empathy
0
South Europe Middle- Asia Africa
America East

Diagram 4.9: Differences of perceptions among different continent‘s respondents

This diagram is showing the difference of perceptions among the respondents of different
contents. Among all continents, the students of Middle-East have the highest perception on
tangibles while the students of Asia have the lowest perceptions on tangibles. The students from
Middle-East have the highest perception about reliability which is 4.13. On the contrary, Europe
is in the last position for the perception of this dimension. Asia and South America is in the
second and third position accordingly. Their points are respectively 3.88 and 3.80. The students
from Middle-East also perceived the most about the willingness of the personnel to stay with
students and provide prompt service (responsiveness) while the students from Africa perceived
the least on the same dimension. On assurance, the students from Europe showed the highest
perception and the students from South America showed the lowest perception. The points are
accordingly 3.89 and 3.00. When it comes to the empathy, South America is in the last position
for showing their perception at a rate of 3.00. On the contrary, Middle-East is in the first position
for showing the highest perception. Overall we can see that among all the continents, the
perception level in Middle-East is the highest while the perception level is the lowest in Africa.
The students from Middle-East are the most satisfied among the students of all the continents.

36
The gap between expectations and perceptions among different continent’s
respondents:

4.5
4
3.5
3
Expectations
2.5
2 Perceptions
1.5
1 Gap
0.5
0
-0.5
South Europe Middle- Asia Africa
America East

Diagram 4.10: Gap between perceptions and expectations of different continent‘s respondents

In this diagram, we can see that both expectation and perception are the highest in Middle-East
but the gap is -0.14. That means the respondents from Middle-East are not satisfied with the
service quality. The respondents from Europe expect the least which is 3.14. On the contrary, the
respondents from Africa have the lowest perception. The gap between expectations and
perceptions from Africa is the highest which is -0.23. That means that the perceptions are lower
than the expectations. On the contrary, there is no gap between the expectations and perceptions
of the respondents from Asia. The respondents from Europe are very satisfied as they have the
highest positive gap between expectations and perceptions which is 0.40.

4.5 Customer expectations from customer’s opinion part:

The following table is showing the amount and percentage of the students who gave their
opinion about service meeting or not meeting their expectations.

Question no and details Response Amount of Percentage of

respondents respondents

2.3 Do you think that the service Yes 30 96.77%

provided by ―Komvux‖ meet your
expectation? No with specification 1 3.23%
of ―how‖
2.4 What are the other expectations you Respond 5 16.13%
expect to receive from ―Komvux‖?
No respond 26 83.87%

Table 4.4: Customer opinion from expectation part

37
The table shows that 96.77% of the respondents feel that the service quality of ―Komvux‖ is
meeting their expectations. The rest of the respondents think that it is not fulfilling their
expectation which is 3.23%. This 3.23% respondent specified the reason of not meeting
expectation. When the respondents were asked about their opinions about the other expectations
that they have about the service quality, 83.87% didn‘t give any answer but 16.13% of
respondents specified their expectations. These specifications are given in the following table:

SL no Details of the respondent’s opinions

One respondent said that the teachers should teach different students from different
countries with their languages and translate to Swedish language.

One respondent expect that ―Komvux‖ can divide teachers for each class group. A new
computer lab and better course outline were also expected.

Another respondent expect the Swedish history can be taught with the language.

The way of teaching can be more effective by teaching grammar to the students to learn
to build perfect sentences.

Free text book, notebook and lunch are also expected by one respondent.

4.6 Customer perceptions from the opinion part:

The following table is showing the number and percentage of the respondents who gave their
opinions about satisfaction to this service.

