My MBA Project Paper On SERVICE QUALITY PDF

A STUDY ON LEVEL OF SERVICE
QUALITY AND STUDENTS
SATISFACTION AT UNITARS CRM
COUNTER
Asia Graduate School of Business
UNITAR International University
Date: 25/04/2014
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A STUDY ON LEVEL OF SERVICE QUALITY AND STUDENTS SATISFACTION AT
UNITARS CRM COUNTER
By
Name: VELU KUMARASAMY
Matric No: MC1301MC0029
(Abstract)
The purpose of this study is to investigate service quality attributes with customer
satisfaction while the objective examines the significant relationship between the level
of service quality and customer satisfaction at UNITARs CRM counter.
This study was initiated by the observation on the number of students who visit the
CRM Counter at UNITAR. According to a number of researchers and scholars on the
field of customer service and service quality, there is a significant relationship between
service quality and customer satisfaction. It is claimed that the performance of an
organization or institution improve to satisfy customers because better customer service
ensures better entrepreneurship. In the competitive market of this current era, only the
organizations and institutions of quality performance could strive. This claim was
counter attacked by other researchers and scholars who argue that service quality does
not have a significant relationship with customer service rather it could be the
background, culture, ethnicity and even the religion of the customer that ensure
customer satisfaction.
In view of this on-going debate, this research aims to resolve the truth of the statement
of hypothesis if the CRM Counter at UNITAR had a significant relationship between
service quality and customer satisfaction. It was decided that a cross-sectional study of
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only 3 months will be conducted with valid and reliable statistics to prove the truth in the
statement of hypothesis.
Only 31 respondents will be chosen to respond to a questionnaire that would have 4
sections. The non-probability judgmental sampling method will be used to choose the
31 respondents and the SPSS v. 22 programme with the Likert Scale will be used to
analyze the collected data. To ensure the consistency and dependability of the test,
Descriptive Analysis, Hypothesis Test, Mean Score analysis and Reliability test will be
conducted to derive the statistical evidence to prove the statement.
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TABLE OF CONTENT Page
CHAPTER 1 : THE PROBLEM 5
1.1 PURPOSE OF THE STUDY 6
1.2 OBJECTIVE 6
1.3 IM PORTANCE OF THE STUDY 6
1.4 RESEARCH PROBLEM S 6---7
1.5 RESEARCH QUESTIONS 8
1.6 STATEM ENT OF HYPOTHESES (PROPOSITIONS) 8
1.7 THEORETICAL UNDERPINNING 8---9
1.8 STUDY (CONCEPTUAL) FRAM EWORK 9
CHAPTER 2 : LITERATURE REVIEW 10

2.0 Intr oduction 11
2.1 Conce pts 11--12
2.2 Se r vice quality 12
2.3 Stude nt Satis faction 13--15
2.4 Re lations hip be tw e e n s e r vice quality and s tude nt s atis faction 15--16
2.5 The M ode ls 17--20
2.5.1 Tangibility 21
2.5.2 Re liability 21
2.5.3 Re s pons ive ne s s 21---22
2.5.4 As s ur ance 22
2.5.5 Em pathy 22--23
2.6 Sum m ar y 23--25
CHAPTER 3 :RESEARCH M ETHODOLOGY 26

3.0 Intr oduction 27--28
3.2 Re s e ar ch Hypothe s is 28
3.2.I. The s um m ar y of the conce pts and the r e lations hips am ong var iable s 29
3.1 Re s e ar ch Que s tions 29
3.2.2. Re s e ar ch Hypothe s is 29--31
3.3 Re s e ar ch M e thodology 31
3.3.I. Intr oduction 31
3.3.2. Choice of Re s e ar ch De s ign and Jus tification 32
3.3.3. Tim e factor 32
3.3.4. Le ve l of Analys is 32--35
3.4 Chapte r Sum m ar y 36
CHAPTER 4 : RESULTS AND FINDINGS 37

4.0 INTRODUCTION 38
4.1 Back gr ound of Re s ponde nts 38--43
4.2 M e an analys is for var iable s 43
4.2.1 Analys is on Tangibility 43--44
4.2.2 Analys is on Re liability 44--45
4.2.3 Analys is on Re s pons ive ne s s 45-46
4.2.4 Analys is on As s ur ance 46-47
4.2.5 Analys is on Em pathy 47
4.2.6 Analys is on Stude nts s atis faction 48--49
4.3 Ope n e nde d Que s tion Analys is 49--50
4.4 Re liability te s t 50--51
4.5 Hypothe s is te s t 51--56
4.6 Sum m ar y of the Findings 56--57
CHAPTER 5 : DISCUSSION 58
5.0 Intr oduction 59--60
5.1 Dis cus s ions 60--61
5.1.1 The State m e nts of Re s ults on e ach Hypothe s is 61
5.1.2 The Inte r pr e tation and the Conclus ions fr om the Hypothe s is to the Re s e ar ch Pr oble m and the Re s e ar ch Que s tions 62-67
5.1.3 The analys is and dis cus s on the r e s pons e to the Shor t Re s pons e ins tr um e nt (Se ction D of the Que s tionnair e ) 67-69
5.1.4 Inte r pr e ting conclus ions fr om the Re s e ar ch Hypothe s is to the Re s e ar ch Pr oble m and Re s e ar ch Que s tions 69-70
5.2 CONCLUSIONS 71
5.3 Ge ne r alization of the Study 71
5.4 LIM ITATION OF THE STUDY 71-72
5.5 RECOM M ENDATIOS FOR FURTHER STUDIES 72-73
5.6 CONTRIBUTION OF THE STUDY 73-74
