Volume 28, Issue 4 (Iran South Med J 2026)
Iran South Med J 2026, 28(4): 785-800 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Salari H, Ebrahimi H, Esfandiari A, Rezaei S, soheili M, Zand P. Quality Assessment of Educational Services from the Perspective of Students at Bushehr University of Medical Sciences Using the SERVQUAL Model: A Cross-Sectional Study. Iran South Med J 2026; 28 (4) :785-800
URL: http://ismj.bpums.ac.ir/article-1-2397-en.html
URL: http://ismj.bpums.ac.ir/article-1-2397-en.html
Hedayat Salari1 
, Hamid Ebrahimi *2 , Atefeh Esfandiari3 , Satar Rezaei4 , Mohammad Soheili5 , Peyman Zand6
, Hamid Ebrahimi *2 , Atefeh Esfandiari3 , Satar Rezaei4 , Mohammad Soheili5 , Peyman Zand6
1- Student Research Committee, School of Public Health, Mashhad University of Medical Sciences, Mashhad, Iran
2- Student Research Committee, School of Public Health, Mashhad University of Medical Sciences, Mashhad, Iran
Student Research Committee, School of Management and Medical Informatics, Shiraz University of Medical Sciences, Shi-raz, Iran ,hamidebrahimi24150@gmail.com
3- Department of Management, Economics and Health policy, School of Health, Bushehr University of Medical Sciences, Bu-shehr, Iran
4- Department of Public Health, School of Public Health, Kermanshah University of Medical Sciences, Kermanshah, Iran
Environmental Health Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
Health Research Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
5- Student Research Committee, School of Medicine, Bushehr University of Medical Sciences, Bushehr, Iran
6- Department of Dentistry, School of Dentistry, Bushehr University of Medical Sciences, Bushehr, Iran
2- Student Research Committee, School of Public Health, Mashhad University of Medical Sciences, Mashhad, Iran
Student Research Committee, School of Management and Medical Informatics, Shiraz University of Medical Sciences, Shi-raz, Iran ,
3- Department of Management, Economics and Health policy, School of Health, Bushehr University of Medical Sciences, Bu-shehr, Iran
4- Department of Public Health, School of Public Health, Kermanshah University of Medical Sciences, Kermanshah, Iran
Environmental Health Research Center, Kermanshah University of Medical Sciences, Kermanshah, Iran
Health Research Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
5- Student Research Committee, School of Medicine, Bushehr University of Medical Sciences, Bushehr, Iran
6- Department of Dentistry, School of Dentistry, Bushehr University of Medical Sciences, Bushehr, Iran
Abstract: (230 Views)
Background: : To ensure quality in higher education at medical universities, it is essential that students' perspectives be considered as main stakeholders. This study aimed to evaluate the quality of educational services at Bushehr University of Medical Sciences from the students' viewpoint using the SERVQUAL model.
Materials and Methods: This descriptive-analytical and cross-sectional study was conducted at
Bushehr University of Medical Sciences in 2022. The research population consisted of 302 students selected by stratified random sampling method. A questionnaire assessing the quality of educational services based on the SERVQUAL model was used to collect the data. The statistical tests of t-test, Wilcoxon, Kruskal–Wallis were used to analyze the data in Stata.
Results: There was a negative gap in all dimensions of educational service quality. The largest and smallest gaps were related to the empathy dimension (-1.91) and the tangibles dimension (-1.68), respectively. There was no statistically significant difference between male and female students regarding any dimensions of the quality of educational services. There was a statistically significant difference between faculties in all dimensions in terms of the mean perception of service quality. The dimensions of tangibles, responsiveness, and empathy were affected by the place of residence.
Conclusion: Given the negative gaps across all dimensions of the model, priority should be given to revising the educational system and establishing a comprehensive quality assurance mechanism based on continuous student feedback, regular evaluation of faculty and staff performance, periodic monitoring of quality indicators, promotion of a culture of accountability, training in professional behavior, and enhancement of educational technology infrastructure as the primary foci for quality improvement.
Materials and Methods: This descriptive-analytical and cross-sectional study was conducted at
Bushehr University of Medical Sciences in 2022. The research population consisted of 302 students selected by stratified random sampling method. A questionnaire assessing the quality of educational services based on the SERVQUAL model was used to collect the data. The statistical tests of t-test, Wilcoxon, Kruskal–Wallis were used to analyze the data in Stata.
