Service Quality Evaluation of Private Colleges Affiliated to Pt. Ravishankar Shukla University, Raipur: A SERVQUAL-Based Empirical Study

^1,*Ridwana Hasan, ²Urvashi Shrivastava, ³Dharmendra Kumar Gangeshwer

^1-2Bhilai Institute of Technology Durg

³Pt.Ravi Shankar Shukla University,Raipur

Abstract

The rapid expansion of private/self-financing colleges affiliated with Pt. Ravishankar Shukla University (PRSU), Raipur, has intensified the need to evaluate service quality in higher education. This study aims to assess students’ perceptions and expectations of service quality using the SERVQUAL model. Primary data were collected from 220 students across selected private colleges affiliated with PRSU through a structured questionnaire. Descriptive statistics, reliability analysis, and gap analysis were employed. The result of the study reveals significant negative gaps across all five SERVQUAL dimensions, especially in tangibility and reliability, representing that students’ expectations exceed their perceptions. The major finding of the study emphasizes the necessity of infrastructural enhancement, process efficiency, and student-centric service strategies to improve overall service quality and satisfaction.

Keywords: Service Quality, SERVQUAL, Higher Education, PRSU, Private Colleges, Student Satisfaction.

1.Introduction

In the state of Chhattisgarh after its formation in the year 2000, service is one of the growing sectors in which higher education institutions expanded in greater ways. Pt. Ravi Shankar Shukla University (PRSU) is one of the older state universities where various private and self-financed colleges are affiliated. The affiliated colleges offer programs in arts, commerce, science, education, and professional disciplines. The evaluation of service quality of the college is needed due to the dynamic change in the students' expectations. The level of competition is also enhanced, and institutions play a crucial role in widening access to higher education.

Service quality in higher education influences student satisfaction, retention, institutional image, and long-term sustainability. Hence, this study evaluates the service quality of private colleges affiliated with PRSU from students’ perspectives using the SERVQUAL framework.

A service-oriented paradigm is becoming more and more prevalent in higher education, where students are acknowledged as key stakeholders whose opinions and contentment have a major impact on institutional performance and long-term viability. Institutions are now evaluated on the quality of services rendered across academic, administrative, and support functions in addition to academic outcomes in today's higher education marketplace. Because it influences student happiness, retention, institutional reputation, and competitive advantage in an increasingly globalized and demand-driven educational environment, service quality has thus become a key concept in higher education research and practice. Numerous models, including SERVQUAL, HEdPERF, and other service quality frameworks, have repeatedly demonstrated a substantial correlation between perceived service quality and both student happiness and institutional effectiveness. ojs.trp.org.in+1

In Pt. Ravi Shankar Shukla University (PRSU), Raipur, competition among affiliated private colleges has increased for student enrollment, resources, and academic reputation, making service quality a strategic priority aiming to improve student satisfaction and institutional standing (indianjournalofmarketing.com).

Due to the effect of global education standards, evolving career aspirations, and an increase of institutional choices, students of the present time have more expectations. But the private institution must not only deliver quality academic instruction but also provide efficient administrative services, well-maintained infrastructure, a responsive support system, and personalized attention to student needs. In higher education, in the context of service quality, education is multifaceted dimensions encompassing both academic and non-academic factors, which together shape the overall student experience. Assessing service quality from the students’ perspective provides valuable insight into institutional strengths and areas that require improvement, which in turn can inform quality assurance strategies, policy interventions, and resource allocation decisions. pjer.org

To systematically assess service quality in private colleges affiliated with PRSU, this study employs the SERVQUAL framework, which measures the gap between students’ expectations and their perceptions of actual service delivery across five key dimensions: tangibility, reliability, responsiveness, assurance, and empathy. The SERVQUAL model has been widely applied in higher education research to evaluate service quality and its impact on student satisfaction, making it a robust and validated approach for the present investigation. ojs.trp.org.in

2. Review of Literature

In the past few years, higher education institutions (HEIs) have increasingly adopted a service-oriented perspective, recognizing students as primary stakeholders and co-creators of value in the educational process. The service quality includes academic delivery, administrative efficiency, infrastructure, and student support as its multifaceted nature (Hill, 1995; Oldfield & Baron, 2000). Due to the wider expansion of higher education in the private sector in India, competition among institutions has increased, making service quality a critical determinant of student satisfaction, retention, and institutional reputation (Mukhopadhyay, 2014).

