Gap Analysis of Educational Services Quality based on SERVQUAL Model from Iranian Medical Students’ Viewpoint (2014)


Roohangiz Norouzinia 1 , Rohollah Mohammadi 2 , Azam Sharifi 3 , *

1 School of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran

2 Imam Reza Hospital, Kermanshah University of Medical Sciences, Kermanshah, Iran

3 School of Nahavand Paramedical, Hamadan University of Medical Sciences, Hamadan, Iran

How to Cite: Norouzinia R , Mohammadi R , Sharifi A . Gap Analysis of Educational Services Quality based on SERVQUAL Model from Iranian Medical Students’ Viewpoint (2014), Educ Res Med Sci. 2017 ; 5(2):e79204.


Educational Research in Medical Sciences: 5 (2); e79204
Published Online: January 11, 2017
Article Type: Research Article
Received: September 28, 2015
Accepted: February 24, 2016


Introduction: Identifying service recipients’ perceptions and evaluating service quality are the basic steps toward compiling quality assurance programs. In this regard, the present study aimed to determine the quality of educational services using service quality (SERVQUAL) model and from students’ viewpoint.

Methods: A cross-sectional study was conducted on 176 Iranian students of Alborz University of Medical Sciences in 2014 who were selected trough stratified random sampling. Students' perceptions and expectations of educational service quality were measured through a questionnaire that was designed according to SERVQUAL approach based on five dimensions of assurance, responsiveness, empathy, reliability and tangibles. Data was analyzed by the SPSS 21 software through paired-sample t-test and one-way ANOVA statistical tests.

Results: The results revealed that, in all five dimensions of SERVQUAL, students’ expectations were higher than their perceptions and there was a significant quality gap between their perceived and expected educational services provision. The highest and the lowest quality gaps belonged to the tangibility (1.16) and reliability (1.03) dimensions, respectively. Moreover, The empathy’s sub-dimensions of "exterior attractiveness of physical facilities like buildings, classrooms, chairs, and restrooms" and "respectful behavior of teachers toward students" showed the highest )-1.93) and the lowest (-0.80) quality gaps, respectively. Also, the results showed that there was a significant difference between the mean scores of different majors in all aspects of service quality and significant differences in empathy, reliability and tangibles dimensions between the different academic degrees (P<0.05).

Conclusion: According to the results, the quality of current services provided by this public university was not meeting the expectations of students particularly in case of physical space of faculties. Thus, it is recommended to provide and deliver services based on students’ needs and expectations.  


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