Service Quality and Student Satisfaction in Higher Education: Evidence from a Public University in Zambia

Abstract

This study examined the relationship between service quality and student satisfaction in higher education, using evidence from a public university in Zambia. Guided by the SERVQUAL Model, the study focused on five dimensions of service quality: tangibility, reliability, responsiveness, assurance and empathy. A quantitative descriptive research design was adopted. The target population comprised 9,000 registered full-time undergraduate students, from which a sample of 200 respondents was selected using simple random sampling. Data were collected through a structured online questionnaire and analysed using descriptive statistics and multiple linear regression. The findings revealed that reliability, responsiveness and tangibility had statistically significant positive effects on student satisfaction, while assurance and empathy did not demonstrate significant independent effects. Reliability emerged as the strongest predictor of student satisfaction (β = .345, p < .001), followed by responsiveness (β = .266, p = .001) and tangibility (β = .145, p = .030). These results suggest that students place greater emphasis on dependable and accurate service delivery, prompt responses to their needs, and adequate physical and technological learning resources. The findings provide partial empirical support for the SERVQUAL Model and demonstrate that the relative importance of service quality dimensions is context-specific. The study concludes that public higher education institutions should prioritise reliable and responsive service delivery while continuously improving physical and technological infrastructure. It further recommends regular assessment of service quality and student satisfaction to guide institutional quality improvement, resource allocation and student-centred service delivery.