Title-Author-Source
Problems/Objectives
Title: The effect of Service
Quality on Student Satisfaction
and Student Loyalty: An
Empirical Study
Author:
Teddy Chandra
Martha Ng
Stefani Chandra
Priyono
Source:
Journal of Social Studies
Education Research, September
2018, 109-131
https://files.eric.ed.gov/
fulltext/EJ1190148.pdf
Research
To examine the relationship
between service quality and
student satisfaction at higher
education institutions in Riau
Province.
To examine the relationship
between service quality with
student loyalty at higher
education institutions in Riau
Province.
To examine the relationship
between student satisfaction
with student loyalty at
higher education institutions
in Riau Province.
Findings
The responders' typical answers regarding the
caliber of the services are only mediocre (5.26). It
shows that the higher education facilities already in
Riau Province still don't provide very high-quality
services. The campus administration service in
maintaining and collecting data (4.95) and the less
comfortable and clean classrooms were the main
targets of criticism (4.91). Students between the
ages of 21 and 24 complained a lot about the caliber
of campus services, according to the age group
(5.01). Students over the age of 30 awarded the
quality of the services they received high marks
(5.82). The majority of students between the ages of
17 and 20 received excellent service from the
school. This was a result of the different campus
climate they experienced from their prior schools,
which increased their level of tolerance. Students
who have practically finished their studies would
believe that the service was below expectations
because they did not observe any modifications to
the campus as time went on. It provided an
explanation for why students between the ages of
21 and 24 received poorer service quality rankings.
Most students who are 25 to 30 years old and older
are obtaining master's degrees, which will result in
improved services being provided. Compared to
their juniors, they received higher-quality service as
a result. Women are typically more sensitive than
males to service quality, according to the gender of
the pupils. Women needed professors who were
more accessible and responsive. They also requested
counseling assistance from the university.
Additionally, they sought improvements in the
library and lab. They are different from males, who
tend to be more accommodating. Despite this,
students' attitudes toward their employment status
were neutral.
Conclusion
The findings showed that service quality
had a beneficial impact on student
satisfaction, demonstrating that service
quality may be improved to raise student
satisfaction. The results show that Riau
Province's universities and colleges must
pay close attention to the quality of their
services since improved services would
result in higher student satisfaction. The
low rate of student satisfaction with the
level of service provided to students
between the ages of 21 and 24 as well as
those majoring in nursing, public health,
and automotive engineering points to
these. The comfort of the classroom,
cleanliness, and the correctness of the
student administration data were key areas
for service quality improvement. Although
the service quality at public universities
was worse to that at private ones, this did
not deter students from choosing public
universities, despite the poorer service
quality. In the province of Riau, the higher
education service quality score was 5.26,
which was regarded as average. It
demonstrates that the higher education
service quality in Riau Province is still not
very excellent. The top pupils will be forced
to choose better educational opportunities
outside of Riau Province, such as in
Malaysia and Singapore. The closest
neighboring nations to Riau Province with
top-notch higher education standards are
Malaysia and Singapore. They did present
formidable rivals. Since Riau Province lacks
higher education institutions of
international standing, both local
universities and colleges and the
According to the university kinds, it appears that
private universities'/colleges' (5.40) service quality
was superior to that of public institutions (5.05).
Positive attributes include the caliber of lecturers
who teach, the friendly and accommodating
administrative staff, the well-maintained and easily
accessible database records, the clean and
comfortable classrooms, the appropriate library and
laboratory, the availability of student counseling
services, and the secure and comfortable campus
environment. Students majoring in nursing (4.63),
followed by those majoring in business, reported the
poorest service quality, according to their majors
(5.01). Private universities and colleges offered
nursing majors, while those that offered business
majors from public universities in part. Students
studying radiology (6.21), computer science (6.18),
and hospital management (6.21) received the
highest service quality ratings (6.06). These three
majors came from private institutions and
universities. It reveals that even if the service quality
in private universities and colleges was not
distributed equally, it was poorer in public
universities than in private ones. As a result, there
was a significant quality gap between private
universities. Private colleges and universities offer
both the highest and lowest levels of service quality.
