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In recent times, efforts to measure the quality of higher education institutions in Pakistan have surged. Several studies have shown that the quality of services comes up short on a quality appraisal device. This comparative study of public and private universities' service quality provides insight based on students' perceptions and expectations. The study collected data through a well-structured three-part SERVQUAL instrument, administered to a sample of 218 students from 50 universities in Pakistan. The data was analyzed using descriptive statistics, t-Tests and one-way ANOVA. The results showed a gap between students' expectations and perceptions. Students' satisfaction levels declined during their stay at universities. Public-sector universities reported more decline as compared to the private sector. Consistent with previous studies, students gave high priority to tangible assets such as classrooms, labs, and other infrastructure. Students were mostly dissatisfied with service quality aspects that involved relationships with teachers and administrative staff. Universities need to improve their response mechanisms to sympathetic behavior and work on improving the student-teacher relationship. We collected data during the COVID-19 pandemic. Therefore, the study provides new information on the service quality gap in the context of the COVID-19 crisis. The changing educational context due to COVID-19 demands universities and policymakers revisit students' needs and prioritization to provide them with personalized support based on social, emotional, and academic well-being. [ABSTRACT FROM AUTHOR]

The main objective of the study was to explore the mediating role of students' satisfaction with online learning between perceived teachers support and academic achievements during the pandemic of COVID-19 in Pakistan. It was hypothesized that Students' Satisfaction with Online Learning is likely to mediate between Perceived Teachers' Support and Academic Achievements of Medical and Non-Medical students. It was also hypothesized that non-medical students are likely to be more satisfied with online learning, perceiving more teachers' support and having high academic achievements than the medical students. A sample of 400 students with the age range of 18-22 Medical Students (M=21.68, SD=1.58) and non-medical students (M=21.91, SD=1.53) was collected through convenient sampling strategy from the different institutions. It was a quasi-correlational study. Students' satisfaction with Online Learning Questionnaire, Teachers' Support Scale and Grade Point Average scores for academic achievements were used. Mediated hierarchical regression analysis revealed after controlling the effect of Students Satisfaction with Online Learning (M), the magnitude of Perceived Teachers' Support reduces from the total effect which indicates partial mediation. Sobel z test was also run to check the indirect effect which is also significant. Findings of t test indicated that medical students significantly perceive less teachers' support than non-medical students. Findings of the study are helpful for educational administration, policy makers, course designer, and curriculum developers for organizing the whole online setup new normal. [ABSTRACT FROM AUTHOR]

This study has been designed to inspect the library resources and services at higher education institutions during the covid-19 pandemic in terms of students' satisfaction. A quantitative study design to conduct an online survey from the students of public sector universities of Pakistan. A sample of 1823 respondents had been sampled through a proportionate random sampling technique. Moreover, a well-structured questionnaire was opted to measure the response of the respondents using an attitudinal scale of (dis)agreement. Further, frequency distribution, descriptive statistics, correlation statistical tests, and regression analysis had been used to draw results and conclusions. The study findings present that provision of required documents and available library resources have not been predicting students' satisfaction. However, other variables including access to library resources, access to library services, available library services, response to online queries, and online research support have favorable effects on students' satisfaction towards online library access and resources in public sector universities. [ABSTRACT FROM AUTHOR]

The objective of this study is to investigate the mediating role of brand attachment among the brand image and relationship factors in the higher education sector of Pakistan. A field survey using a self-administered questionnaire was conducted with a sample of 375 graduate level students of Pakistani Universities from Punjab, Khyber Pakhtunkhwa, and capital city Islamabad. The data were analyzed using SPSS 23 for demographic profiling and descriptive statistics while PLS algorithm estimation is used to assess the structural and measurement models. The reliability and validity of the Structural Equation Model was determined using the results of internal consistency reliability, convergent validity and discriminant validity. Moreover, the hypothesis of the model was analyzed using the results of path coefficients. The findings of the study revealed that brand attachment partially mediates between brand image and the relationship factors. This paper also provides a solid base for practical implications for higher education stakeholders and policy makers. [ABSTRACT FROM AUTHOR]

Purpose – Applying the social exchange theory at educational institution, this research endeavor is aimed to find out impact of organizational (institutional) support on teachers’ responsive behavior, and ultimately outcomes of responsiveness in form of students’ satisfaction and academic performance. Design/methodology/approach – This study was conducted on 20 teachers and 353 students, from the biggest public sector University of Pakistan. These teachers and students belong to ten faculties. A questionnaire was used to elicit response of both the respondent groups. Findings – Findings of the study reveal that provision of supportive environment (high perceived organizational/institutional support) positively influences teachers and they respond well toward the needs of students. This responsive behavior increases both satisfaction and academic performance of students. Originality/value – This research highlights the role of educational institutions in improving the quality of their product (students). [ABSTRACT FROM AUTHOR]

The present study examines empirically the impact of salient dimensions of education service quality on students' satisfaction in institutions of higher education in Pakistan. The study is based on primary data collected through a structured questionnaire based on Higher Education Commission of Pakistan Quality Assurance (HECPQA) framework. A random sample of 410 students' studying in institutions of higher education in the country is investigated. Correlation, factor analysis, and regression analysis are used to analyze the data. The results of the study indicate that education service quality dimensions of quality academic courses, learning environment, students' feedback, assessment feedback to students, and academic faculty have positive and statistically significant influence on students' satisfaction. The study provides useful insight with regard to the important dimensions of service quality in higher education that offer opportunities to academician and administrators to plan and initiate appropriate intervention strategies to improve the quality of education and students' satisfaction in these institutions for competitiveness at national and international levels. The study contributes to the body of literature by providing empirical evidence of validity of the new instrument. Importantly, the study has also extended the existing knowledge of education service quality and students' satisfaction in institutions of higher education in Pakistan. [ABSTRACT FROM AUTHOR]