Question no and details Response Amount of Percentage of

Respondents Respondents
3.3 Please give your opinions about the Respond 6 19.35%
overall service quality perception and
suggestions so that ―Komvux‖ can No respond 25 80.65%
provide you better service.
3.4 Are you satisfied with overall service Yes 31 100%
quality of ―Komvux‖?
No 0 0%
Table 4.5: Customer‘s opinion from the perception part

The table shows that when they are told about giving their opinion and suggestions, 19.35%
responded. Most of the respondents didn‘t respond which is 80.65%. When the respondents were
asked to give their opinions about the satisfaction from the overall service quality, 100%
respondents gave the positive response which means that they are satisfied with the overall
service quality of ―Komvux‖. Their opinions and suggestions are given below:

38
SL no Details of the respondent’s opinions and suggestions

1. One respondent gave his opinion that the service is wonderful what he has been
obtaining from ―Komvux‖. All the teachers are very friendly and showing their
willingness to teach the students in the best way so that students can easily understand.
Everyone is nice here and he would like to say that he is satisfied with the service
quality
2. One respondent thinks that everything depends on the person. The quality of the
teacher is everything. If anyone has a great teacher, he will show you positive thing.
And this will make you happy

SL no Details of the respondent’s opinions and suggestions

1. One respondent suggested that ―Komvux‖ should observe the students advance to mark
the level of them and then put them in the right class. Because the course level B is very
easy for immigrants with a studied student like university level. These students should
start with level C, not doing level B first.
2. ―Komvux‖ needs more teachers and the study hours should be reduced from 15 hours to
12 hours in a week.
3. ―Komvux‖ needs more working computers. They should make a good system here. He
also mentioned that some teacher‘s level are high for some students and some teacher‘s
level is so low for high caliber students. It should give training to the teachers.

4. ―Komvux‖ should improve the coffee service to make the students refresh.

4.7 Summary of the result:

The students have the highest expectation about performing service dependably and
accurately in time (reliability).
The students have the highest perception about the reliability.
The female student‘s expectations are higher than the male student‘s expectations by
0.02.
The male student‘s perceptions are higher than the female student‘s perceptions by only
0.01.
The students from Middle-East have the highest expectation and the lowest expectations
are from Europe.
The highest perceptions are from the students of Middle-East and the lowest from the
students of Africa.
96.70% respondents feel that the service from ―Komvux‖ is meeting their expectations.
100% respondents perceive that they are satisfied with the overall service quality of
―Komvux‖.

39
Chapter 5:
Conclusions

This case study explores the service quality at ―Komvux‖. We selected 31 respondents to
measure expectations and perceptions. According to SERVOQUAL model, we arranged our
questionnaire which included 22 features based on 5 dimensions: tangibles, reliability,
responsiveness, assurance and empathy.

From the data collected from different continent‘s respondents, we can see that male respondents
are 45.16% and female respondents are 54.84%. Female expectations are higher than male
expectations, which is 0.02. When it comes to perception, male perceptions are higher than
female perceptions by 0.01. In our case, the respondents have the highest expectation and also
perception on reliability, which are accordingly 3.82 and 3.78. The students from Middle-East
have the highest expectations and also the highest perceptions. The students from Europe expect
the lowest and the students from Africa have the lowest perception. Overall we can say that the
perception is higher than expectation by 0.07. That means the students are satisfied on the
service quality of ―Komvux‖.

The difference between male and female expectations and perceptions within many features are
the reason of different personalities and different point of views. Same difference is also
occurred in case of different countries and continents because of culture.

The students have the highest expectation on reliability that is related to performing service
dependably and accurately. They have also the highest perception on the same feature. The
customers also have the lowest expectations and perceptions about the same feature which are
tangibles because for study the appearance of the building, equipment and personnel don‘t keep
any impact. These things give the answers of our questions.

For South America‘s students, the highest expectation and perception are on responsiveness
while the lowest on tangibles. For the students from Europe, the most important feature is
reliability as for expectation and for perception the most important feature is assurance. Middle-
East students expected mostly on tangibles but their perception is the highest on reliability. The
students from both Asia and Africa expect the most about reliability. When it comes to
perception, the students from Asia perceive responsiveness as the most while reliability is the
most important to the students of Africa.

When the students were asked about their opinions about whether service quality is meeting their
expectations or not, 96.77% students feel that the service of ―Komvux‘ is meeting their
expectations. And when it comes to satisfaction on overall service quality of ―Komvux‖, all the
respondents said that they are satisfied. From the calculation, we also see that their expectations
are higher than perceptions which mean that they are satisfied on the service quality.