Several studies highlight that perceived service quality significantly influences student satisfaction and behavioral intentions such as loyalty and positive word of mouth (Sultan & Wong, 2010; Abdullah, 2006). In the Indian context, Joseph and Joseph (1997) and Yeo and Li (2014) emphasize that students’ perceptions of quality are shaped not only by academic excellence but also by the efficiency of support services and campus facilities.

The service quality measurement tool most popularly used is the SERVQUAL model, which was developed by Parasuraman, Zeithaml, and Berry (1985, 1988). In this model the service quality was measured, capturing the gap between the student expectation and perception of the actual service performance. SERVQUAL identified the five dimensions, such as tangibility, reliability, responsiveness, assurance, and empathy, which wholly represent the functional aspects of service delivery.

Parasuraman et al. (1988) argue that service quality is a form of attitude resulting from the comparison of expectations with performance perceptions. The SERVQUAL instrument has been widely adopted across service industries due to its diagnostic ability to identify specific areas requiring improvement. Although originally developed for commercial services, its adaptability has led to extensive application in educational settings.

In different countries such as India and America, the SERVQUAL model has been extensively used to examine the service quality of the higher education institutions. In UK universities, SERVQUAL is applied and found that students have greater focus on empathy and responsiveness, representing the importance of interpersonal interactions in academic environments (Oldfield and Baron, 2000). Similarly, Tan and Kek (2004) found that there is a significant gap in reliability and responsiveness in Singaporean universities.

In developing countries, SERVQUAL-based studies consistently reveal negative service quality gaps, indicating that student expectations exceed perceptions. For instance, Fitri et al. (2017) in Indonesia and Icli and Anil (2014) in Turkey observed substantial gaps in tangibility and responsiveness, highlighting deficiencies in infrastructure and administrative services.

Indian studies also demonstrate the relevance of SERVQUAL in evaluating educational service quality. Arambewela and Hall (2009) found that reliability and assurance were critical predictors of student satisfaction. Jain, Sinha, and Sahney (2011) reported that tangibles and responsiveness significantly influenced perceived service quality among management students. These studies affirm that SERVQUAL provides a useful framework for capturing students’ evaluations of institutional services in India.

The relationship between service quality and student satisfaction has been widely validated in the literature. According to Oliver’s (1980) Expectation–Disconfirmation Theory, satisfaction arises when perceived performance meets or exceeds expectations. In higher education, service quality dimensions have been found to significantly predict student satisfaction and loyalty (Helgesen & Nesset, 2007; Sultan & Wong, 2013).

Cronin and Taylor (1992), while proposing the SERVPERF model, argued that performance perceptions alone may better explain service quality outcomes. However, many higher education researchers continue to adopt SERVQUAL due to its diagnostic gap approach, which helps administrators identify specific weaknesses in service delivery (Buttle, 1996; Jain et al., 2011).

Despite its popularity, SERVQUAL has faced criticism when applied to educational contexts. Critics argue that treating students purely as customers may undermine the transformative and co-productive nature of education (Eagle & Brennan, 2007). Moreover, the expectation–perception gap approach has been questioned for conceptual ambiguity and instability of expectations (Cronin & Taylor, 1992; Teas, 1993).

To address these concerns, researchers have adapted SERVQUAL by modifying items or integrating academic dimensions such as curriculum quality, teaching effectiveness, and learning outcomes (Abdullah, 2006; Jain et al., 2011). Nevertheless, SERVQUAL remains a dominant and practical tool for assessing functional service quality in HEIs.

