Customer service orientation of institutes of higher learning in South Africa: A case study of universities of technology
Lekhanya, Lawrence Mpele
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The purpose of the study was to investigate the customer service orientation of institutes of higher learning in South Africa, with specific reference to Universities of Technology in KwaZulu–Natal (KZN). As an exploratory study, the research aimed at understanding how various factors, of customer service orientation of institutes of higher learning, affected the perceived service quality provided to students. This quantitative survey was conducted among the universities’ students, located in the province of KwaZulu–Natal, South Africa. A cross-sectional survey design was used to assess university of Technology students’ perceptions of customer service orientation, by means of a 5-point Likert scale questionnaire. A total of 110 questionnaires were analysed. Findings indicated that, most university of Technology students either agreed or were neutral regarding the customer service orientation they received in their respective universities of Technology, with above average, overall mean scores. The important factors that determined the customer service orientation of universities of Technology in South Africa were facilities, academic staff attendance during lecturing periods, administration of other activities relevant to the students, equal research funding accessibility, as well as ethical behaviour and professionalism of academic staff. The managerial implication is that measuring the customer service orientation of the universities of technology, to prioritize those factors identified as important by the students, for effective management of customer service. Providing good customer services across the universities is critical in gaining a competitive edge in the education sector.
Lekhanya, L.M. 2014. Customer service orientation of institutes of higher learning in South Africa: A case study of universities of technology. Corporate Ownership and Control. 11(4) : 299-310.