Document Type : Original Article
Authors
1
Assistant Professor of Educational Management, Department of Educational Sciences, Sayyed jamaleddin asadabadi University, Hamedan, Iran.
2
Assistant Professor of Curriculum Planning, Department of Educational Sciences, Sayyed Jamaleddin Asadabadi University, Hamedan, Iran
3
PhD in Educational Administration, Lecturer at Farhangian University, Urmia, Iran
4
Master of Business Administration, Urmia University, Urmia, Iran.
Abstract
Background and Objectives: The purpose of this study was to investigate the validity, reliability, and factor structure of the service quality evaluation questionnaire in higher education. Methods: The research's statistical population consisted of all graduate students at Urmia University during the academic year 1400-1401 (a total of 17000 students), from which 380 students were selected through multi-stage cluster sampling. To calculate convergent and divergent validity, the questionnaire on the quality of educational services in higher educational institutions, based on the AQIP model and the work of Parmason et al. (1985), was utilized. Construct validity was examined through confirmatory factor analysis. Reliability was assessed using Cronbach's alpha method and retesting, with data analysis conducted using SPSS software version 25 and LISREL version 8.8. Findings: The results of confirmatory factor analysis confirmed, as in the original form, six factors: administrative aspects, educational aspects, image, access, offered programs, and physical facilities. The Cronbach's alpha coefficient for the overall scale was 0.86, with coefficients for the subscales of administrative aspects, educational aspects, image, access, offered programs, and physical facilities found to be 0.82, 0.80, 0.81, 0.86, 0.83, and 0.89, respectively. Additionally, the retest coefficient over a four-week interval for the entire questionnaire was 0.79, and for the subscales, the coefficients were 0.74, 0.73, 0.0, 0.80, 0.77, and 0.84, respectively. Moreover, the correlation coefficients indicated the convergent and diagnostic validity of the questionnaire (P<0.001). Conclusion: Based on the results obtained, the service quality assessment questionnaire in higher education is a reliable and valid tool for measuring service quality in higher education.
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