40
5.1 Recommendations for further research:
For further research we suggest that the researchers can do interviews from the teachers, students
and also from the administrative officers to find out more details. During interviews it is easy to
explain the questions, ask follow up questions, and get more information.

They can separate the respondents according to expectations and perceptions to get the responses
more clear and specific. It is also possible to collect data from the students of all departments and
all levels. They can interview more respondents to get the more statistical purification.

41
References with Annotation:
 Boström, G.-O, (1995) "Successful cooperation in professional services: What the
characteristics should the customers have?", Industrial marketing management, 24 (3):
151-165.
This article focuses to the service sector which is growing very fast and
playing great role in economy. For keeping continuous market demand, better service
quality is very important.
This article is useful to express the importance of service quality for present
demand in the service sector.
 Bryman Alan & Bell Emma (2007) Business Research Method. 2nd edition, New York:
Oxford University Press
This book suggests that quantitative method it is better to move according
to the theoretical research design, case study, data processing, analysis, conclusion, place
for survey. So if we move according to this article description then we will be able to get
good result from the research, we think this article can give us better direction to move
forward.
 Denis Harrington, G. A. (1996) " Service quality and business performance in the UK
hotel industry", International Journal of Hospitality Management, 15 (3): 283-298.
This article describes that the importance of service quality is increasing
than before. It effects the way how consumer will behave in the future and also help the
company to be competitive.
The management understanding of the relationship among expectation,
perception and satisfaction has been increasing the importance of this concept to identify
customer‘s perception.
 Edvardsson, B. (1997) "Quality in new service development: Key concepts and a frame
of reference", International Journal of Production Economics, 52 (1-2): 31-46.
From this article we can see the way to develop the service. In the time
of Pre-requisition, the marketers should be more careful as poor requisition has a bad
effect on the customer‘s mind.
The three concepts are used as the pre-requisites in the case of service
quality. The combination of these three concepts are very necessary to satisfy customers:
the service idea, the process of delivery and the service production way and proper way
of using resources.

42
 Gronroos, C. (1990). Service Management and Marketing. Canada: Lexington Books.
From this book we have got idea about the dimensions on which we
can measure any organization‘s service quality. The five dimensions are the basement of
the SERVQUAL model which is also consists of 22 features.
These five dimensions are used to measure service quality which is
important for the service organization. We can use it to measure, how much a service
organization is reliable to maintain the promise that they are committed with the
customer. Sometime it helps to measure how much organization are responsible to help
the customer, how every employee is careful about their own responsibility and the
visibility of useable instrument? So these are very much important for the service quality
measurement of an organization. By using this article, we can find out the difference
between expected and perceived service quality.
 K.Yeo, R. (2009) ―Service quality ideas ia competitive tertiary enviornment‖,
International Journal of Education Research, 48 (1): 62-76
This article describe that ‗Quality is an important thing that push
organizations to greater heights, demarcates the good from the bad, whether products or
services, based on customers‘ expectations, encounters and perceptions. Like others
organization, the education sector relies broadly on quality management to remain
competitive as well. The main concerns for learning institution are to keep up with
enrolment rates and create opportunities for cross-boundary learning and collaboration.
Quality‘ in higher education is not merely concerned with the tangibles such as course
materials, computers and so on; it relies on the human touch to produce service‘.
 Valarie A. Zeithaml, A. P. (1990) Delivering Quality Service: Balancing Customer
Perception and Expectations. New York: The Free Press, 226.
This book discusses about the dimensions and the statement numbers
in the SERVQUAL model. It helps us to ask some questions on the basis of SERVQUAL
model which consists of 22 features. This article has also discussed the interpretation of
the Rating scale which is known as Likert scale. This scale consist 5 points which is
mentioned from 1 (strongly disagree) to 5 (strongly agree). We used this article for
measuring questionnaires that has been asked to the students. Statistical data mean will be
interpreted by using this scale.
 Roediger Vossa, T. G. (2007) ―Service quality in higher education: The role of student
expectations‖ Journal of Business Research , 60 (9): 949-959.
The aim of this article is to explore the teaching techniques that the
students expect from the teachers. It shows that the students expect the teachers to be
knowledgeable and friendly. The most important technique to satisfy the students is the
teaching style. From article we can understand that lecturer performance has the great
impact student expectation and as well as perception. Better understanding of lesson can
give better satisfaction. From this article we can also know the qualities that a student
expects from the teacher to get better service in education.
43
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Service‖, Simulation Modeling Practice and Theory .
Boström, G.-O. (1995) "Successful cooperation in professional services:What the characteristics
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Edvardsson, B. (1997) ―Quality in new service development: Key concepts and a frame of
reference‖, International Journal of Production Economics , 52 (1-2): 31-46.
Garcíaa, L. M. ( 2007) ―Measuring perceived service quality in urgent transport service‖,
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Gronroos, C. (1990). Service Management and Marketing. Canada: Lexington Books.
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Ha and Jang, (2009) ―Perceived justice in service recovery and behavioral intentions: The role of
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Hing, Y. L. (1995) ―Measuring quality in restaurant operations: an application of the
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Jamesb, M. Y. ( 2011) ―Service quality at sporting events: Is aesthetic quality a missing
dimension? Sport Management Review” , 14 (1): 13-24.
Jillian C. Sweeney, G. N. (1997) ―Retail service quality and perceived value : A comparison of
two models‖, Journal of Retailing and Consumer Services , 4 (1): 39-48.
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approach‖, International Journal of Research in Marketing , 14 (3): 231-243.
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45
Slim Haddada, P. F. (1998) ―What does quality mean to lay people? Community perceptions of
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customer expectation management‖, Expert Systems with Application-Article in Press.

