Author (s) and publication | Finding (s) | Research place |
| Reputation, faculty, administrative personnel had a significant relationship with perceived service quality; Curriculum, physical evidence, responsiveness and access to facilities as additional factors influencing perceived service quality. | Canada |
| Program, academic reputation, and career opportunities had a relationship with service quality; Physical aspects, location, and time didn’t have a direct relationship with service quality. | New Zealand |
| Adopted assessment method had a significant relationship with students’ satisfaction; There was a significant difference on satisfaction with students’ work experience; Age and gender had no relationship with students’ satisfaction. | Australia |
| To develop a measurement for service quality in higher education. | Turkey |
| Students’ satisfaction and perceived service quality did not have a direct relationship with loyalty. | Chile |
| There was a gap between perceived service quality and expectation. | Glasgow, Strathclyde, Stirling, West of Scotland |
| Developing a model including program quality: curriculum, industry interaction, input quality, academic facilities; and quality of life: non-academic processes, support facilities, campus and interaction quality. | India |
| A strongly significant relationship between the reliability, assurance and empathy with satisfaction; An insignificant relationship between tangibility and responsiveness with satisfaction of students. | Malaysia |
| Developing a five-dimension HESQUAL model with 48 attributes. | Mauritius |
| Overview of main methods of service quality analysis. | Poland |
| To identify accuracy information, fulfilling, tailed advice, willing assistance, recommendation for the university to friends, and recommendation for friends to study in Thailand. | Thailand |
| Tangibles (Physical Environment) affect, course content essential, Academic staff efficiency the most important, Responsiveness and empathy, economic side and reputation. | Egypt |
| Computer facilities, library facilities, academic courses and future job prospects had a significant relationship with perceived service quality. The importance of investing in IT facilities by universities in order to improve students’ satisfaction. | Kazakhstan |
| Curricula had a relationship with students’ satisfaction; Academic and non-academic qualities had a relationship with satisfaction. | U.S.A |
| Using HESQUAL model to measure and improve service quality in higher education. | Slovenia |
| To develop a HESQUAL model based on SERVQUAL model. | India |
| Institutional image had a strongly significant impact on students’ satisfaction; Program quality had a significant relationship with service quality. | Bangladesh |
| Factors influence the perceived quality of students during the learning process. | Indonesian |
| Core and value-added service quality. | UAE |
| The impact of students’ perception of quality towards their institution (teachers and administrators) on their academic performance and gender differences. | USA |
| Service learning is an interesting model that would allow for this and would guide practices that support a democratic education informed by virtue and ethics. | Italy |