Educational Service Quality and Perceived Institutional Culture in Islamic Higher Education: A Quality Governance Perspective on Student Satisfaction and Loyalty
DOI:
https://doi.org/10.59944/postaxial.v4i2.1732Keywords:
educational service quality, Islamic higher education, perceived institutional culture, quality governance, student loyalty, student satisfactionAbstract
In Islamic higher education, students encounter formal quality assurance chiefly through recurring academic and administrative experiences. This study investigated whether educational service quality and perceived institutional culture were associated with student satisfaction and loyalty, and whether satisfaction accounted for part of either association with loyalty. Survey data from 250 undergraduate Islamic Religious Education students at three Islamic higher education institutions in Yogyakarta, Indonesia, were analyzed using partial least squares structural equation modeling. The measurement model satisfied the stated reliability and validity criteria. Service quality was associated with both satisfaction and loyalty. Satisfaction, in turn, accounted for part of the association between service quality and loyalty. Perceived institutional culture showed a different pattern: it was directly associated with loyalty but not with satisfaction, and its indirect association with loyalty was not significant. Taken together, the findings point to a service-related pathway involving satisfaction and a separate culture–loyalty association. For quality governance, this distinction suggests that student feedback should inform traceable service improvements, while institutional values should be examined through their enactment in teaching, administration, communication, and leadership.
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