Service quality perception and students’ satisfaction in higher learning institutions in Tanzania: The SERVQUAL model

Bwachele, Victor William (2024) Service quality perception and students’ satisfaction in higher learning institutions in Tanzania: The SERVQUAL model. PhD thesis, UTAR.

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Abstract

A higher learning institution (HLI) is responsible for serving a nation by disseminating theoretical and practical knowledge using various teaching and learning methods, conducting research, and transferring the research resultsthat improve a specific community or industry. In other words, higher education is the basis for a knowledge-driven economy that develops human capital and technology that can assist a country, especially less-developed ones like Tanzania, to become more competitive in the world economy (Tanzania Commission for Universities (TCU), 2020). In developing a more qualified and competent local labour force, the Tanzania government has been increasing the establishment of HLIs since 1999 (TCU, 2021). These institutions offer certificates, diplomas, and bachelor's and postgraduate programmes. Universities, trade schools, and colleges are considered higher education institutions by the World Bank (World Bank, 2020). Adapting the World Bank's definition, HLIs in Tanzania are composed of universities, colleges, and other HLIs (TCU, 2020). The first university established in Tanzania was the University of Dar es Salaam (UDSM), which started in 1961 as an affiliated college of London. UDSM became a constituent college of the University of East Africa in 1963 and a fully-fledged independent national university in 1970 (Mkude et al., 2003). Since the 1980s, higher education in Tanzania has made remarkable progress in various areas, including increasing HLIs and student enrolment. In 2021/22, the total students' enrolment in local HLIs reached 100,858 compared to only 14 students in 1961 (TCU, 2021). Also, universities increased from 1 to 51 fully-fledged public and private universities and colleges from 1961 to 2020. Among these, 7 are public university colleges, 12 are fully-fledged public universities, 10 are private universities, and 18 are fully-fledged private universities (TCU, 2021). Although the growing number of the establishment of various local HLIs benefits domestic and international students, the pressure to ensure the sustainability of specific HLIs intensifies (Ishengoma, 2013; Mgaiwa, 2018; Oanda, 2013; World Bank, 2010). Despite the increasing student enrolment in Tanzania's HLIs (TCU, 2015),HLIs need help to maintain their long-term viability because government funding is scarce and shared among the long and newly established HLIs. In other words, the proportionate rate of public financial aid obtained by each HLI is decreasing (Johansson & Lundborg, 2021). As a result, HLIs must increase the student fee to cover the increasing economic operation cost. Although study fee is one of the essential criteria that can influence a potential student's decision to select specific HLIs, students also compare the living expenses, study environment, and availability of teaching and learning resources. Thus, to attract students to stay enrolled, local HLIs ensure that students are satisfied with their study environment and that the provided teaching and learning resources are worth the amount paid. Hence, the frequent linkage of student satisfaction and the parameters used to assess the professional study environment's service quality (SQ) and teaching and learning materials (Getahun, 2019)

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