Service Quality as a Predictor of Students’ Choice of Academic Programs: Perceptions of Kenyans of Indian Origin in Kenyan Public and Private Universities
Abstract
The choice of career paths and academic programs is a critical decision for students entering universities and middle-level institutions. This study examined how perceived service quality influences academic program choices among Kenyan students of Indian origin in Nairobi universities, guided by Hossler and Gallagher’s (1987) and Chapman’s (1981) college choice models. The target population included students from both public and private universities to ensure a balanced representation of higher education institutions. Public universities were selected for their established history and diverse academic offerings, while private universities were included due to their high rankings and popularity. Out of 150 students contacted, 135 participated, along with one admissions officer and six deans of students who provided additional insights. Using a descriptive survey approach, data were analyzed with SPSS version 25. Findings indicated moderate satisfaction with university services and facilities (mean = 3.2978, SD = 1.1156). Students expressed high satisfaction with knowledgeable lecturers (mean = 4.0074), library facilities (mean = 4.0148), and institutional reputation (mean = 4.0296), while dissatisfaction was noted in internet connectivity (mean = 2.8889) and limited vegetarian food options (mean = 2.4074). Digital media and counselling services played a greater role in program selection than traditional media. Correlation analysis revealed a significant positive relationship between perceived service quality and academic program choice (r = 0.265**, p < 0.01), indicating that better service quality increases the likelihood of students selecting specific programs. The null hypothesis was rejected, affirming that service quality influences student decisions. The study underscores the need for universities to enhance infrastructure, streamline administrative processes, and modernize service delivery. Aligning academic programs with emerging career trends and industry demands will improve student satisfaction and institutional competitiveness. Regular curriculum reviews, quality assurance mechanisms, and stronger collaboration with industry experts, alumni, and students will ensure academic offerings remain relevant. These initiatives will create a dynamic learning environment that prioritizes service quality and supports student success.
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