Assessment of Service Quality – As Perceived by the Service Recipients
Doolwela, Muditha (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025112630131
https://urn.fi/URN:NBN:fi:amk-2025112630131
Tiivistelmä
The research aimed to assess the service quality at Seinäjoki University of Applied Sciences (SeAMK) as perceived by International Business students. The objectives were to determine the key elements affecting the quality of service, to evaluate student satisfaction, and to assess student loyalty.
The gaps in tangibles, responsiveness, reliability, empathy and assurance were identified using the SERVQUAL model. Both quantitative and qualitative methods were used. The quantitative data were collected from 55 responses, and the qualitative perceptions were obtained through open-ended questions and semi-structured interviews. Gap analysis compared expectations and perceptions.
The results indicated negative gaps across all dimensions, showing that expectations exceeded actual experiences. The largest gaps were in assurance and empathy, particularly in individualized attention and academic support, while tangibility showed the smallest gap. Additional issues included administrative delays, ineffective complaint handling, language barriers, and limited cultural sensitivity.
It was concluded that improving personalized support, streamlining administrative processes, and enhancing learning resources are essential to increasing satisfaction and retention. Recommendations include faculty development, improved counselling, modernized facilities, and better access to digital resources.
The gaps in tangibles, responsiveness, reliability, empathy and assurance were identified using the SERVQUAL model. Both quantitative and qualitative methods were used. The quantitative data were collected from 55 responses, and the qualitative perceptions were obtained through open-ended questions and semi-structured interviews. Gap analysis compared expectations and perceptions.
The results indicated negative gaps across all dimensions, showing that expectations exceeded actual experiences. The largest gaps were in assurance and empathy, particularly in individualized attention and academic support, while tangibility showed the smallest gap. Additional issues included administrative delays, ineffective complaint handling, language barriers, and limited cultural sensitivity.
It was concluded that improving personalized support, streamlining administrative processes, and enhancing learning resources are essential to increasing satisfaction and retention. Recommendations include faculty development, improved counselling, modernized facilities, and better access to digital resources.