Assessing the Impact of Non-Teaching Services on Postgraduate Students’ Satisfaction: A Case of alternative Providers of Higher Education in the UK
Authors:   School of Innovative Leadership and Strategic Management: The Academy for Advance Studies (TAAS), UK, Pius A , Nwoegbe O ,   Department of Marine Transport and Logistics: Nigeria Maritime University, Okerenkoko Warri, Alharahsheh H ,   School of Business Management: University of Wales Trinity Saint David London (UWTSD), UK, Ntia A ,   School of Innovative Leadership and Strategic Management: The Academy for Advance Studies (TAAS), UK, Manian C ,   School of Innovative Leadership and Strategic Management: The Academy for Advance Studies (TAAS), UK
Published: July 2023

The research sought to assess the impact of non-teaching services on postgraduate (Pg) students’ satisfaction, focusing on the alternative provider of higher education in the UK. The ‘service provision’ is known generically as the ‘students support department’ and is argued to provide a more effective means of engagement between the learning process of Pg courses and students. The study is underpinned by the conceptual model proposed by Parasuraman et al. (1995), where it was proposed: A Multiple - Item Scale for Measuring Service User Perceptions of Service Quality. The argument proposed in this research project is that non-teaching services currently delivered by alternative providers of higher education are subject to many shortcomings. In a refinement of the SEVQUAL model, the study showed that there was a low level of student satisfaction with the current level of non-teaching services delivered at the alternative institutions; on all the key service dimensions to reduce the existing gap between expectation and service encountered. The current study argues that a new approach is needed to improve and sustain a positive learning experience for Pg students through the effective delivery of non-teaching services. For this study, the service gap is assessed as the average perception score (APS), perceived service, minus average expectation score (AES); students’ expectations from the alternative providers, and the difference is the service gap (SG). The service dimension gap equation is (1) ASP – AES = SG (1.90708 - 2.7559 = - 0. 84882). The results reveal that the overall perceived service quality is low with a value of (-0.8415), with students’ expectations score of 2.7559, and a perception score of (1.90708). While the overall service gap at Pg school is (- 0. 84882). The respondents’ overall level of service quality shows that the median gap is (– 0.6942), with a gap of (-1.53) for most students sampled. It means that the level of service encountered during the programme is lower than what learners expected; as a result, there is a low level of satisfaction with the overall service quality provided by the non-teaching staff. The study concludes that alternative providers need to invest more in non-teaching systems and processes. For instance, in the development of personnel at the front desk and management levels, for a better understanding of students’ learning needs and demands. Also, leverage technology for improved and sustained service delivery through investment in critical learning infrastructures. The findings present empirical data for regulators, senior managers, academia, and students; it would be informative and educative for the service providers (university), and service users (Pg students), who demand improved quality in all aspects of the non-teaching service assessed. The study recommends continual review and enhancement to sustain the development process of the core elements; knowledge, skills, and behaviors (KSBs), in the postgraduate learning journey that guarantees a positive experience, in the era of a transition to a greener economy.