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Measuring Relative Effectiveness of Service Quality Factors Affecting Quality of Higher Education in India

Measuring Relative Effectiveness of Service Quality Factors Affecting Quality of Higher Education in India

Anshuman Kaler
Copyright: © 2021 |Volume: 11 |Issue: 2 |Pages: 17
ISSN: 2155-6393|EISSN: 2155-6407|EISBN13: 9781799861959|DOI: 10.4018/IJKBO.2021040103
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MLA

Kaler, Anshuman. "Measuring Relative Effectiveness of Service Quality Factors Affecting Quality of Higher Education in India." IJKBO vol.11, no.2 2021: pp.30-46. http://doi.org/10.4018/IJKBO.2021040103

APA

Kaler, A. (2021). Measuring Relative Effectiveness of Service Quality Factors Affecting Quality of Higher Education in India. International Journal of Knowledge-Based Organizations (IJKBO), 11(2), 30-46. http://doi.org/10.4018/IJKBO.2021040103

Chicago

Kaler, Anshuman. "Measuring Relative Effectiveness of Service Quality Factors Affecting Quality of Higher Education in India," International Journal of Knowledge-Based Organizations (IJKBO) 11, no.2: 30-46. http://doi.org/10.4018/IJKBO.2021040103

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Abstract

The existing competitive environment in the education sector in India has forced higher education institutes to adopt ‘students as a customer' approach in educational delivery. The extant literature supports seven dimensions of service quality namely input quality, curriculum, academic facilities, industry interaction, interaction quality, support facilities, and nonacademic processes. The objective of the study was to measure the relative effectiveness of service quality factors as perceived by the Indian students. Focus group interviews were conducted with a group of technical and management students. Stratified judgmental sampling was used for the data collection. In the current study, it was observed that the factor of program quality plays a more dominant role than the factor of quality of life in determining the service quality in institutes of higher education. It is further observed that in the sub-dimension of program quality, the factor of curriculum and academic facilities are relatively more dominant than the factor of input quality.

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