After the rapid growth of the private colleges in India, there is an issue of improving the service quality standards. The studies of Mukhopadhyay (2014) and Tilak (2015) focus on that while private institutions have expanded access, disparities in infrastructure, faculty quality, and student service persist.

In the recent empirical studies that apply the SERVQUAL model in the higher education contexts. There exists a significant gap between student expectations and perceptions across all five dimensions of service quality, which represents the deficiencies in service delivery within higher education institutions. The study reflects the highest gap in the tangibles and responsiveness, which indicates the need for infrastructural improvement and prompt service delivery mechanisms. Kaur and Saluja (2025)

In a private higher education institute, it was found that the reliability and assurance dimensions of service quality significantly influence student satisfaction, whereas empathy and responsiveness have significantly contributed to students' perceived values. They also found that academic consistency, faculty competence, and trustworthiness help in shaping student satisfaction in private institutions. Patel and Patel (2022)

In the past literature, SERVQUAL continues to be the most widely used scale in the measurement of service quality in the higher education sector; many scholars have used it after the contextual modification in the existing model. The issues such as institutional differences, cultural variation, and regional characteristics facilitate the adoption of the SERVAQUAL dimensions to better measure the service quality perception in the specific contexts in the developing regions.

Furthermore, the traditional research in higher education has identified the growing importance of the technology. According to Bathula (2025), research has focused on the digital infrastructure, online learning platforms, and placement support services that have arisen as the critical determinant of the perceived service quality in Indian higher education institutions. This research focus area has evolved the expectations of the students in the digitally driven academic environment.

Additionally, many studies have focused on exploring the relationship between service quality and student behavioral outcomes. According to Singh and Mishra (2025), there are factors that influence service quality: student satisfaction, institutional image, and student loyalty, having satisfaction as a mediating variable. By enhancing the service quality, not only did the student experience improve, but also the impact on positive word of mouth and alumni engagement in long-term institutional success.

The SERVQUAL model has been most widely used, despite some alternative models such as SERVPERF and HEdPERF also being used due to certain limitations of the SERVQUAL model, in which both the expectation and perception are measured. (Cronin & Taylor, 1992; Abdullah, 2006) But the most preferential model, which is of a comprehensive and diagnostic nature, is SERVQUAL.

In the Indian context, especially in the Chhattisgarh state, which has a large geographical area with multiple private and government universities as well as colleges running across different districts, very few empirical studies were conducted in evaluating service quality in private colleges affiliated with specific universities such as Pt. Ravishankar Shukla University, Raipur. There is a significant research gap; regional and institutional differences may influence students’ perceptions and expectations of service quality. Therefore, there are context-specific empirical studies to evaluate service quality dimensions and their impact on student satisfaction in such institutions.

Due to the growth of private colleges in India, there has been an increase regarding quality assurance and standardization. According to Mukhopadhyay (2014) and Tilak (2015), the focus is that while private institutions have expanded access, disparities in infrastructure, faculty quality, and student service persist. Applying a SERVQUAL-based assessment in the private colleges shows significant gaps, particularly in tangibles, responsiveness, and assurance, advising that there is a need for continuous quality improvement initiatives (Jain et al., 2011; Yeo & Li, 2014). In line with SERVQUAL aspects, NAAC (2020) emphasizes the significance of student-centric services, infrastructure, and governance in assessing institutional quality.

3. Objectives of the Study

1.   To measure students’ expectations and perceptions of service quality in private colleges affiliated to PRSU.

2.   To analyze the service quality gaps across SERVQUAL dimensions.

3.   To provide suggestions for improving service quality in affiliated private colleges.

4.Rational of the Study and Research Gap

Although in Indian higher education institutions service quality has attracted big attention, empirical investigations, which mainly focus on private colleges affiliated with Pt. Ravishankar Shukla University (PRSU), Raipur, have been notably limited. As the PRSU is the main affiliating university in Chhattisgarh, which is having the increasing network of private self-financing colleges, it plays a main role in broadening access to higher education in the local area. However, the heterogeneity in the affiliated college having institutional resources, governance, and service delivery mechanisms raises important questions related to consistency and quality of services experience by students.