5.7 OVERALL CONCLUSION 74-75
5.8 SUM M ARY 75-76
5.8.1 Conclus ion 76
5.8.2 Re com m e ndations 76
5.9 Contr ibutions 77
6.0 BIBLIOGRAPHY 78-81

APPENDIX : SAM PLE OF QUESTIONNAIRE 82-86
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CHAPTER 1
THE PROBLEM
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CHAPTER 1
THE PROBLEM
1.1 PURPOSE OF THE STUDY
To investigate service quality attributes with customer satisfaction
1.2 OBJECTIVE
To examine the significant relationship between the level of service quality with
SERVQUAL framework and students satisfaction at UNITARs CRM counter.
1.3 IMPORTANCE OF THE STUDY
This study will be an eye-opener for the management that has been lackadaisical about
the performance of the CRM counter. The study will alerts the staffs at the CRM counter
as they plays important role in ensuring the satisfaction of the student and the eventual
progress of the institution due the constant inward flow of students. The performance of
the institution would be judged by the students who are the pivotal point in the
development of the institution in this competitive society.
1.4 RESEARCH PROBLEMS
Service quality is generally regarded as being a key factor in the creation of worth and
in influencing customer satisfaction (Parasuraman et.al 1988). Client sensitivity
increases, competition expands and intensifies, and professional malpractice suits
become more commonplace, the issue of evaluating professional service quality has
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emerged as a topic in need of investigation.
A satisfied customer often stays loyal longer, and is likely to utilize the firm in future
.Likewise, both service quality and customer satisfaction in Universities or higher
education is considered as very important factor for this particular academic industrys
sustainability. However, nowadays, there are many complaints and dissatisfaction
words about many universities around the world been exhibited and argued by students
in most of the media. The root for this scenario existence came from poor service
quality that provided by each and every universities
The initial service quality of a university can be seen through its CRM counter whereby
the process of registration and Q&A session took place. If these customers impressed
by CRM service quality, it would lead to increases the number of student registration.
Meanwhile, most of the universities failed to improve their CRM department and due to
that, most of their potential students find other universities that provide good service
quality at initial stage (Zainuddin Bin Zakaria, 2009). On the contrary, Tian and Wang
(2010) argues that there is no relationship between service quality and student
satisfaction at CRM counter and its related to cultural background of a student.
So, in this case .As a student of UNITAR international university, keen to examine
whether there is a relationship between level of service quality and student satisfaction
at UNITAR CRM counter with appropriate model.
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1.5 RESEARCH QUESTIONS
RQ1: Are the student satisfied with service provided at UNITAR CRM counter?
RQ2: What is the level of service quality at UNITARs CRM counter?
RQ3: Is there any relationship between the service quality and dimensions
with student satisfaction?
1.6 STATEMENT OF HYPOTHESES (PROPOSITIONS)
H1: There is a significant relationship between tangibility and student satisfaction
H2: There is a significant relationship between reliability and student satisfaction
H3: There is a significant relationship between responsiveness and student satisfaction
H4: There is a significant relationship between assurance and student satisfaction
H5: There is a significant relationship between empathy and student satisfaction
1.7 THEORETICAL UNDERPINNING
According to Parasuraman et al., 1988) the relationship between service quality and
customer satisfaction can be measured accurately through a framework called
SERVQUAL. SERVQUAL has five dimensions: tangibles, reliability, responsiveness,
empathy and assurance. The first dimension (tangibles) has commenced with physical
environment, the reliability corresponds with service outcome and the remaining three
deals with interaction quality aspects. Service quality is pioneer of the theory of
customer satisfaction and the relationship between loyalty and service quality is
intervened by satisfaction recently, there has been more attention on conceptualization
and measuring service quality in education sector since there is a sharp increase in
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knowledge gainers around the world. SERVQUAL can be used to determine the service
quality and confirmed that this instrument can be used to assess service quality in
university or higher education to maintain the good reputation and also for sustainability.