In general, this study's student satisfaction rate was
quite high (5.59). Students between the ages of 21
and 24 were the least satisfied, according to the age
range. It was in line with their poor service quality
ratings. Students above the age of 30 showed higher
levels of satisfaction in addition to receiving good
marks for service quality. Despite being more
sensitive to service quality than males, female
students have the same level of satisfaction as male
students based on their gender. However, there was
little distinction between students who were
employed and those who were not in terms of
satisfaction.
Indonesian government are having a
difficult time raising the standard of
education there. This study showed no
evidence of a relationship between service
quality and customer loyalty. Therefore,
there won't be much of an impact on
student loyalty from the higher education
service quality increase in Riau Province.
This result is consistent with the research
by Dib & Mokhles (2013). On the other
hand, student loyalty was significantly
influenced by student satisfaction,
indicating that loyal students will be more
content. Although a well-received service
might boost customer pleasure, which in
turn fosters customer loyalty, good service
quality does not guarantee student loyalty.
It proved ineffective to enhance customer
loyalty by measuring service quality
without also measuring student
satisfaction. However, there was no proof
that the level of service had any impact on
a student's loyalty. The students in the age
range of 21 to 24 who had worse service
quality had lower student satisfaction and
student loyalty, which is evidence that
students who are satisfied as a result of
strong service quality have more loyalty.
Based on the students' majors, the same
conclusion was reached. Contrarily, based
on the type of university, students in public
universities and colleges did not drop their
satisfaction and had a higher loyalty than
students in private universities and
colleges, despite receiving poor service.
Universities and colleges are under
constant pressure to raise the quality of
their services in order to stay up with
consumer demand due to the intense
rivalry among higher education institutions

According to the university status, both private
(5.59) and public institutions (5.58) achieved average
overall scores for student satisfaction despite private
universities and colleges receiving higher marks for
service quality. Students at public colleges are
unsatisfied, and this is due to the subpar
administrative services (5.14). Examining the
students' majors, the automotive engineering (4.84),
nursing (4.94), and public health (4.94) students
expressed displeasure (5.08). Students in radiology
(6.18), computer science (6.29), and hospital
management (6.29) were the happiest (6.07). These
all came from private colleges and universities.
These results provide credence to the idea that
private schools and universities have a high bias
rate. Private colleges and universities have both the
highest and lowest rates of student satisfaction. In
Riau Province, student loyalty was often quite high
(5.68). According to the age range, students
between the ages of 21 and 24 exhibited less loyalty
(5.54) than other age groups. It demonstrates that
the poor service quality they received led to poorer
satisfaction and less loyalty. There were no
appreciable differences in student loyalty levels
between men and women based on gender. On the
other hand, those who were not employed were
more devoted (5.72) than those who were (5.51).
Because they participated more actively in campus
activities than working students did, nonworking
students had higher emotional bonds.
Students at public and private universities and
colleges displayed the similar level of loyalty based
on the status of the institution. Therefore, despite
the fact that students at public institutions perceived
service quality as being poorer than at private ones,
there were no significant differences in student
satisfaction between the two types of universities or
colleges. Hospital administration (6.90), radiology
in Riau Province and other locations.
Because the degree of service quality
affects how many students enroll in
universities and colleges, a high level of
service quality boosts student happiness
and fosters student loyalty (Chen, 2016).
Students favor institutions of higher
learning that offer high-quality services and
customer satisfaction (Tahir et al., 2010). It
is mandatory for private institutions to
improve the standard of their services.
Campus amenities are crucial, particularly
the classrooms, the comfort and
cleanliness of the campus, and the
improvement of student administration
data. It is consistent with a Malaysian study
that discovered the value of enhancing
campus amenities at private universities.
According to the replies of the
respondents, radiology and hospital
administration students provided the
greatest services and had the most loyalty.
However, radiology had 14 respondents
and hospital administration had just 4; as a
result, these numbers may not accurately
reflect all of the students who are majoring
in these fields. To assess the consistency of
this study, future research should
reinvestigate with additional respondents,
especially in these two majors.
 (6.37), computer science (6.07), and economics
(5.94) majors had the most devoted students, while
nursing (5.06), public health (5.13), and midwifery
majors had the least devoted students (5.13). These
results supported the notion that students who
received greater levels of service quality would be
happier and thus more devoted. In contrast,
students who receive poor service quality would feel
less satisfied, and as a result, less loyal.