Results: There was a negative gap in all dimensions of educational service quality. The largest and smallest gaps were related to the empathy dimension (-1.91) and the tangibles dimension (-1.68), respectively. There was no statistically significant difference between male and female students regarding any dimensions of the quality of educational services. There was a statistically significant difference between faculties in all dimensions in terms of the mean perception of service quality. The dimensions of tangibles, responsiveness, and empathy were affected by the place of residence.
Conclusion: Given the negative gaps across all dimensions of the model, priority should be given to revising the educational system and establishing a comprehensive quality assurance mechanism based on continuous student feedback, regular evaluation of faculty and staff performance, periodic monitoring of quality indicators, promotion of a culture of accountability, training in professional behavior, and enhancement of educational technology infrastructure as the primary foci for quality improvement.
Type of Study: Original |
Subject:
Management
Received: 2025/11/1 | Accepted: 2026/02/17 | Published: 2026/02/24
Received: 2025/11/1 | Accepted: 2026/02/17 | Published: 2026/02/24
References
1. Bzdak M. Improving the health care workforce: The role of academic institutions. Annals of Global Health 2014; 80. [DOI]
2. Keykha A, Abili K. Assessing the Quality of Educational Services of Sistan and Baluchistan University Based on SERVQUAL Model. Journal of Educational Studies 2020; 15: 41-28. [Article]
3. Ghanbari afra L, Aliakbarzadeh Arani Z, Salmani S, et al. The Relationship between Clinical Education Status and Academic Motivation in Students of Qom University of Medical Sciences. Res Med Edu 2019; 11(4): 3-12. [DOI]
4. Mirfakhredini SH, Owlia MS, Jamali R. Quality Management Reengineering in Higher Education Institutions, Case study: Yazd University Educational Services. Quarterly Journal of Research and Planning in Higher Education 2009; 15(3): 131–156. [Article]
5. Samavi H, Rezaei-Moghaddam K, Baradaran M. Customerorientation and its Application in Higher Education System: The Case of Agricultural Higher Education in Khuzestan Province. Quarterly Journal of Research and Planning in Higher Education 2008; 14(3): 121–143. [Article]
6. Yasbolagi B, Havas Beygi F, Mousavi Pour S. A Survey of the Quality of Educational Services Provided to Arak University Students Using the SERVQUAL Model. Journal of Instruction and Evaluation 2015; 8(30): 29–44. [Article]
7. Bahreini M, Momeni Danaei S, Shahamat S, et al. The Quality Of Educational Services: Gap Between Optimal And Actual Status According To Dentistry Students. Iranian Journal of Medical Education 2012; 11(7): 685–695. [Article]
8. Chinomona E. Elements of Quality Assurance at Institutions of Higher Education: Vaal University of Technology in South Africa. Mediterranean Journal of Social Sciences 2013; 4(14): 643. [DOI]
9. Razinkina E, Pankova L, Trostinskaya I, et al. Student satisfaction as an element of education quality monitoring in innovative higher education institution. E3S Web Conf 2018; 33: 03043. [DOI]
10. Amiri M, Shahir-Roudi E, Shahsavar H, Khosravi A. Evaluation of educational services quality and its impact on students’ satisfaction and loyalty based on academic quality improvement program (AQIP) model. BMC Med Edu 2025; 25(1): 1351. [DOI]
11. Stankovska G, Ziberi F, Dimitrovski D. Service Quality and Student Satisfaction in Higher Education 2024; 22: 153– 160. [Article]
12. Saliba K, Gorenc Zoran A. Measuring Higher Education Services Using the SERVQUAL Model. Challenges of the Future 2021; 3(4). [Article]
13. Parasuraman AP, Zeithaml V, Berry L. SERVQUAL A Multipleitem Scale for Measuring Consumer Perceptions of Service Quality. Journal of Retailing 1988; 64(1): 12–40. [Article]
14. Mohebifar R, Hasani H, Barikani A, Rafiei S. Evaluating Service Quality fromPatients' Perceptions: Application of Importance-performance Analysis Method. Osong Public Health Res Perspect 2016; 7(4): 233–238. [DOI]
15. Arambewela R, Hall J. A comparative analysis of inter- national education satisfaction using SERVQUAL. Journal of services research 2006; 6:141–163. [Article]