Ying-Feng Kuoa, C. M. W. J. ( 2009) ―The relationships among service quality, perceived value,
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Electronic References:
http://www.komvux.gotland.se/share/kurskatalog_komvux_HT2011.pdf
http://www.komvux.bollnas.se/kvinfo1.htm

46
Appendix1. Questionnaire
This questionnaire has been made to get a deep view about the expectation and perception of the
students of ―Komvux‖. We are doing the master‘s thesis on service quality of ―Komvux‖. Hope
you will co-operate us to complete our thesis in time.

Part 1: General Information

Please tick in the box and fill up the information--------
Name:
Age:
Gender: Male □ Female □
Country of Origin:
Part 2: Customer’s Expectation

2.1 The following tables contain the feature that relate to your feelings about the service quality
you expect from ―Komvux‖. Please tick mark in each feature that is close to your view of
service quality's expectation.

SL Features

disagree
Strongly

Disagree

Moderate

Agree
agree
Strongly
Opinion
No
no

a. Tangibles
1. I expect that ―Komvux‖ will have modern looking
building structure, administrative offices and classrooms

2. I expect that ―Komvux‖ will have modern equipments to

teach the students (such as projector)
3. I expect that ―Komvux‖ staffs will be neat and smart
looking in appearance
4. I expect that materials associated with the service (such
as brochures or statement) appealing at ―Komvux‖
b. Reliability
5. I expect that when ―Komvux‖ promises to do something,
it will do (such as free book)

6. When I face any problem, teachers and staffs will show

their sincere interest in solving it.
7. ―Komvux‖ will perform the service and solve the
problem in the first time.
8. I expect that ―Komvux‖ provides it‘s services at the time
it promises to do (such as accurate exam date, starting

47
 session timely).
9. I expect that ―Komvux‖ will give error free records of
student‘s information and also transcripts.
c. Responsiveness
10. Staffs and teachers will tell you exactly when service
will be performed (such as you face any problem, they
will give you a day or time to meet and share problem).
11. The teachers will be ready to solve any problem
immediately.
12. The teachers will have willingness to help you.
13. The administrative officers will help you when you will
need any information.
14. The staffs and teachers will never be too busy to respond
to answer your questions (respond at the first time, not
taking too much time to answer).
d. Assurance
15. The behavior of staffs and teachers of ―Komvux‖ will
make confidence in you.
16. I expect that it‘s course outline and teaching style will be
very good.
17. I expect that the staffs and the teachers will maintain
courtesy with you.
18. The staffs and the teachers will have enough knowledge
to answer your questions related to ―Komvux‖.
e. Empathy
19. ―Komvux‖ will give you individual attention (no
discrimination).