Title: Analysis of Student To measure the gap between The questionnaire utilized in this study is precise and Based on the results of research conducted
Satisfaction Toward Quality-of- the perceptions and trustworthy, according to the findings of the validity could be drawn some conclusions are
Service Facility expectations of users of and reliability test. Based on the processed data and follows:
Author: service facilities as a form of the results of the validity and reliability tests, the
D Napitupulu evaluation of the degree of user satisfaction was determined by A low level of student satisfaction is
R Rahim performance of the measuring the users' perceptions and expectations evident from the gap between user
D Abdullah university. of the quality of the campus service facilities that are perceptions and expectations, where there
MI Setiawan now available. According to the results of the is a negative for each item, in the
LA Abdillah To know the relation satisfaction survey, the perception index appears to evaluation of the state and quality of the
AS Ahmar between quality-of-service be lower than the user expectation index for each campus service facilities. In other words,
J Simarmata facility and user satisfaction questionnaire item. This indicates that people are campus service facilities continue to fall far
R Hidayat not yet satisfied with the level of service provided by short of user expectations.
H Nurdiyanto To know how much current facilities. When expectations and
A Pranolo influence the quality of perceptions are compared more closely, the The computer and multimedia lab in the
service facilities to user difference is found to be negative (perceptions - classroom and the wifi network are three
Source: satisfaction expectations), indicating that perceived of the campus service facilities that have
Journal of Physics: Joint performance is still far below what is anticipated. the lowest index based on user perception.
Workshop of KO2PI 2017 &
ICMSTEA 2016, January 1, 2019 Additionally, the overall user satisfaction score The quality of service facilities and student
https://arxiv.org/ftp/arxiv/ displays a negative value of -0.92. This shows that satisfaction are positively correlated, with a
papers/1803/1803.08129.pdf overall users believe the current service facilities are coefficient R of 0.725.
still in poor shape or have not lived up to their
expectations. In fact, the perception index for As a user of 57.5% of the campus service
laboratory facilities (2.56), computer and multimedia facilities, students' satisfaction was
in the classroom (2.63), and wifi network facilities impacted by the caliber of those facilities.
(2.63) is lowest for 3 (three) service facilities. While This indicates that all service facility
the internet, computers, and multimedia networks variables in this study could account for
in the lab play a crucial role in helping students in 57.5% of the variation in student
computer science faculties develop their core satisfaction, with the remaining 42.5%
competencies. being explained by other variables.

Title: Student satisfaction and This study aimed to provide
interaction in higher education a more fine-grained analysis
Author: of how different forms of
Wan Hoong Wong interaction between
Elaine Chapman students, their peers and
their instructors relate to
Source: different aspects of student
Wong, W.H., Chapman, E. satisfaction.
Student satisfaction and
interaction in higher education. Research questions:
High Educ (2022). 1. How satisfied were the
https://doi.org/10.1007/s10734 students with different
-022-00874-0 aspects of the HE
https://link.springer.com/ institution studied, and
article/10.1007/s10734-022- how did satisfaction
00874-0 levels vary across these
different aspects?
2. How did different forms
of interpersonal
interaction relate to
different aspects of
these students'
satisfaction levels?
User satisfaction and campus service facility quality
factors have a 0.725 correlational strength. The
relationship or association between campus service
facility factors and user satisfaction variables is
strongly understood. The connection had a positive
trend in addition to a substantial correlation. This
means that if the service quality variables grow, the
satisfaction variables will as well, i.e., if the campus
service facilities variable falls, the user contentment
variable will likewise fall. The findings of this study
support earlier findings that there is a correlation
between service quality and student satisfaction as
well as a relationship between service quality and
student satisfaction.
According to the descriptive statistics, respondents
generally had positive opinions of their institution in
terms of the many satisfaction factors evaluated. For
each of the eight factors, the average satisfaction
score was more than 4. (Midpoint of the rating
scale). The median and mode scores were 5 for
seven out of the eight satisfaction facets. The
percentage of respondents who gave the same
seven aspects ratings of 5 or higher ranged from
59.27 to 76.36%.
