Measuring Service Quality in the Context of Teaching: A Study on the Longitudinal Nature of Students’ Expectations and Perceptions

SUMMARY

This paper presents the results of an empirical study on the changes of students’ expectations and perceptions of service quality in the context of teaching. The service quality was measured at several points in time. A non‐parametric test (Mann‐Whitney U) was used on the data to test for significant differences in the measurement scores. The result shows that whereas students’ expectations (importance) appears to be relatively stable over the time of the study, their perceptions of service quality changes over time and their perceived service quality level decreases as their course progresses.