1.8 STUDY (CONCEPTUAL) FRAMEWORK
SERVQUAL
Independent Variables Dependent Variables
( By Parasuraman et.al 1988) (By Kotler and Clarke 1987))
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CHAPTER 2
LITERATURE REVIEW
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CHAPTER 2
LITERATURE REVIEW
2.0 Introduction
In any organization or institution the quality of services provided to ensure customer
satisfaction is vital to ensure the development and enhancement of the business. This
basic unwritten rule in the world of entrepreneurship has created healthy rivalries in
todays business environment. Being so, in the present arena of competitiveness in
organizations, there is more emphasize on service quality to attract new customers and
at the same time maintain and sustain a healthy relationship with existing customers by
providing the best possible service quality to satisfy every customer.Since the quality of
services provided has created such competitiveness amongst organizations and
institutions, this research aims to focus on the treatment and application of the
knowledge of competitiveness in a higher educational institution in Malaysia and the
level of service quality offered at the institution in order to meet student satisfaction to
strive in the competitive market.
2.1 Concepts
This literature focuses on the customer service expectations by students and the
provision of the actual performance provided by the administration at the service
counter of a higher educational institution in Malaysia. This is in line with the concept
that students evaluate the service quality in educational industry through their
educational experience that they receive during their denture of stay and study at the
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institution. Research has proven that generally customers are sure to be extremely
satisfied with a particular organization if the services they receive are beyond their
expectation; so should it be with students at the higher level of educational institution.
2.2 Service quality
Undeniably, there is much controversy in trying to define the exact or best meaning of
service quality. According to Eshghi et al., (2008) service quality is the general
evaluation by the common public or the customers in particular on the services provided
by a particular organization whereas other studies have defined service quality as the
capability of any organization to meet the needs and desires of its customers and
provide a satisfactory service to them. Likewise, Asubonteng et al.,(1996simply put it
that service is quality when the services offered consistently meets with the
expectations of the customers. Parasuraman et al. (1985, on the other hand argues that
service quality is the degree and frequency of the service offered by the organization or
institution to meet the expectations of the customer versus the measurement of the
satisfaction derived by the customer based on the performance that is experienced by
the customer.
Further studies by later researches define service quality in better detail. Czepiel (1990)
explains service quality as the customers perception of the degree of the services
provided that meets or surpasses the expectations of the customers or consumers..
In short, service quality has been defined as the customers view and experience of
satisfaction on the quality of services that have be experienced or enjoyed by the
customer in accordance to the level of expectation that the customer had on the quality
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of service that was perceived to be received. If the quality rendered goes beyond the
level of expectation, the customer receives full satisfaction.
2.3 Student Satisfaction
Just as scholars have come up with numerous definitions for service quality, the
definition of student satisfaction has also been much debated upon but with little
variations on opinions. Kotler and Clarke (1987) define satisfaction as a situation or
situation that is enjoyed or experienced by a customer or consumer by the services or
performances provided by the organization that fulfill or supersede the expectation of
the customer or consumer. They further note that the level of satisfaction attained
depends on the quality of performance or services that is provided by the organization
or institution. Malik & Usman (2010) consolidate that satisfaction demands quality
performance by the organization or institution that is exercised by the organization in
order to deprive maximum contentment from the party for whom the performance is
rendered. This is further established by Sapri and Finch (2009) who clearly state that
the customers or consumers are the main support or the actual providers for any
organization or institution, be it the private of public sectors of the world of
entrepreneurship.
The definitions of satisfaction on service quality does not defer when it comes to student
satisfaction. Similar to customers and consumers, students too have great expectations
of the services that they will be experiencing and enjoying in the educational institution
that they have enrolled to acquire intelligence.
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Hasan & Ilias (2008) assume that student satisfaction actually begins to shape only
during the college days. They further state that student satisfaction is a continual
process which is based on the on-going experiences of the students during their
campus days that accumulates to becoming student satisfaction. In support of this idea,
Helgesen & Nesset, (2007) and Gruber et al., (2010) say that when student satisfaction
is positive to the point where they would experience extreme contentment, the students
will return to pursue higher levels of education at the same institution resulting in
continuous improvement in service quality provided by the institution.