When comparing various satisfaction factors, the
respondents expressed the greatest levels of
satisfaction with the two academic components,
particularly with the academic program they were
enrolled in. More over 70% of respondents provided
a rating of 5 or higher for "program" and "instruction
of the lecturers," the two factors of student
satisfaction with the highest mean scores out of the
eight. The elements pertaining to their university
lives while they were students at the institution
were the least satisfying to them. The three factors
in this set's mean score range (4.36-4.78) was
generally narrower than the range for other
satisfaction factors (academic, 4.96–5.12; institution,
4.49–4.85). In comparison to the other eight areas of
Additional research ideas should focus on
factors outside of this study that also
influence user happiness.
While the results indicate that students
were generally satisfied with the various
aspects surveyed, satisfaction levels were
not uniform across different aspects, which
is relevant to research question 1 (How
satisfied were the students with different
aspects of the HE institution studied, and
how did satisfaction levels vary across
these different aspects?). The idea that
student satisfaction in HE should be viewed
as a multifaceted phenomenon is
reinforced by this. Findings also supported
the statistical significance of the
differences between the different
satisfaction levels. More crucially, the
results imply that general university
student satisfaction necessitates
fulfillments in areas above and beyond
what the majority of institutions now offer
to their students. The respondents' life
happiness as college students was
substantially lower than satisfaction gained
for all other elements, as shown by the
data. Among all satisfaction factors
evaluated, "my life as a university student
in general" had the lowest mean score,
satisfaction polled, the item "My life as a university
student in general" received a disproportionately
low percentage of positive responses, with mean,
median, and mode scores for this item ranking
lowest overall. Less than 50% of respondents gave
this facet a rating of 5 or above. The respondents,
however, expressed the greatest satisfaction with
"my own learning" of the three surveyed
characteristics. "Institution" was the element with
the highest mean score out of the three institutional
aspects assessed, and it was also the only one in this
group to receive a rating of 5 or higher from more
than 60% of respondents. Even when compared to
some aspects of university life, satisfaction scores
for "campus facilities" and "Student support
provided" were noticeably lower.
although it was also observed that its mode
and median scores were under the
midpoint score of 4. According to the
frameworks developed by Rode et al.
(2005) and Sirgy et al. (2010), the level of
life satisfaction experienced by HE students
depends on how satisfied they are with
both academic and extracurricular pursuits.
The study sought to provide a more
nuanced analysis of relationships between
interpersonal interactions and student
satisfaction in HE by examining how each
particular form of interaction related to
different aspects of student satisfaction
through research question 2 (How did
different forms of interpersonal interaction
relate to different aspects of these
students' satisfaction levels?). The findings
showed that factors influencing student
happiness in HE included their interactions
with peers and teachers as well as how
they engaged with these people (either in a
formal or an informal format). The fact that
three types of interaction—formal student-
student, informal student-student, and
formal student-instructor—were found to
be significant predictors of various aspects
of satisfaction—indicates that how
students interact with their peers and
lecturers also plays a key role in
determining how satisfied they are with
there HE experiences. This supports Tinto's
(1975) model of college student attrition's
assertion that both formal and informal
interactions are essential in HE (Tinto,
1975). Age and gender were also found to
be strongly connected with formal
interactions between students and
teachers, which suggests that age and

Title: Investigating University
Students’ Satisfaction with on-
Campus Cafeteria Services: An
Empirical Study in Perspective
of Private University
Author:
Abu Rashed Osman
Tazkia Hossain
James Bakul Sarkar
Source:
Osman, A. R.., Hossain, T.., &
Sarkar, J. B. (2018). Investigating
The objective of the study is
to investigate the
relationship between food
quality, food variety, price
fairness, ambience, staff and
student satisfaction with
cafeteria food services.
Male respondents made up 48.7% of the
respondents, while female respondents made up
51.3%. The survey determined that the daily
frequency was 133 (49.8%), the 2-3 times per week
frequency was 105 (39.3%), the few times per
month frequency was 21 (7.9%), and the few times
per semester frequency was 8. (3.0 percent).
