Students’ satisfaction with service quality in higher education institutions in the perspective of students’ expectations and perceptions in Tanzania

The uploaded dataset was obtained from a PhD study, guided by four specific objectives, which intended to:
1. Assess the influence of demographic characteristics on students’ expectations about service quality dimensions and overall service quality in a HEI in Tanzania.
2. Assess the influence of demographic characteristics on students’ perceptions about service quality dimensions and overall service quality in a HEI in Tanzania.
3. Assess the influence of demographic characteristics on students’ satisfaction with service quality dimensions and overall service quality in a HEI in Tanzania.
4. Assess the influence of demographic characteristics on students’ future intention to re-enroll or recommend a surveyed public HEI in Tanzania.

In order to examine the stated objectives, four hypotheses were stated as follows:

Hypothesis 1:
Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ expectations about service quality dimensions and the overall service quality in a public HEI.

Hypothesis 2:
Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ perceptions about service quality dimensions and the overall service quality in a public HEI.

Hypothesis 3:
Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ satisfaction with service quality dimensions and the overall service quality in a public HEI.

Hypothesis 4:
Keeping the other covariates ceteris paribus, demographic characteristics have no influence on students’ intentions to recommend or re-enroll to a surveyed public HEI.

Both ontological and epistemological discourses were delineated within pragmatic research underpinning for the purpose of understanding "students’ satisfaction with service quality in higher education institutions in the perspective of students’ expectations and perceptions in Tanzania". A cross-sectional survey design was employed to collect data from one selected Higher Education Institution in Tanzania.

The main study findings indicated that, parent education and type of student’s degree programme had a statistical significant influence on the students’ satisfaction about technical and residential services. Moreover, student’s degree programme had a statistical significant influence on the students’ satisfaction with overall service quality and students’ intentions to recommend the university to colleagues. School ownership and student’s degree programme had a significant influence on students’ intentions to re-enroll to the same HEI, if given offers of scholarships. Parent occupation, school ownership and degree programme, had a significant influence on students’ intentions to recommend or re-enroll to the same HEI due to its geographical location. Students’ satisfaction with the overall service quality are determined by type of degree programme (students’ specialization).

该数据集源自一项博士研究，该研究旨在指导四个具体目标，旨在：
1. 评估人口统计学特征对学生对高等教育机构服务质量维度及整体服务质量期望的影响，以及坦桑尼亚高等教育机构中学生的整体服务质量。
2. 评估人口统计学特征对学生对服务质量维度及整体服务质量感知的影响，以及坦桑尼亚高等教育机构中学生的整体服务质量。
3. 评估人口统计学特征对学生对服务质量维度及整体服务质量满意度的影響，以及坦桑尼亚高等教育机构中学生的整体服务质量。
4. 评估人口统计学特征对学生未来重新入学或推荐坦桑尼亚被调查公立高等教育机构的意图的影响。
为检验上述目标，提出了以下四个假设：
假设 1：在保持其他协变量不变的情况下，人口统计学特征对学生对服务质量维度及公立高等教育机构整体服务质量的期望没有影响。
假设 2：在保持其他协变量不变的情况下，人口统计学特征对学生对服务质量维度及公立高等教育机构整体服务质量的感知没有影响。
假设 3：在保持其他协变量不变的情况下，人口统计学特征对学生对服务质量维度及公立高等教育机构整体服务质量的满意度没有影响。
假设 4：在保持其他协变量不变的情况下，人口统计学特征对学生推荐或重新入学被调查的公立高等教育机构的意图没有影响。
在理解“从学生的期望和感知角度出发，学生对于高等教育机构服务质量的满意度”这一目标下，本研究在实用主义研究的基础上，划定了本体论和认识论话语。采用横断面调查设计，从坦桑尼亚一所选定的高等教育机构收集数据。
主要研究结果表明，父母的教育程度和学生学位课程类型对学生对技术和居住服务的满意度有显著的统计影响。此外，学生的学位课程对学生对整体服务质量的满意度及学生对推荐大学给同事的意图有显著的统计影响。学校所有权和学生学位课程对学生如果获得奖学金而重新入学同一高等教育机构的意图有显著影响。父母的职业、学校所有权和学位课程对学生基于地理位置推荐或重新入学同一高等教育机构的意图有显著影响。学生对整体服务质量的满意度由学位课程类型（学生的专业）决定。