Factors

Service quality dimensions and attributes

Administrative quality:

­ Attitude and behavior including attributes No. 1 - 4;

­ Administrative processes including attributes No. 5 - 7.

1. Willingness of administrative staff members to help students;

2. Ability of administrative staff members to solve students’ problems;

3. Politeness of administrative staffs;

4. Behaviour of administrative staff members imparting confidence in students;

5. Well standardized administrative processes so that there is not much bureaucracy and useless difficulties;

6. Administrative procedures are clear and well structured so that service delivery times are minimum;

7. Transparency of official procedures and regulations.

Physical environmental quality:

­ Support infrastructure attributes including No. 8 - 11;

­ Learning setting attributes including No. 12 - 14;

­ General infrastructure attributes including No. 15 - 17.

8. Availability of adequate cafeteria infrastructure;

9. Availability of adequate library infrastructure;

10. Availability of adequate recreational infrastructure;

11. Availability of adequate sports infrastructure;

12. Having adequate lecture rooms;

13. Having quiet places to study within campus;

14. Availability of adequate teaching tools and equipment (e.g. Projector, White boards);

15. Favourable ambient conditions (ventilation, noise, odour, etc.) prevailing within the campus;

16. Safety on campus;

17. Appearance of buildings and grounds.

Core educational quality:

­ Attitude and behavior attributes including No. 18 - 23;

­ Curriculum attributes including No. 24 - 27;

­ Pedagogy attributes including No. 28 - 31;

­ Competence attributes including No. 32 - 34.

18. Lecturers understanding students’ needs;

19. Lectures giving personal attention to students;

20. Availability of lecturers to guide and advise students;

21. Prevalence of a culture of sharing and collaboration among lecturers;

22. Behaviour of lecturers instilling confidence in students;

23. Lecturers appearing to have students’ best interest at heart;

24. Clearly defined course content and course objectives;

25. Usefulness of module content and design to cater for the personal needs of students;

26. Challenging academic standards of programs to ensure students’ overall development;

27. Relevance of course content to the future/current job of students;

28. Use of multimedia in teaching (e.g. use of overhead projector, power-point presentations);

29. Active participation of students in their learning process;

30. Provision of regular feedback to students with respect to their academic performance;

31. Well designed examinations and continuous assignment to promote the enhancement of knowledge skills;

32. Theoretical knowledge, qualifications and practical knowledge of lecturers;

33. Communication skills of lecturers;

34. Lecturers are up-to-date in their area of expertise.

Support facilities quality:

­ Support facilities attributes including No. 35 - 40.

35. Reasonable pricing and quality of food and refreshments on campus;

36. Availability of adequate IT facilities;

37. Availability and adequacy of photocopy and printing facilities;

38. Availability of transport facilities;

39. Amount of opportunity for sports and recreational facilities;

40. Availability and adequacy of extracurricular activities including those through clubs and societies.

Transformative quality:

­ Transformative attributes including No. 41 - 48.

41. Enabling students to be emotionally stable;

42. Increase in self-confidence of students;

43. Development in students’ critical thinking;

44. Increase in self-awareness of students;

45. Development of problem-solving skills with respect to their field of study;

46. Enabling students to transcend their prejudices;

47. Acquiring adequate knowledge and skills to perform future job;

48. Increase in knowledge, abilities and skills of students.