According to the report, just 72.4% of students
made any claims at all while 27.6% of students
complained about food services. This suggests that
students are discouraged from complaining since
they might believe it is pointless to do so. In terms of
how complaints were handled, only 22.1 percent of
students were happy, while 77.9 percent were not.
gender disparities may be taken into
account when developing such structures
by institutions. For instance, HE institutions
may need to think about more
differentiated practices that faculty
members can adopt to make sure that new
female students engage regularly in formal
interactions with them. This is because
male students were likely to have a greater
number of formal interactions with their
lecturers. Overall, the more in-depth
analyses offered by this study not only
broaden our understanding of student
satisfaction and interaction in the setting of
HE, but they also provide us with useful
information that HE institutions may use to
improve the contentment of their
students. The results imply that HE
institutions should periodically assess
various areas of student satisfaction with a
greater degree of specificity, with a focus
on improving the quality and quantity of
interpersonal interactions that students
regularly engage in.
The study's findings highlight the impact of
five cafeteria food service characteristics
on students' satisfaction. It seems that
three aspects of cafeteria services—the
caliber of the food, the atmosphere, and
the staff—have a major positive influence
on students' satisfaction. As a result, the
investigation confirms that hypotheses H1,
H4, and H5 are statistically significant and
that the study supports them. The
authorities should appropriately maintain
food quality, ambiance, and staffs to
ensure student pleasure and competitive
advantage. In order to maximize their
University Students’ Satisfaction
with on-Campus Cafeteria
Services: An Empirical Study in
Perspective of Private
University. Asian Journal of
Empirical Research, 8(6), 225–
237.
https://doi.org/10.18488/journa
l.1007/2018.8.6/1007.6.225.237
https://archive.aessweb.com/
index.php/5004/article/view/
4107
Food quality: The result indicates that the food
quality has a standardized coefficient value of 0.222
and is significant at the p 0.001 level, supporting the
hypothesis H1. This results in the hypothesis being
accepted because there is a link between good food
and students' happiness with cafeteria services. This
result is in line with other earlier researchers (Ng,
2008; Andaleeb and Caskey, 2007). The
management of the cafeteria must continuously
assure food quality in order to increase student
happiness, it is stressed.
Food variety: The result indicates that the food
variety has a standardized coefficient value of 0.025
and is not significant at the p 0.05 level, indicating
that the hypothesis H2 is not supported. This
suggests that there is no connection between
student pleasure and dietary variety. This outcome
conflicts with what Xi and Shuai predicted (2009).
Students are currently placing a higher priority on
food quality than variety.
Price fairness: According to the results, the price
fairness has a standardized bêta coefficient value of
0.091 and is not significant at the p 0.05 level, hence
the hypothesis H3 is not supported. This
contradiction suggests that either students do not
care about pricing justice or that they have positive
impressions of this element. This outcome varies
among the scholars (Nadzirah et al., 2013; Mui et al.,
2014).
Ambience: The study's findings demonstrate that
the ambiance has a standardized beta coefficient
value of 0.261 and is significant at the p 0.001 level,
supporting hypothesis H4. According to this finding,
ambience positively affects student satisfaction in a
statistically meaningful way. In order to ensure
student satisfaction, the cafeteria services authority
customers' level of satisfaction, it is crucial
for university cafeteria operators to
continuously improve the quality of food
services. Furthermore, to increase the
number of visit per student, cafeteria
operators should serve their customers in a
proper ambience that can excite their
interest in dining at the cafeteria.
The management of the student
foodservice can effectively use the findings
to raise student happiness. Additionally, if
ongoing progress is ensured, these results
may be helpful in formulating strategic
decisions. Another implication of these
findings is the necessity of creating a
student-centered, vibrant culture for
sustainability.
There are only a few apparent intrinsic
restrictions that demand attention. First
first, only private universities were
included in the survey. Second, because
the study focuses on undergraduate
students' perspectives, it is still unclear
how generalizable its results are. To
provide more representative results and
enhance sample generalizability, future
studies can expand the sample and include
postgraduate students. These results may
be compared in future research with those
from other hospitality-related industries,
like restaurants and hotels.