The existing literature shows that the studies were carried out mostly in the metropolitan cities, but very few studies were carried out on the unique structural and operational dynamics of affiliating universities in semi-urban and regional contexts. It creates a significant gap, especially in understanding how service quality dimensions are perceived by students in such settings.

The above research gap was addressed in the present study using a SERVQUAL model empirical investigation of private colleges affiliated with PRSU. This model helps in measuring both the expectation and perception of the students towards the service received in the private colleges. The findings indicate the providing of actionable insights for policymakers and institutional administrators, which not only contributes to the improved service delivery and student satisfaction but also to some other perspectives on quality enhancement in regional higher education systems.

Hypotheses

H1: There is a significant difference between students’ expectations and perceptions of service quality in private colleges affiliated to PRSU.

H2: Service quality dimension differ significantly in SERVQUAL.

5. Material and Method

The present study adopts a descriptive and analytical research design to examine service quality in higher education institutions. The population comprises students enrolled in private or self-financing colleges affiliated with Pt. Ravishankar Shukla University (PRSU), Raipur. A sample of 220 students was selected using a stratified random sampling technique to ensure representation across different academic disciplines. Primary data were collected through a structured SERVQUAL questionnaire, specifically adapted for the higher education context. The responses were measured using a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). For data analysis, statistical tools such as mean scores, gap analysis (perception minus expectation), Cronbach’s alpha, and paired t-tests were employed. The analysis was conducted using software tools like SPSS and Microsoft Excel.

6. Result and Discussion

Table No. 6.1 shows the demographic details of the respondents, having the three variables of gender, program of study, and discipline studied. The sample taken in the study is maximum in males, i.e., 56%, and minimum in females, with 44%. This represents a balanced representation of both the male and female students. The distribution of the study across the gender finds that are reflective of perceptions and evaluates biasness of service quality in higher education institutions.

In the domain of the program studied, undergraduate (UG) students have 68%, whereas postgraduate (PG) students have 32% in the study. The greater proportion of UG students is expected, as undergraduate enrollments are typically greater than postgraduate enrollments in most affiliated colleges. The result shows that the greater capture the experiences and expectations of undergraduate students, who are primary stakeholders of these institutions.

In terms of the discipline, the respondents are fair and evenly distributed across streams; arts students have 28%, followed by commerce 26%, science 24%, and professional courses 22%. It indicates the balanced representation across disciplines, which promotes diverse academic contexts and learning environments. It also formed the base of the finding across different faculties within the private college affiliated with the university.

In general, the demographic profile shows a sufficiently representative and diversified sample, which is crucial for guaranteeing the validity of empirical results in survey-based research. According to Creswell (2014) and Hair et al. (2019), a diverse sample of respondents enhances the validity of service quality evaluation and permits significant comparisons between subgroups. As a result, the sample is deemed appropriate for investigating how students view and anticipate service quality in higher education establishments.

6.2 Reliability Analysis

The value of Cronbach's alpha ranges between 0.81 and 0.90 in the SERVQUAL dimension with an overall alpha of 0.88, indicating good internal consistency (Nunnally, 1978).

Reliability analysis was conducted to assess the internal consistency of the SERVQUAL instrument used to measure service quality dimensions. Cronbach’s alpha was computed for each dimension as well as for the overall scale. The results are presented in Table 6.2.

Figure No.6.1 Reliability Statistics of SERVQUAL Dimensions

As represented in table 6.2, the value of Cronbach’s alpha for the SERVQUAL dimensions ranges from 0.81 to 0.90, whereas the overall alpha coefficient is 0.88, presenting a high level of internal consistency among the scale items.

