PROVISION OF ADMINISTRATIVE SERVICE QUALITY IN ETHIOPIAN PUBLIC UNIVERSITIES: EVIDENCE FROM STAKEHOLDERS’ PERSPECTIVES
Main Article Content
Zelalem Oliso
Demoze Alemu
Jonathan Jansen
Educational Service Quality [ESQ] is one of the most important parameters to measure the quality of higher education. Institutions that provide better services attract more students as compared to low service providers. In the existing literature, however, among the elements of educational service quality, administrative or nonacademic service quality is not well studied in academic settings as compared with academic service quality, which could indirectly influence how teaching and learning unfolds. This study aimed to examine stakeholders’ perception towards administrative service quality in the Ethiopian higher education system. To serve this purpose, a mixed research methods with convergent parallel design was implemented. The study participants were selected via purposive and random sampling techniques. Questionnaires, focus group discussions and interviews were the main tools for gathering data. A self-developed questionnaire consisting 17 items, was distributed to four hundred [400] randomly selected Graduating Class [GC] undergraduate students. Furthermore, semi-structured interviews were conducted with key informants and focus group discussions were purposefully selected students. The findings of the study revealed that the majority of the elements that constituted the key attributes of administrative service quality were perceived by stakeholders to be poor. This is reflected in low mean scores in many variables or items associated with the facets of administrative service quality. The findings of this study further uncovered that poor delivery of administrative services affect students’ learning outcomes.
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