Private higher education institutions (PHEIs) in South Africa are facing growing pressure to deliver exceptional service quality as competition in the sector intensifies, notes The DaVinci Institute alumnus Niradna Bechoo.
Since private institutions operate without state subsidies and rely mainly on student enrolments, maintaining high service standards is essential for sustainability. This study investigated how students at The Da Vinci Institute perceive service quality and how these perceptions influence their overall satisfaction.
Background
Private higher education has expanded significantly in South Africa due to rising demand and the limited capacity of public universities. However, PHEIs face persistent challenges, including negative public perceptions regarding credibility, quality, and value for money. Understanding student expectations and experiences is, therefore, critical for enhancing quality and retaining students.
Purpose of the Study
The study aimed to:
- Assess students’ perceptions of service quality at The DaVinci Institute
- Determine the level of student satisfaction
- Evaluate the effectiveness of service delivery across academic and administrative areas
- Recommend strategies to improve service quality in PHEIs
To achieve this, the researcher used the HEdPERF model, a higher-education-specific tool for measuring service quality across six dimensions: academic aspects, non-academic aspects, access, reputation, programme issues, and understanding.
Methodology
The study followed a concurrent mixed-methods design, integrating:
- A quantitative survey of 230 undergraduate and postgraduate students using the HEdPERF instrument
- A qualitative focus group with seven Programme Conveners
- Reliability and validity were confirmed through Cronbach’s alpha, correlation analysis, and exploratory factor analysis.
- Seven hypotheses were formulated, each assessing whether a specific HEdPERF dimension positively affects student satisfaction.
Key Findings
1. Service Quality Strongly Influences Satisfaction
All six HEdPERF dimensions were found to significantly influence student satisfaction. This validates the assumption that service quality is a major determinant of how students evaluate their educational experience.
2. Academic Aspects Are Central
Students emphasised the importance of:
- Lecturer expertise
- Responsiveness to queries
- Quality of teaching
- Constructive and timely feedback
- Academic interactions remain the strongest drivers of perceived quality.
3. Administrative Support Matters
Non-academic elements, such as smooth registration processes, quick responses, communication, and support services, were also highlighted as essential contributors to a positive student experience.
4. Reputation Shapes Expectations
The institute’s professional image, accreditation status, and perceived credibility influenced both student attraction and satisfaction.
5. Access and Flexibility Are Crucial
Students valued:
- Accessible staff
- Convenient communication channels
- Availability of resources
- Flexibility of programmes and study plans
6. Understanding Student Needs
Counselling, guidance, and personalised support were seen as important to fostering a sense of belonging.
Conclusion
The study concluded that service quality and student satisfaction are deeply interlinked, and that improving service delivery across both academic and administrative domains is vital for PHEIs striving for competitive advantage.
To retain students and strengthen institutional reputation, PHEIs must:
- Prioritise continuous quality improvement
- Use structured service quality measurement tools like HEdPERF
- Enhance communication, administrative processes, and student engagement
- Ensure academic excellence and responsiveness
Recommendations
The study proposes several interventions:
- Strengthening academic staff development
- Improving administrative efficiency
- Enhancing communication systems
- Expanding student support services
- Ensuring programmes remain relevant, flexible, and well-structured
Implications for Higher Education
As student expectations evolve, South African PHEIs must adapt by focusing on measurable service quality improvements. Understanding these expectations enables institutions to better meet learner needs, improve satisfaction levels, and secure long-term sustainability in an increasingly competitive sector.
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