The dimension tangibility has the Cronbach alpha of 0.81, suggesting good reliability and consistency in measuring physical facilities, equipment, and appearance-related aspects. The reliability dimension has a Cronbach alpha of 0.88, showing strong consistency in capturing the institutions’ ability to perform promised service dependably and accurately. The responsiveness dimension shows a Cronbach alpha of 0.85, indicating reliable measurement of promptness and willingness to help students. Furthermore, the Assurance dimension reports the highest alpha value of 0.90, signifying excellent internal consistency in items related to staff knowledge, courtesy, and their ability to inspire trust and confidence. The empathy dimension has an alpha of 0.84, also indicating good reliability in measuring individualized attention and care provided to students.

The overall Cronbach’s alpha of 0.88 confirms that the complete SERVQUAL instrument is highly reliable. According to Nunnally (1978), alpha values above 0.70 are acceptable, while values exceeding 0.80 denote good reliability. Thus, all constructs in the present study satisfy and exceed the recommended threshold.

The Cronbach alpha value is greater than 0.95, suggesting that the items are not redundant and each contributes meaningfully to the construct measurement (Streiner, 2003). Therefore, the scale demonstrates an optimal balance between consistency and item diversity.

In conclusion, the results of the reliability analysis establish that the SERVQUAL questionnaire employed in this study is psychometrically sound and suitable for further multivariate analyses, such as confirmatory factor analysis and structural equation modeling, to test the proposed research framework (Hair et al., 2019).

Figure No.6.2 SERVQUAL Gap Analysis (Perception-Expectation)

6.4 Paired t-Test Results

To examine the gap between students’ expectations (E) and perceptions (P) of service quality, paired sample t-tests were conducted for each SERVQUAL dimension. The paired t-test is appropriate in this context, as it compares two related measurements obtained from the same respondents and determines whether the mean difference between them is statistically significant.

The findings reveal that the difference between expectation and perception value across the dimension of SERVQUAL is statistically significant at the 1 percent level (p<0.01). The dimensions are tangibility, reliability, responsiveness, assurance, and empathy. There is a significant difference between perceived and expected service quality. Therefore, the null hypothesis of no difference is rejected, and hypothesis H1 is accepted to have a significant gap between expectations and perceptions of service quality.

The consistent significance across all dimensions suggests the presence of systematic service quality gaps in private colleges affiliated to the university. In SERVQUAL-based studies, such gaps typically reflect areas where institutions fail to meet students’ expectations, thereby highlighting critical aspects requiring managerial attention (Parasuraman et al., 1988).

Furthermore, mean gap score dimensions vary across magnitude, thereby supporting hypothesis H2, which suggests that the extent of service quality gaps is not uniform. This variation implies that some dimensions exhibit larger discrepancies between expectation and perceptions than others. The dimension like reliability or responsiveness shows wider negative gaps, representing greater dissatisfaction in timely service delivery or problem resolution, while others like tangibility may exhibit relatively smaller gaps, reflecting comparatively better performance in physical facilities and infrastructure. There are such differential gaps that help prioritize improvement efforts by identifying dimensions with the most severe shortfalls.

From a practical standpoint, statistically significant gaps at p < 0.01 denote strong evidence against random chance, implying that the observed differences are robust and meaningful. Therefore, the results confirm that students hold higher expectations than what they actually experience, reinforcing the need for targeted quality enhancement initiatives in academic and administrative services.

In overall summary, the paired t-test findings indicate that

1. The service quality gap exists across all the dimensions.

2. There is a statistically significant gap that exists.

3. The extent of gaps differs among the dimensions.

Overall, these results prove both H1 and H2 and underscore the relevance of the SERVQUAL gap model in assessing service quality in the higher education institutions.

The empirical findings indicate significant negative service quality gaps across all SERVQUAL dimensions, suggesting that students’ expectations exceed actual service delivery in private colleges affiliated with PRSU. The largest gaps in reliability and tangibility reflect concerns related to consistency of academic/administrative services and inadequacy of physical infrastructure, laboratories, libraries, and ICT facilities.

