Perceived service quality and student satisfaction in higher learning institutions in Tanzania

Despite policy efforts to promote higher learning in Tanzania, reports show persistent student dissatisfaction, revealing the extant inadequate quality measurement models. This study examined the elements causing dissatisfaction using an extended SERVQUAL model with additional variables, perceived transparency mediated by trust. Quantitative data from 398 third-year students showed that reliability, perceived transparency, and trust significantly predict satisfaction, with trust partially mediating transparency's influence on satisfaction. The study suggests education policies focusing on service provider expertise, punctuality, transparency, and social responsibility are crucial for student satisfaction. Future research should explore cross-level economic development analysis, group-specific satisfaction determinants, and test the model in other sectors.

Victor William Bwachele, Yee-Lee Chong, Gengeswari Krishnapillai