This article considers the longitudinal service-quality experience of a sample of part-time postgraduate students over a 3-year period of study at a large UK business school. The qualitative research design is shaped by concepts in both the service quality and the educational quality literatures. The research identifies important aspects in students' evaluation of service quality and considers the role played by expectations in this process. The findings highlight three distinct stages in the educational service experience. First, the pre-course position, which is centred on service expectations. Second, the in-course experience and, third, post-course service value assessment. From these stages a conceptual model of service quality in higher education is developed. Finally, recommendations for further research are offered.
Quality in Higher Education
Volume 9, 2003 - Issue 1
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