20. ―Komvux‖ will have operating hours convenient to you

(starting time for class)
21. I expect that ―Komvux‖ has my best interests at heart.

22. The staffs and the teachers will understand the specific
need of me.

48
2.2 Could you prioritize the five features pertaining to ―Komvux‖ that is closest to your view of
your expectations of the service quality? Rank from 1-5 where 1 is the most important feature.

Five features pertaining “Komvux” Rank

1. The appearance of the physical facilities, equipment, personnel and

communication materials.
2. The ability of ―Komvux‖ to perform the promised service dependably and
accurately

3. The willingness to help students and provide the service immediately

4. The knowledge, the courtesy and the competence of the personnel of the
―Komvux‖

5. Good communication, individual attention and students understanding that

―Komvux‖ personnel provide to students

2.2 Do you think the service provided by ―Komvux‖ meet your expectation?

Yes □ No □

If your answer is ―no‖, please specify ―what‖ and ―how‖ the service should be done? You give
your opinion!
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

2.3 What are the other expectations that you think to receive from ―Komvux‖?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

49
Part 3: Perceived Service Quality

3.1 The following tables contain the features relating to your feelings about the service quality
offered by ―Komvux‖. Please tick in each feature that is closest to your view of service quality
perception.

SL Features

Disagree
Strongly

Disagree

Moderate

Agree
agree
Strongly
Opinion
No
no

a. Tangibles
1. ―Komvux‖ has modern looking building
structure, administrative offices and
classrooms
2. ―Komvux‖ has modern equipments to teach
the students (such as projector)
3. ―Komvux‖ staffs are neat and smart looking
in appearance
4. Materials associated with the service (such as
brochures or statement) appealing at
―Komvux‖
b. Reliability
5. When ―Komvux‖ promises to do something,
it does do (such as free book)
6. When I face any problem, teachers and staffs
shows their sincere interest in solving it.
7. ―Komvux‖ performs the service and solves
the problem in the first time.
8. ―Komvux‖ provides it‘s services at the time it
promises to do (such as accurate exam date,
starting session timely).
9. ―Komvux‖ gives error free records of
student‘s information and also transcripts.

c. Responsiveness
10. Staffs and teachers tell you exactly when
service is performed (such as you face any
problem, they give you a day or time to meet
and share problem).
11. The teachers are ready to solve any problem
immediately.
50
 12. The teachers have willingness to help you.

13. The administrative officers help you when

you will need any information.
14. The staffs and teachers are never too busy to
respond your questions (respond at the first
time, not take too much time to answer).
d. Assurance
15. The behavior of staffs and teachers of
―Komvux‖ makes confidence in you.
16. The course outline and teaching style is very
good.
17. The staffs and the teachers maintain courtesy
with you.
18. The staffs and the teachers have enough
knowledge to answer your questions related
to ―Komvux‖.
e. Empathy
19. ―Komvux‖ gives you individual attention (no
discrimination).
20. ―Komvux‖ have operating hours convenient
to you (starting time for class)
21. ―Komvux‖ has my best interests at heart.
22. The staffs and the teachers understand the
specific need of me.

3.2 Could you prioritize the below five features pertaining to ―Komvux‖ that is closest to your
perception of the service quality.

Five features pertaining “Komvux” Rank

1. The appearance of the physical facilities, equipment, personnel and

communication materials.

2. The ability of ―Komvux‖ to perform the promised service dependably and

accurately

3. The willingness to help students and provide the service immediately

4. The knowledge, the courtesy and the competence of the personnel of the
―Komvux‖

51
 5. Good communication, individual attention and student understanding that
―Komvux‖ personnel provide to students

3.3 Please give your opinions about the overall service quality perception and suggestions so that
―Komvux‖ can provide you better service.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
3.4 Are you satisfied with overall service quality of ―Komvux‖?

