Literature Review Example: AN INTEGRATED MODEL OF SERVICE QUALITY AND RE-ENROLMENT INTENTIONS IN HIGHER EDUCATION

AN INTEGRATED MODEL OF SERVICE QUALITY AND RE-ENROLMENT INTENTIONS IN HIGHER EDUCATION

1. Introduction

1.1 Background and Context of Higher Education Competition

In the face of an increasingly competitive higher education landscape, institutions strive to differentiate themselves through quality of student services. National and international rankings, student satisfaction surveys, and the rise of for-profit and distance learning providers heighten competition for student enrolments and retention. Harahap, Milfayetti & Mariani (2025) emphasise that academic service quality—including administrative support, library resources and counselling—has become integral to institutional success.

1.2 Research Objectives and Scope

This review critically examines literature on service quality in higher education and its impact on student satisfaction and re-enrolment intentions (REIs). The primary objectives are to (1) synthesise key service quality models and satisfaction theories, (2) identify antecedents of REIs, and (3) establish gaps that justify the development of an integrated service quality–REI framework.

1.3 Structure of the Review

The paper proceeds as follows. Section 2 outlines theoretical foundations, including service quality models, Expectancy–Disconfirmation Theory (EDT) and other satisfaction frameworks. Section 3 summarises key empirical linkages among service quality, satisfaction and REIs. Section 4 offers a critical evaluation, and Section 5 concludes by proposing an integrated model and future research implications.

2. Theoretical Background

2.1 Service Quality Models in Higher Education

Researchers have adapted generic service quality frameworks for higher education. SERVQUAL, with dimensions of tangibles, reliability, responsiveness, assurance and empathy, remains widely used (Harahap, Milfayetti & Mariani 2025). Modified instruments such as HEISQUAL and the HEdPERF model further incorporate factors like curriculum quality, reputation and access, reflecting academic and non-academic service domains (Harahap, Milfayetti & Mariani 2025).

2.2 Expectancy–Disconfirmation Theory and Student Satisfaction

Expectancy–Disconfirmation Theory (EDT) posits that satisfaction arises from comparing expectations with perceived performance (Yan et al. 2025). Positive disconfirmation—when actual service exceeds expectations—drives satisfaction, while negative disconfirmation leads to dissatisfaction. In higher education, EDT explains how pre-enrolment expectations align with experiences of teaching quality, infrastructure and administrative services to shape student satisfaction (Yan et al. 2025).

2.3 Other Student Satisfaction Theories

Beyond EDT, self-determination theory highlights satisfaction of psychological needs, notably competence, as a key driver of well-being (Yan et al. 2025). Chain mediation models further suggest that perceived goal attainment fosters competence acquisition, which in turn enhances satisfaction through improved academic and living experiences (Yan et al. 2025).

3. Key Findings from the Literature

3.1 Linkages between Service Quality and Student Satisfaction

Empirical evidence consistently demonstrates that higher education service quality positively influences student satisfaction (Stankovska, Ziberi & Dimitrovski 2024). Dimensions such as responsiveness, reliability, assurance and empathy contribute significantly to overall satisfaction, whereas tangible aspects may exhibit lower or negative correlations in some contexts (Stankovska, Ziberi & Dimitrovski 2024).

3.2 Student Satisfaction and Re-Enrolment Intentions

Satisfaction is a key antecedent of re-enrolment intentions. Sugılar (2020) found that students’ decision to re-enrol in subsequent semesters is significantly affected by perceived service quality management, student academic success and engagement with learning support services. A binary logistic regression analysis across three regional centres in Indonesia confirmed these relationships (Sugılar 2020).

3.3 Role of Perceived Value, Trust, and Institutional Reputation

Perceived value mediates service quality and satisfaction, with trust and reputation further enhancing loyalty (Harahap, Milfayetti & Mariani 2025). In contexts testing the i-HESQUAL model, institutional reputation emerges as a distinct service dimension that bolsters student satisfaction and perceived value (Harahap, Milfayetti & Mariani 2025).

3.4 Student Involvement, Loyalty, and REIs

Students’ involvement in campus life and academic activities fosters loyalty, manifesting in repeat enrolment behaviours. Service quality that supports engagement and an environment of trust underpins both satisfaction and loyalty, which translate into heightened re-enrolment rates (Stankovska, Ziberi & Dimitrovski 2024; Sugılar 2020).

4. Critical Evaluation

4.1 Inconsistencies in Conceptualizations and Findings

Divergent use of service quality dimensions—SERVQUAL versus HEdPERF and i-HESQUAL—leads to inconsistent findings on the relative importance of tangibles and non-academic aspects (Harahap, Milfayetti & Mariani 2025; Stankovska, Ziberi & Dimitrovski 2024).

4.2 Methodological Limitations across Studies

Most studies employ cross-sectional surveys or ex-post-facto designs with limited geographic scope and self-reported measures, potentially restricting generalisability. Sugılar’s (2020) logistic regression study in Indonesia and Stankovska et al.’s (2024) 250-student sample exemplify these constraints.

4.3 Contextual and Empirical Gaps

Despite evidence linking quality, satisfaction and re-enrolment, there is a paucity of integrated models that jointly examine all constructs. Contexts vary widely—public, private, distance—and few studies address diverse demographic profiles.

4.4 Rationale for an Integrated Service Quality–REI Model

Given competitive pressures and retention challenges, an integrated framework aligning service quality dimensions, satisfaction antecedents and re-enrolment mechanisms is warranted to guide both research and institutional practice.

5. Conclusion

5.1 Summary of Main Insights

Service quality models adapted for higher education consistently show that non-tangible dimensions drive student satisfaction. Satisfaction, in turn, strongly predicts re-enrolment intentions through perceived value, trust and loyalty mechanisms.

5.2 Proposed Integrated Model Framework

We propose an integrated model in which core service quality dimensions (responsiveness, reliability, academic support, institutional reputation) influence student satisfaction via perceived value and trust, which then shape re-enrolment intentions. Student involvement and competence fulfilment act as mediators.

5.3 Implications for Future Research and Practice

Future studies should employ longitudinal and experimental designs across diverse contexts to validate the model. Practitioners must prioritise reliability and responsiveness, strengthen institutional reputation and enhance learning support to foster sustained re-enrolment.

References

Harahap, M.S., Milfayetti, S. & Mariani, M. (2025) ‘Systematic Literature Review of Academic Service Quality in Higher Education’, doi: 10.4108/eai.17-9-2024.2352968.

Stankovska, G., Ziberi, F. & Dimitrovski, D. (2024) ‘Service Quality and Student Satisfaction in Higher Education’, BCES Conference Books, 22, pp. 153–160.

Sugılar, S. (2020) ‘The Role of Service Quality Management in Students’ Re-Enrollment’, Turkish Online Journal of Distance Education, 21(1), pp. 45–56. doi: 10.17718/tojde.690335.

Yan, C.Y.C., Qian, M.Q. & Sun, T.S. (2025) ‘How perceived goal attainment shapes student satisfaction: the chain mediating roles of competence acquisition, learning, and infrastructure’, Frontiers in Psychology, 16. doi: 10.3389/fpsyg.2025.1663142.