Relatively smaller gaps in empathy and assurance indicate that students perceive faculty and staff as supportive and courteous, though improvements are still required. These findings are consistent with earlier studies in Indian higher education that emphasize infrastructural and process-related deficiencies as major service quality challenges (Baranidharan & Sritharan, 2017).

9. Conclusion and Suggestions

The present study reveals that private or self-financing colleges, which are affiliated with Pt. Ravi Shankar Shukla University (PRSU), Raipur, face the challenges in matching service delivery with the student expectations. From the statistical significance of the SERVQUAL in all dimensions of the service quality, it was found that the perceived quality is lower than the expected service quality in the institution. There is a mismatch in the way the academic and administrative services are presented and the way they are actually delivered to the students.

The gap exists in the dimensions of tangibility, reliability, and responsiveness, indicating that students are not satisfied with the adequacy of physical facilities, infrastructure, consistency in service delivery, and promptness in providing academic and administrative needs. The critical areas of concern are inadequate classroom, laboratory, library resources, and ICT facilities and some other deficiencies like administrative processes and inconsistencies in academic support. All the above deficiencies affect student experience but also influence their overall perception of institutional competencies and credibility.

The finding suggests that students recognize the effort of teachers and staff, but still there is a need for improvement in the terms of guaranteeing dependable services, prompt communication, and student-centered support systems.

The result describes that while students recognize the effort of faculty and staff, there is a considerable scope for further improvement in dependable service, timely communication, and student-centered support systems. The institution unable to meet promised standards may erode students’ trust and lower their sense of engagement with the institution. In the present competitive scenario of the higher education environment, in which students increasingly see the education as an investment, not delivering the quality service that is reliable and responsive negatively impacted the enrollment, retention, and reputation.

The institutional management and policymakers has to frame strategic and systematic intervention study to be focused. The colleges must frame temporary improvement and adopt a continuous quality improvement approach, integrating regular feedback mechanisms, periodic service quality audits, and evidence-based decision-making into their governance structures. The utilization of tools such as SERVQUAL can facilitate diagnosis of service gap and help to monitor progress over times.

Investment in modern infrastructure, capacity building of teaching and non-teaching staff, and the digitalization of administrative processes can significantly enhance service efficiency and transparency.In conclusion, the study provides the roadmap for institution transformation but also highlights existing service quality gap. Showcasing this gap through sustained quality improvement initiatives is imperative for ensuring that private higher education institutions remain relevant, competitive and responsive to evolving expectations of students and other stakeholders in Chhattisgarh’s higher education landscape.

The study concludes that private/self-financing college affiliated to Pt.Ravishankar Shukla University, Raipur face notable challenges service quality expectations. There is significant gap exit in the SERVQUAL dimensions highlight the need of strategic interventions in infrastructure, reliability and responsiveness. The institution should adopt continuous quality improvement approach, should enhance student satisfaction, institutional image and overall education effectiveness.

The infrastructure improvement, process enhancement, faculty development, student centric culture and continuous feedback. Such parameter includes as investment in classrooms, laboratories, libraries and digital learning facilities, streamlining admission, examination, grievance redressal processes to enhance effectiveness,  encourage personalized mentoring, academic counseling, implement systematic student feedback and service audits.

The institutional management and policymakers have to frame strategic and systematic intervention studies to be focused. The colleges must frame temporary improvement and adopt a continuous quality improvement approach, integrating regular feedback mechanisms, periodic service quality audits, and evidence-based decision-making into their governance structures. The utilization of tools such as SERVQUAL can facilitate diagnosis of service gaps and help to monitor progress over time.

Investment in modern infrastructure, capacity building of teaching and non-teaching staff, and the digitalization of administrative processes can significantly enhance service efficiency and transparency. In conclusion, the study provides the roadmap for institutional transformation but also highlights the existing service quality gap. Showcasing this gap through sustained quality improvement initiatives is imperative for ensuring that private higher education institutions remain relevant, competitive, and responsive to evolving expectations of students and other stakeholders in Chhattisgarh’s higher education landscape.