Yes □ No □

Regards
Sarmin and Shohel
Gotland University (MIM program)
Thank you for your help!

52
Appendix 2:
Table 1: Percentage and amount of the students who showed priority on expected features by
ranking from (1-5):

Features important to Rank 1 Rank 2 Rank 3 Rank 4 Rank 5

customers
1.The appearance of the 3(9.68%) 4(12.90%) 5(16.13%) 5(16.13%) 14(45.16%)
physical facilities,
equipment, personnel and
communication materials.
2.The ability of ―Komvux‖ 1(3.23%) 7(22.58%) 9(29.03%) 8(25.81%) 6(19.35%)
to perform the promised
service dependably and
accurately
3.The willingness to help 7(22.58%) 10(32.26%) 6(19.35%) 6(19.35%) 2(6.45%)
students and provide the
service immediately

4.The knowledge, the 8(25.81%) 9(29.03%) 7(22.58%) 5(16.13%) 2(6.45%)

courtesy and the
competence of the personnel
of the ―Komvux‖

5.Good communication, 12(38.71%) 0(0%) 5(16.13%) 7(22.58%) 7(22.58%)

individual attention and
students understanding that
―Komvux‖ personnel
provide to students

53
Table 2: Percentage and amount of the students who showed priority on the perceived features
by ranking (1-5):

Prioritizing from Rank 1 Rank 2 Rank 3 Rank 4 Rank 5

customer’s perceptions

1.The appearance of the 0(0%) 1(3.23%) 5(16.13%) 4(12.90%) 21(67.74%)

physical facilities,
equipment, personnel
and communication
materials.

2.The ability of 4(12.90%) 10(32.26%) 9(29.03%) 7(22.58%) 1(3.23%)

―Komvux‖ to perform
the promised service
dependably and
accurately

3.The willingness to 4(12.90%) 8(25.81%) 7(22.58%) 6(19.35%) 6(19.35%)

help students and
provide the service
immediately

4.The knowledge, the 5(16.13%) 6(19.35%) 7(22.58%) 11(35.48%) 2(6.45%)

courtesy and the
competence of the
personnel of the
―Komvux‖

5. Good communication, 18(58.06%) 6(19.35%) 3(9.68%) 3(9.68%) 1(3.23%)

individual attention and
student understanding
that ―Komvux‖
personnel provide to
students

54
Table 3: The gap between male and female‘s expectations

SL Features Male Total Female Total Gap

no mean mean

Tangibles
1. I expect that ―Komvux‖ will have modern looking 3.43 3.71
building structure, administrative offices and
classrooms
2. I expect that ―Komvux‖ will have modern 4.29 3.71
equipments to teach the students (such as 3.13 3.33 -0.2
projector)
3. I expect that ―Komvux‖ staffs will be neat and 2.43 3.41
smart looking in appearance
4. I expect that materials associated with the service 2.36 2.47
(such as brochures or statement) appealing at
―Komvux‖
Reliability
5. I expect that when ―Komvux‖ promises to do 4.21 4.00
something, it will do (such as free book)

6. When I face any problem, teachers and staffs will 3.93 4.35
show their sincere interest in solving it.
7. ―Komvux‖ will perform the service and solve the 3.29 3.72 3.06 3.92 -0.2
problem in the first time.
8. I expect that ―Komvux‖ provides it‘s services at 4.36 4.24
the time it promises to do (such as accurate exam
date, starting session timely).
9. I expect that ―Komvux‖ will give error free 2.79 3.94
records of student‘s information and also
transcripts.
Responsiveness
10. Staffs and teachers will tell you exactly when 3.00 3.82
service will be performed (such as you face any
problem, they will give you a day or time to meet
and share problem).
11. The teachers will be ready to solve any problem 3.29 3.88
immediately.
12. The teachers will have willingness to help you. 3.64 3.33 4.41 3.81 -0.48
13. The administrative officers will help you when 3.86 3.82
you will need any information.
14. The staffs and teachers will never be too busy to 2.86 3.12
55
 respond to answer your questions (respond at the
first time, not taking too much time to answer).
Assurance
15. The behavior of staffs and teachers of ―Komvux‖ 3.50 2.82
will make confidence in you.
16. I expect that it‘s course outline and teaching style 3.64 3.76
will be very good.
17. I expect that the staffs and the teachers will 3.50 3.68 3.24 3.46 0.22
maintain courtesy with you.
18. The staffs and the teachers will have enough 4.07 4.00
knowledge to answer your questions related to
―Komvux‖.
Empathy
19. ―Komvux‖ will give you individual attention (no 3.71 3.06
discrimination).

