Investigating Academic Service Quality in Ethiopian Public Higher Education: Insights from Students’ Perspectives

In the existing literature, the nexus between educational service quality and students’ satisfaction are well documented. However, among the elements of educational service quality, Academic Service Quality [ASQ] is not studied separately or adequately in academic settings, which could directly influence how teaching and learning unfolds. This study aims to examine students’ perception towards academic service quality in Ethiopian Higher Education system. To serve this purpose, a mixed research method with convergent parallel design is implemented. The study participants are selected via purposive and random sampling techniques. A self-developed questionnaire and interviews are the main tools for gathering data. The questionnaire, consisting 61 items, is distributed to four hundred [400] randomly selected regular undergraduate Graduating Class [GC] students, while semi-structured interviews are conducted with eight key informants. The findings of the study revealed that the majority of the elements that constituted the key attributes of academic service quality are perceived by students to be poor. This is reflected in low mean scores in many variables or items associated with the facets of academic service quality. The findings of this study further uncovered that poor delivery of academic services affect students’ learning outcomes.