As aptly pointed out by Petruzzellis, Uggento, & Romanazzi, (2006) students will be
contented with the educational institution if and only if the service quality rendered by
the academic institution matches with their expectations. If the service quality exceeds
their expectations or goes beyond what they had expected, the students will most
definitely enjoy complete satisfaction. Juxtapose to this situation, if the situation is vice
versa, the institution will lose its students owing to the fact that it had failed to provide
adequate student satisfaction.
On the contrary, Tian and Wang (2010) argue that student satisfaction depends on the
cultural background of the student and they claim that it is easier to provide service
quality to a group of students with similar cultural background compared to students
with different cultural backgrounds. They further state that even within similar cultural
background, it is difficult to provide service quality of full satisfaction to every individual.
This is because every student has a slightly different expectation of service quality in
accordance to the cultural background and the environment where the student comes
from. They also claim that when students come from differing cultural background, there
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will be multiple expectations of varying degrees and understanding that the organization
will find it almost impossible to cope or render.
As oppose to the above notion, Navarro et al. (2005) mention that students, be it from
similar or differing cultural backgrounds, will in fact evaluate the service quality of an
educational institution on 4 measurable dimensions or variables, namely: the level of
tangibility such as having effective and dedicated tutors, reliability and responsiveness
such as using good teaching methodology and the effectiveness of management and
administration. They vehemently claim that these are the factors that directly influence
the level of student satisfaction of an educational institution more than the cultural
backgrounds of the students.
Mavondo and Zaman (2000) further adds that the reputation of the institution with its
achievements and performance is another factor that cannot be ignored. They say that
the excellent performance of an academic institution would directly reflect on the quality
of the lecturers and also the favorable environment provided by the institution. This
would enhance the academic reputation of the institution which would become the proof
and promise of service quality of the institution. This in turn will surely promise excellent
student satisfaction.
2.4 Relationship between service quality and student satisfaction
Parasuraman, Zeithmal and Berry (1994) are in full agreement that service quality is
ultimately the vital factor to produce customer satisfaction. To show the close
relationship between service quality and customer satisfaction, they further worked and
analyzed the model that was developed by Richard Oliver in 1993. In his article, Oliver
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combines the concepts of service quality and customer satisfaction and puts forward
the theory that service quality is the predecessor or antecedent to satisfaction. His study
proved that positive and acceptable service quality leads to definite and confirmed
satisfaction. Parasuraman et al., (1988) created a further study to discover other factors
that influenced service quality and satisfaction. They defined service quality as a type of
stance or position which is a sort of a general long-term assessment while satisfaction
as a measurement of the contentment achieved and experienced. They concluded that
service quality is a holistic affecter whereby every customer would expect some sort of
satisfaction from the organization or institution when dealing with the performance of the
aforesaid establishment.
Parasuraman et.al (1988) put forward 5 dimensions that influence customer satisfaction.
These scholars argue that the overall consequence of service quality has a lot to do
with the general trust and reliability of the customer on the organization or institution
whereas the other four variables which are tangibles, assurance, responsiveness and
empathy are directly linked to the process of service delivery. This strong connection
between the effectiveness of service quality and customer satisfaction depends heavily
on the reliability and accuracy of the service. According to their research, these
variables also ensure other service dimensions that are also the concern and
connection to customer satisfaction. In other words, they claim that customer
satisfaction is not only dependent on the reliability of the services provided by the
organization or institution but it also depends on the long term experience that the
customer encounter along the service deliver process by the organization.
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2.5 The Models
Undoubtedly it is the hypothesis and also expectation of every student that the service
quality provided in the sector or the field of higher educational institution determines the
degree of excellent performance by the institution. Alves & Raposo (2010) in their
research and findings proved that students positive evaluation and perceptions of
service quality provided and performed by an educational institution has a great and
significant influence on student satisfaction which is vital for the progress and
achievement to the growth and development of the institution. They claim that satisfied
students can become highly motivated and thus deemed to be inspired to produce
better results and this is important to regenerate and reinforce the academic
performance and the administrative efficiency of the higher educational institution. This
finding and opinion is further strengthened by Ahmed & Nawaz (2010) who state that
service quality is the vital and pivotal measurement of a higher educational institution
that measures the excellence in performance by the student satisfaction. It is important
for the institution to create a strong and positive opinion of the institution in the minds of
the consumers for the advancement and long-running assurance of the institution.
The above opinion is further validated by Malik and Usman (2010) who say that almost
all well-established high learning institutions go a great length to focus on providing
excellent customer services because they realize that by doing so they would be able to
create a healthy relationship between their customers who are their students. This good
relationship which they built with the student is important in determining the success
and development of the educational industry in the future.
