Students’ Perceptions of Service Quality and Satisfaction with Public Campuses in Kathmandu, Nepal

Abstract

This study examined the effect of perceived service quality on student satisfaction in public campuses in Kathmandu, Nepal. Drawing on the SERVQUAL framework, the study evaluated five dimensions of service quality: reliability, assurance, tangibles, empathy, and responsiveness. A quantitative cross-sectional research design was adopted, and data were collected from 381 students enrolled in public campuses affiliated with Tribhuvan University. The findings showed that reliability and empathy had significant positive effects on student satisfaction, with reliability emerging as the strongest predictor. These results indicate that consistent academic service delivery and individualized institutional support are central to enhancing students’ educational experiences. Tangibles also had a significant positive effect, although their influence declined once a basic level of infrastructural adequacy was achieved. In contrast, assurance and responsiveness did not significantly predict student satisfaction, suggesting that these dimensions may function as basic service expectations rather than strong determinants of satisfaction. The model explained 58% of the variance in student satisfaction, indicating substantial explanatory power. The study concludes that public campus administrators should place greater priority on improving operational reliability, academic accuracy, and empathetic, student-centered services rather than focusing predominantly on physical infrastructure. The findings offer important implications for service quality improvement and institutional reform in Nepali public higher education.