Title: The Level of Students’
Satisfaction on the Services of
Bicol University College of Social
Sciences and Philosophy
Author:
Mary John A. Lomerio
Michael M. Conrado
Source:
https://www.academia.edu/
8147320/
The_Level_of_Students_Satisfac
tion_on_the_Services_of_BUCS
SP
To know the academic
profile of the students
availing of services along
instruction and facilities,
specifically aiming to know
their a. course and year
level; b. college enrolled in;
c. number of subjects taken
or currently taking at
BUCCSSP
To know the level of
satisfaction on the services
provided by BUCSSP along a.
instruction and; b. facilities.
To know the problems
encountered along the same
areas
To find out the perceived
solutions in order to address
such problems encountered.
should maintain a pleasant decorative environment
as much as possible.
Staffs: The study's findings show that the staffs have
a standardized bêta coefficient value of 0.132 and
are significant at the p 0.05 level, supporting
hypothesis H5. This result is in line with findings
from Barlett and Han (2007) and Mui et al (2014).
This finding indicates that overall staff performance
and attitude have a big impact on how happy
students are. As a result, the authority should
employ employees with the proper mindset or they
can provide students part-time employment.
The students are moderately satisfied with the
services of the College of Social Sciences and
Philosophy along instruction and facilities with four
point zero six (4.06) and three point eighty-six (3.86)
respectively. One of the duties of the institution
under consideration is instruction, which is a crucial
component. It alludes to a teacher's tactics, teaching
styles, and instructional qualities used to encourage
learning in their pupils. Using the individual
responses of students from each college, we can
infer from the data gathered that students from the
majority of colleges almost all express the same
level of satisfaction with the conditions presented
along instruction, which is reflective of the overall
level of satisfaction along the area of instruction,
which is moderately satisfied. This reinforces the
idea that students express nearly the same
sentiment regardless of the college they are enrolled
in or their level of satisfaction, suggesting that they
may have nearly the same expectations for the
services provided by CSSP in addition to instruction.
The effectiveness of a learning institution's curricular
programming is largely determined by the standard
and sufficiency of its physical plant and facilities. The
campus, building, and other physical infrastructures,
as well as various tools and services, that support
Since the College of Social Sciences and
Philosophy is a service college for general
education courses, all Bicol University
students, regardless of their course of
study and from the various colleges on the
main campus, take classes there. As a
result, they all receive roughly the same
exposure to the services provided by the
College of Social Sciences and Philosophy
during their first two years at the
university. Regarding their degree of
satisfaction with the quality of the
instruction, students from the various
colleges respond collectively. The majority
of the college's students receiving services
were moderately satisfied with the
facilities, but responses from the various
colleges varied, with some reporting low
levels of satisfaction in some areas and
others reporting high levels.
Along the way of instruction, students from
various colleges face a variety of issues.
Several issues were widespread
throughout some colleges, but others were
exclusive to a few universities, showing
that each college had unique needs and
institutional and program effectiveness fall under demands of the services offered. The
this category. A closer examination of the various majority of students from all institutions
responses provided by the students in accordance experienced the same issues with facilities,
with the colleges in which they are enrolled reveals demonstrating that needs for facilities are
that they are varied and do not necessarily reflect similar regardless of the college a student
the overall sentiment that resulted in the facility's is enrolled in. The suggestions made by the
overall satisfaction rating. This suggests that students reflected their desire for the
students have different expectations for services and College of Social Sciences and Philosophy
facilities, as evidenced by the variety of responses. to deliver services more effectively and
efficiently in terms of both curriculum and
With 139 (149) and 148 (148) responses, facilities.
respectively, the students expressed their greatest
concerns in the areas of education and the teachers'
failure to make extra efforts to assist slow learners
as well as the presence of frightened professors in
the institution. Along with amenities, students
reported that there is a lack of a secure, convenient,
and adequate cafeteria/canteen and that the
students' lounge and kiosks are not properly
maintained, receiving 179 responses for the
students' lounge and 163 responses for the kiosks,
respectively.
According to the data, students are more worried
about the teaching and learning methods used by
the faculty member together with the subject
matter of education. The statistics may suggest that
while students' expectations for the lectures and
buildings are somewhat met, they were more
focused on the amenities offered in the canteen.
The fact that these students are simply visiting from
other colleges and do not have their own rooms in
which to remain before their classes may also be a
contributing factor to the notion that they are
bothered by the student kiosk and lounge. As a
result, they go to the student lounges to stay there.