The purpose of this paper is to discuss the importance of service quality as a means of achieving long‐term competitive advantage in higher education. It further seeks to explore the influences of customer expectation, course design and delivery as well as learning support on service quality.
The paper presents the findings of a qualitative study conducted in a Singapore tertiary institution where in‐depth interviewing was employed and 12 academics were involved.
The study finds that perception of tertiary students as either customers or products will have a direct impact on the dynamics created within and outside a learning space. Quality service in higher education should aim at offering experiences that promote dialogue, inquiry and reflection in the long term.
Instructors should learn to balance the expectations of students without compromising on academic rigor. Curricula should be kept updated by consulting industry and economic trends. Learning support should be complemented by being student‐centered rather than merely task‐driven.
The strategic framework utilized by the Singapore institution has proven to be useful in achieving different aspects of service quality. It provides a starting model for a variety of contexts and paradigms to be built on.
