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Data from 298 valid questionnaires were analyzed with SPSS, t-tests, and variance procedures (ETA square). Results show overall evaluations lower than expected, with assurance scoring highest and empathy lowest; tangibles evaluations varied significantly by gender while other demographics showed no significant effects.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/saudi-university-students-perceptions-of-service-quality-in-higher-education/603070/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/saudi-university-students-perceptions-of-service-quality-in-higher-education/603070.png","ImageObject",300,407,{"name":42,"@type":43},"MrHarris58","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What instrument measures service quality in this study?","Question",{"text":63,"@type":64},"A modified SERVQUAL instrument measures five constructs: tangibles, reliability, responsiveness, assurance, and empathy.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the survey data collected and analyzed?",{"text":68,"@type":64},"The study distributed 500 questionnaires to selected college students; 350 were returned and 298 were usable. Perceptions were analyzed using SPSS with t-tests and variance analysis, including ETA square.",{"name":70,"@type":61,"acceptedAnswer":71},"Which service-quality dimension received the highest and lowest ratings?",{"text":72,"@type":64},"Assurance received the highest mean rating, while empathy received the lowest mean rating among the five constructs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},603070,1792165603,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":104},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","SAUDI UNIVERSITY STUDENTS’ PERCEPTIONS OF  \nSERVICE QUALITY IN HIGHER EDUCATION  \nFATEMAH A. ALHAZMI  \nTaibah University, Saudi Arabia  \nABSTRACT  \nHigher education institutions (HEIs), consider the customer experience an intrinsic component of their strategic plans, decision-making processes, and development. In higher education (HE) contexts, students are customers and demand high service quality. This article evaluates the perception of quality of service (QoS) in a HE setting from the perspective of students studying at King Khalid University (KKU) in the Kingdom of Saudi Arabia (KSA). A modified service quality (SERVQUAL) instrument measures five constructs: tangibles, reliability, responsiveness, assurance, and empathy. The research also assesses possible connections between the participants’ responsesand key demographic variables. Permission was granted to distribute 500 questionnaires to students from the selected college. Of these, 350 questionnaires were returned, and 298 were deemed useful. The data assessing perceptions of QoS was analyzed using SPSS, a t-test, and a cutoff point (3.4). The table of variance analysis and ETA square identified relationships between participants’answersand the demographic variables. Evaluation of all services was lower than predicted. The highest rated construct was assurance with mean (3.0116), responsiveness with mean (2.8465), tangibles with mean (2. 7843), reliability with mean (2.6914), and empathy with mean (2.5558). There were statistically significant differences in the students’ evaluations of the first dimension (tangibles) associated with gender difference, with average evaluation by male students being (2.9532), and average evaluation by female students (2.6685); otherwise, demographic characteristics showed no statistically significant influence on students’evaluations.  \nINTRODUCTION  \nHigher education (HE) is a rapidly expanding service industry exposed to globalization processes (O’Neil & Plamer, 2004; Van Dammer, 2001) . HE is typically delivered at universities, academies, colleges, seminaries, and institutes of technology, and is vital to a nation’s individual, social, and economic development (Mukhtar et al., 2015) . The purpose of HE traditionally was to advance knowledge and foster development, and promote creativity, scientific inquiry and innovation (Escotet, 2012). Additionally, Fortino (2012) described the preparation of students’minds a primary objective of HE.  \nLITERATURE REVIEW  \nThe Role of Higher Education  \nAlthough historically HE sought to address the fluctuating needs and operational challenges in society, today financial realities and changing demographics drive the services available on modern campuses. Consequently, higher education institutions (HEIs) are increasingly interested in identifying and fulfilling students’ expectations by measuring perceptions of quality of service (QoS) (DeShields Jr, 2005) . Undoubtedly, successful completion and enhancement of students’educational journeys are central concerns. HEIs need to develop proactively to understand the constituents of student satisfaction in a competitive environment (Yusoff et al., 2015) .  \nEducational Planning | Fall 2022 7 Vol. 29, No. 4  \nDefinition of Service  \nDefining services can be complex, and therefore, before attempting to measure QoS it is crucial to determine whether what is being delivered is a process or an act. Services can also be value-creating activities offered to customers and simultaneously consumed and produced (Sapri et al., 2009). According to Lovelock (1980, 1983) these services can be grouped into three categories. First, services concerned with people-processing requiring customers’ presence, such as healthcare. Second, services of possession-processing that include duties performed on physical objects without customer intervention, such as auto repair. Third, information-based services, which create value relating to data, such as banking services. Parasura","cbCaiiXgHWtWlcuO","https://ap.wps.com/l/cbCaiiXgHWtWlcuO","pdf",272859,"English","# Abstract\n# Introduction\n# Literature Review\n## The Role of Higher Education\n## Definition of Service\n## Higher Education as a Service","[{\"question\":\"What instrument measures service quality in this study?\",\"answer\":\"A modified SERVQUAL instrument measures five constructs: tangibles, reliability, responsiveness, assurance, and empathy.\"},{\"question\":\"How were the survey data collected and analyzed?\",\"answer\":\"The study distributed 500 questionnaires to selected college students; 350 were returned and 298 were usable. Perceptions were analyzed using SPSS with t-tests and variance analysis, including ETA square.\"},{\"question\":\"Which service-quality dimension received the highest and lowest ratings?\",\"answer\":\"Assurance received the highest mean rating, while empathy received the lowest mean rating among the five constructs.\"}]","Saudi University Students’ Perceptions of Service Quality in Higher Education | PDF",1792095658]