20. ―Komvux‖ will have operating hours convenient 3.43 2.71

to you (starting time for class) 3.52 3.00 0.52
21. I expect that ―Komvux‖ has my best interests at 3.57 3.12
heart.
22. The staffs and the teachers will understand the 3.36 3.12
specific need of me.

56
Table 4: The gap between male and female‘s perceptions

SL Features Male Total Female Total Gap

no Mean Mean

Tangibles
1. ―Komvux‖ has modern looking 3.07 3.18
building structure, administrative
offices and classrooms
2. ―Komvux‖ has modern equipments to 3.93 3.35
teach the students (such as projector)
3.14 3.12 0.02
3. ―Komvux‖ staffs are neat and smart 3.00 3.41
looking in appearance
4. Materials associated with the service 2.57 2.53
(such as brochures or statement)
appealing at ―Komvux‖
Reliability
5. When ―Komvux‖ promises to do 3.79 4.06
something, it does do (such as free
book)
6. When I face any problem, teachers and 3.21 4.06
staffs shows their sincere interest in
solving it.
7. ―Komvux‖ performs the service and 3.57 3.43 3.53 3.73 -0.30
solves the problem in the first time.
8. ―Komvux‖ provides it‘s services at the 4.36 3.35
time it promises to do (such as accurate
exam date, starting session timely).
9. ―Komvux‖ gives error free records of 2.21 3.65
student‘s information and also
transcripts.
Responsiveness
10. Staffs and teachers tell you exactly 3.71 3.82
when service is performed (such as you
face any problem, they give you a day
or time to meet and share problem).
11. The teachers are ready to solve any 3.79 3.94
problem immediately.

57
12. The teachers have willingness to help 4.07 3.79 3.94 3.81 -0.02
you.
13. The administrative officers help you 3.57 3.94
when you will need any information.
14. The staffs and teachers are never too 3.79 3.41
busy to respond your questions
(respond at the first time, not take too
much time to answer).
Assurance
15. The behavior of staffs and teachers of 3.57 3.41
―Komvux‖ makes confidence in you.
16. The course outline and teaching style is 4.07 3.59
very good. 3.86 3.65 0.21
17. The staffs and the teachers maintain 3.71 3.82
courtesy with you.
18. The staffs and the teachers have 4.07 3.76
enough knowledge to answer your
questions related to ―Komvux‖.
Empathy
19. ―Komvux‖ gives you individual 4.14 3.82
attention (no discrimination).
20. ―Komvux‖ have operating hours 3.14 3.06
convenient to you (starting time for 3.52 3.40 0.12
class)
21. ―Komvux‖ has my best interests at 2.93 3.29
heart.
22. The staffs and the teachers understand 3.86 3.41
the specific need of me.