16. Amiri M, Sadeghi E, Shahsavar H, et al. A Quality Gap Analysis of Educational Services among Iranian Medical Students Using the SERVQUAL Method. Open Public Health Journal 2024; 17. [DOI]
17. Heidari A, Khatirnamni Z, Haghighat S, et al. Quality of Educational Services from the Perspective of Nursing Students of Golestan University of Medical Sciences: SERVQUAL Model. mededj 2022; 10(2): 60–73. [DOI]
18. Daryazadeh S, Yavari M, Sharif MR, et al. Assessing the Quality of Educational Services from the Viewpoint of Clinical Teachers and Medical Students Using SERVQUAL Model. Educational Research in Medical Sciences 2022; 11(2): 3-10. [DOI]
19. Rafati F, Azizollah A, Dastyar N. Analyzing The Gap Between Perceptions and Expectations of Students About the Quality of Educational Services in Southern of Iran: SERVQUAL Model2021. [DOI]
20. Ngo TTA, Bui CT, Chau HKL, et al. Influence of university service quality on student experiences, academic performance and institutional loyalty: A case study in Vietnam. Acta Psychol (Amst) 2025; 260: 105599. [DOI]
21. Almeida R, Cabral G, Núñez P. Educational service quality as a predictor of academic satisfaction perception among university students in Ecuador. Millenium: Journal of Education, Technologies, and Health 2025; 2(27): e40352. [DOI]
22. Shah G. Service Quality and Students' Satisfaction of Management Campuses of Kathmandu Valley. The Batuk. 2023; 9(2): 12–22. [DOI]
23. Harahap M. Systematic Literature Review of Academic Service Quality in Higher Education. Journal of Information Systems Engineering and Management 2025; 10(45): 1070–1076. [DOI]
24. Onditi E.O, Wechuli T.W. Service Quality and Student Satisfaction in Higher Education Institutions: A Review of Literature; Int J Sci Res Publ 2017; 7(7). [PubMed]
25. Magasi C, Mashenene R, Ndengenesa D. Service Quality and Students’ Satisfaction in Tanzania’s Higher Education: A Re-examination of SERVQUAL Model. International Review of Management and Marketing 2022; 12(3): 18–25. [DOI]
26. Binh DT, Bich NTT, Lan NH, et al. Quality Assessment of the Blended Learning in Higher Education Using the Modified HEdPERF Instrument. Emerging Science Journal 2025; 9: 56–76. [DOI]
27. Yousapronpaiboon K. SERVQUAL: Measuring Higher Education Service Quality in Thailand. Procedia-Social and Behavioral Sciences 2014; 116: 1088–1095. [DOI]
28. Gregory J. Applying SERVQUAL: Using service quality perceptions to improve student satisfaction and program image. Journal of Applied Research in Higher Education 2019; 11 (4): 788–799. [DOI]
29. Gilavand A, Mehralizadeh Y, Hosseinpour M, et al. Quality of Educational Services for Medical Students in Ahvaz Jundishapur University of Medical Sciences Based on SERVQUAL’s Evaluation Model. Educational Research in Medical Sciences 2019; 8(2): e90229. [DOI]
30. Hemmati Nezhad MA, Gholizadeh MH, Shabani S. Study of Service Quality of the Faculty of Physical Education and Sport Sciences at the University of Guilan from the Perspective of Graduate Students. Journal of Sport Management and Development 2018; 7(2): 113–130. [DOI]
31. Guillén Perales A, Liébana-Cabanillas F, Sánchez-Fernán- dez J, et al. Assessing university students' perception of academic quality using machine learning. Applied Computing and Informatics 2020; 20(1-2): 20–34. [DOI]
32. Gilavand A, Maraghi E. Assessing the Quality of Educational Services of Iranian Universities of Medical Sciences Based on the SERVQUAL Evaluation Model: A Systematic Review and Meta-Analysis. Iran J Med Sci 2019; 44(4): 273–284. [DOI]
33. Shahroudi S, Azizollah A, Rahdar O. The Perceptions of Students toward the Quality of Educational Services at Zahedan University of Medical Sciences, Based on the SERVQUAL Model during the Academic Year 2017-2018. J Med Edu Dev 2019; 12(33): 65–72. [DOI]
34. Ali F, Zhou Y, Hussain K, et al. Does higher education service quality effect student satisfaction, image and loyalty? A study of international students in Malaysian public universities. Quality Assurance in Education 2016; 24(1): 70–94. [DOI]
Send email to the article author
| Rights and Permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
