This comprehensive systematic review aims to examine service quality assessment frameworks in higher education over four decades, from 1984 to 2024. It aims to identify key models, analyse applications and provide actionable insights.
The preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework was used to conduct a systematic literature review, with searches across Scopus, Web of Science and Google Scholar. From an initial pool of 820 documents, 275 studies were selected through a multi-stage screening process for thematic relevance and methodological robustness.
SERVQUAL, SERVPERF, HEdPERF and EduQUAL emerge as predominant assessment models. Persistent gaps are observed between students’ perceptions and expectations, highlighting the need to adapt frameworks to varied institutional contexts.
Limitations include an English-language restriction, a geographic bias towards developed countries and an exclusive focus on student perspectives, neglecting other stakeholders. Future research should develop standardised benchmarks and enhance empirical validation.
Higher education institutions should integrate technology for real-time monitoring and develop context-specific frameworks. Enhanced stakeholder engagement and continuous improvement are essential for effective service quality management.
Enhanced service quality frameworks promote educational equity by ensuring consistent standards across diverse contexts. Improved satisfaction contributes to better educational outcomes and social mobility.
This research provides the most comprehensive four-decade (1984–2024) systematic review, building upon prior, shorter-span systematic literature reviews (Teeroovengadum et al., 2016; Ali et al., 2016), by synthesising 275 studies across 66 countries. It offers unique insights into framework evolution, a novel 2024 literature cut-off and technology integration.