The study concludes that private/self-financing colleges affiliated with Pt. Ravishankar Shukla University, Raipur, face notable challenges in service quality expectations. There is a significant gap in the SERVQUAL dimensions, highlighting the need for strategic interventions in infrastructure, reliability, and responsiveness. The institution should adopt a continuous quality improvement approach and should enhance student satisfaction, institutional image, and overall education effectiveness.

The infrastructure improvement, process enhancement, faculty development, student-centric culture, and continuous feedback. Such a parameter includes investment in classrooms, laboratories, libraries, and digital learning facilities; streamlining admission, examination, and grievance redressal processes to enhance effectiveness; encouraging personalized mentoring and academic counseling; and implementing systematic student feedback and service audits.

Limitations of the Study

There are certain limitations considered while interpreting the finding of the study despite of the empirical contribution and rigor methodology

1.     Geographical Limitation The study has choosen the specific university i.e., Pt. Ravi Shankar Shukla University affiliated private colleges in the Raipur district of Chhattisgarh State. So that the cfinding may not be gerenalised in other universities and colleges in other state or districts.

2.     Sample Restriction The primary data is collected using the questionnaire  from only the student respondents who are considered as the primary stakeholders in the service delivery process. The other stakeholders such as faculty members, administrative staff, parents and employers were not included in the study, it should be taken for more comprehensive assessment of service quality.

3.     Use of SERVQUAL Model The present study adopted only SERVQUAL framework, which evaluate the gap between expectations and perceptions. Some other instrument can be used and may not fully capture discipline-specific or context-specific aspects of higher education service quality.

4.     Cross Sectional Nature of Study The research is cross-sectional and captures students’ perceptions at a single point in time. Changes in service quality perceptions over time or across different academic stages could not be examined.

5.     Self-Reported Data Bias The study relies on self-reported responses collected through a structured questionnaire. Such data may be subject to response bias, social desirability bias, or misunderstanding of questions by respondents.

6.     Limited Variables The study focuses primarily on service quality dimensions and student satisfaction. Other influencing factors such as institutional reputation, employability outcomes, teaching pedagogy, and technological readiness were not included in the analysis.

Directions for Future Research

There are certain suggestion for future researchers based on the above findings and limitations of the present study on service quality evaluation of private /self-financing college affiliated under Pt.Ravishankar Shukla University,Raipur:

1. Expansion in the Geographical area: The geographic area which was considered in the study should be implemented to some other district of Chhattisgarh State or to some other state of country India. Only Pt. Ravishankar Shukla University is considered in the present study it can be used in the diverse higher education contexts to improve the generalizability of the finding.

2. Including Multiple Stakeholders: The present study used only student perception in measuring the service quality, others stakeholder stakeholders such as faculty members, administrative staff, parents, employers, and alumni viewpoint should be considered , to get the more holistic evaluation of the service quality in the higher education contexts.

3. Use of Alternative or Integrated Models: The present study uses the SERVQUAL model for the assessment of the service quality, there are various other model also exist for the measurement of the service quality can be used such as HEdPERF, SERVPERF, or integrated frameworks combining SERVQUAL with Expectation–Disconfirmation Theory (EDT) or Total Quality Management (TQM) to validate and enrich the findings.

4. Longitudinal Research Design: Future study should use longitudinal approach to evaluate changes in student expectation and satisfaction of the students over time, before and after the implementation of service quality initiatives.

5. Public and Private Institutions Comparative Studies: The study is carried out in the private higher education institution. Further the comparative research between public and private institutions should be done for providing the valuable insights into structural and operational differences influencing service quality and student satisfaction.

6. Exploration of Mediating and Moderating Variables: Further research may include the mediating and moderating factors such as institutional image, student engagement, perceived value or demographic variables to better understand the service quality and student satisfaction relationship.

7.Impact of Digitalization and Technology-Enabled Services: The increase in use of the technology and digital platforms in the higher education, future research could focus on e-service quality, online learning support, and their impact on student satisfaction and academic outcomes.

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