تعیین کننده کیفیت خدمات در دانشگاه های دولتی زیمبابوه Service quality determinants at Zimbabwean state universities

INTRODUCTION This paper empirically explores determinants of service quality at state universities in Zimbabwe. This research took place on the backdrop of increasing competition among state universities in the country. This competition resulted from: (i) an increase in the number of State Universities (ii) inadequate financial support from Central Government; (iii) Introduction of parallel (evening) and block-release (part time) programmes and; (iv) a general increase in student enrolment levels. Such competition in other parts of the world has resulted in Higher Education (HE) providers becoming more involved in understanding students’ expectations and perceptions of service quality (Nadiri et al., 2009). Hill et al. (2003) noted that Students’ views on all aspects of their Higher Education (HE) experience were being widely canvassed and were considered to be essential to the effective monitoring of quality in universities; and Zimbabwean State Universities need to do the same. While there is currently an abundance of research and literature that discusses the subject of student perceived service quality, “nearly all of the literature concerning student perceived service quality is conducted in the context of developed countries” (Sumaedi et al., 2012). Ford et al. (1999), Lagrosen et al. (2004), Mai (2005) and Kao (2007); all cited by Sumaedi et al. (2012); have provided empirical evidence suggesting that students with different cultures have different views of service quality provided by a University. The general position of literature was that service quality determinants were culture and country specific (Owino, 2014; Sumaedi et al., 2012 and Wong, 2012). Zimbabwe therefore could not rely on existing research. Instead, a new study needed to be undertaken to establish relevant determinants of service quality in a Zimbabwean State University context. The results of this study could bring new insights and understanding of the quality construct in the context of Zimbabwe as a developing country. In addition, this study responded to the call by Owino (2014) for a closer examination of service quality dimensions in developing countries. Furthermore, it is important to satisfy students, since satisfied students would recommend the service to other prospective students and would also be more likely to continue the relationship with the service provider (Munteanu et al., 2010). Therefore, since the student was the main recipient of the service, it became even more crucial to understand service quality and its influence on the service delivery process, in an attempt to fulfil students’ needs more effectively (Beaumont, 2012).