58
Table 5: Mean results of expectations from different continent‘s respondents

SL no

America
South

Mean

Europe

Mean

East
Middle

Mean

Asia

Mean

Africa

Mean
Feature 1 2 3.11 4.33 3.77 3.80
Feature 2 3 3.33 4.67 4.08 4.60
Feature 3 2 1.75 2.00 2.50 4.00 4.17 3.38 3.46 3.20 3.70
Feature 4 0 1.56 3.67 2.62 3.20
Feature 5 4 3.78 4.33 4.08 4.60
Feature 6 4 4.33 4.00 4.08 4.20
Feature 7 3 3.6 3.00 3.58 3.33 3.93 3.46 3.95 2.60 3.92
Feature 8 4 4.00 4.33 4.38 4.60
Feature 9 3 2.78 3.67 3.77 3.60
Feature 10 4 3.22 4.00 3.54 3.20
Feature 11 3 3.11 4.67 3.85 3.40
Feature 12 4 4.0 3.44 3.13 5.00 4.13 4.46 3.80 3.60 3.48
Feature 13 5 3.44 3.67 3.92 4.20
Feature 14 4 2.44 3.33 3.23 3.00
Feature 15 0 3.11 4.00 3.38 2.60
Feature 16 2 3.44 4.33 3.85 3.80
Feature 17 5 3.0 3.00 3.22 3.67 4.08 3.31 3.67 3.60 3.65
Feature 18 5 3.33 4.33 4.15 4.60
Feature 19 5 3.44 3.67 3.38 2.60
Feature 20 3 2.67 3.67 3.08 3.20
Feature 21 3 3.5 3.11 3.28 4.00 3.84 3.31 3.27 3.40 3.10
Feature 22 3 3.89 4.00 3.31 3.20

59
Table 6: Mean results of perceptions from different continent‘s respondents

SL no

America
South

Mean

Europe

Mean

East
Middle

Mean

Asia

Mean

Africa

Mean
Feature 1 3.00 3.00 3.67 2.92 3.60
Feature 2 3.00 3.33 4.00 3.62 4.00
3.00 3.00 3.22 3.17 3.33 3.67 3.08 2.89 3.60 3.15
Feature 3
Feature 4 3.00 3.11 3.67 1.92 2.40
Feature 5 4.00 4.00 4.33 4.00 3.40
Feature 6 4.00 4.00 4.33 4.08 4.40
Feature 7 4.00 3.80 3.67 3.60 3.67 4.13 3.46 3.88 3.40 3.72
Feature 8 4.00 3.89 4.67 4.38 5.00
Feature 9 3.00 2.44 3.67 3.46 2.40
Feature 10 4.00 3.44 4.00 3.92 3.80
Feature 11 4.00 3.78 4.67 4.08 3.00
Feature 12 4.00 4.00 3.67 3.69 4.00 4.07 4.31 3.95 3.80 3.40
Feature 13 4.00 3.67 4.00 3.92 3.40
Feature 14 4.00 3.89 3.67 3.54 3.00
Feature 15 4.00 4.00 3.67 3.38 2.60
Feature 16 0.00 3.89 4.00 4.00 3.80
Feature 17 4.00 3.00 3.89 3.89 3.67 3.84 3.85 3.85 3.40 3.30
Feature 18 4.00 3.78 4.00 4.15 3.40
Feature 19 4.00 4.22 4.33 4.00 3.20
Feature 20 2.00 3.00 3.33 3.23 3.00
Feature 21 3.00 3.00 3.00 3.36 3.33 3.75 3.38 3.60 2.60 3.15
Feature 22 3.00 3.22 4.00 3.77 3.80

60
Table 7: The expectation Score, the perception score and the gap

Feature No Perceived (Mean) Expectation(Mean) Gap (Mean)

1 3.10 3.55 -0.45
2 3.55 3.97 -0.42
3 3.16 2.97 0.19
4 2.52 2.42 0.10
5 3.94 4.09 -0.15
6 4.13 4.16 -0.03
7 3.52 3.16 0.36
8 4.35 4.29 0.06
9 2.97 3.42 -0.45
10 3.77 3.45 0.32
11 3.84 3.61 0.23
12 3.97 4.06 -0.09
13 3.77 3.84 -0.07
14 3.52 3.00 0.52
15 3.52 3.13 0.39
16 3.81 3.71 0.10
17 3.77 3.35 0.42
18 3.91 4.03 -0.12
19 3.97 3.35 0.62
20 3.13 3.03 0.10
21 3.13 3.32 -0.19
22 3.61 3.23 0.38
Total 3.56 3.49 0.07

61