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Among the most effective and comprehensive models and tools developed by scholars
of this field is undeniably the one introduced by Parasuraman, Zeithaml and Berry
(1988). To give a clear and detail portrayal of the connection that links the student
satisfaction with the service quality, in their research, they have acknowledged 10
dimensions which are related to service quality which can be grouped as the knowledge
of customer service. The 10 aforesaid dimensions are as follows: 1.tangibility
2.reliability 3.credibility 4.communication 5.responsiveness 6.understanding 7.courtesy
8.security 9.competency and 10.accessibility. This, without a shadow of doubt, is
obviously at a greater detail than that which was created by Navarro et al. (2005) which
had 4 dimensions and their earlier model that had 5 dimensions.
However, in 1993 Gronroos modified this model and developed a similar service quality
model with some differences and variations. The striking difference between the models
by Parusuraman et. al and Gronroos is that, the model by Gronroos has categorized the
10 dimensions of the other model into just 3 dimensions. The first two dimensions are
called functional and technical qualities while the third depicts the image. Gronroos
argues that the 10 dimensions or variables can actually be grouped into these smaller
categories.
A thorough study and analysis of the works of Gronroos (2000) reveals that Gronroos
states that the first two dimensions i.e. technical quality and functional quality are in fact
two primary characteristics of services which are the major aspects of quality services.
The dimension of Gronrooss technical quality assemblage sub-divides into five issues
which are: 1. The technical ability of the employees 2. The effective solutions offered by
the management 3. The acquired knowledge which are applied by the employees 4.
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The quality of the machinery used in the organization and 5. The modernized and
advanced systems used by the organization. Akhtar, (2011) who made a further in-
depth study of the model says that the functional quality, on the other hand designates
the overall process of the service. As for the functional quality, Gronroos, in his model
has categorized seven related factors which are; 1. Having a positive behaviour towards
service provision 2. Having a positive attitude towards the customers 3. Projecting a
proper appearance 4. Providing proper accessibility 5. Being of service-mindedness at
all times 6. Practicing excellent internal relationship and 7. Having a good networking
system and customer contact.
Another important aspect of Gronroos model which is a clearly noticeable element is the
representation and interpretation of the image and prestige of the services provided by
the higher education institution or the organization. According to Gronroos (1991) who
states in his model, the image and prestige of the institution and its service has a direct
or a close relationship with the service quality provided by the institution. In agreement
of this model, Hansemark and Albinsson (2004) claim that the Gronroos is true to his
discovery that student satisfaction is the fulfillment of the needs and wants of the
student which should be provided and accommodated by the institution in order to
provide the best service to ensure the physical and emotional satisfaction of the student.
They further support the Gronross claim that the assessment of the success and failure
of the institution lies on the shoulders of the students who will determine the service
quality provided by the institution if it fulfils their needs and desires.
Muhammad Sabbir Rahman et. al., (2012)further supports Gronross stating that the
measurement of the accomplishment and presentation of service quality at higher
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educational and learning institutions is strongly entrenched and supported to match
student expectation and their overall experiences in the educational institution. It is
natural that student report on the quality of the educational institution based on the
effect of its service on their general performance and experience at the institution. If the
services rendered proofs to be positive, then the feedback of the students would be
encouraging and so will be the level of satisfaction which will provide a positive
feedback of the service quality of the educational institution.
Since institutions are becoming highly competitive and striving in an ever-growing
market with new educational institution mushrooming at every decade, the level of
services provided by the institutions must equal or surpass the expectations of the
students. It is important for the institution to study the suggested variable and
dimensions in order to survive in the world of entrepreneurship (Sapri, Kaka, & Finch,
2009).
Despite the many models and the support for the aforesaid models, the most
acknowledged and applicable model in a myriad of countless organizations and
institutions is the SERVQUAL(service quality) model developed by Parasuraman et. al.
1988. After making some changes from the original at 1984 the SERVQUAL model by
Parasuraman et. al., (1988) recommended and put forth a five dimensional construct of
an excellent service quality. The so mentioned five dimensions that are used as the
proper yardstick and instrument for a perfect measure of service quality(which will be
discussed below) are: 1. Tangibility 2. Reliability 3. Responsiveness 4. Assurance and
5. Empathy (Parasuraman et. al., 1988 & Zeithamlet el al., 1990)
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2.5.1 Tangibility
Parasuraman et. al., (1985) has defined tangibility as the outlook of the substantial
amenities or services, staff and personnel, facilities and conveniences and even
brochures, pamphlets and periodicals produced by the organization or institution. These
would also include the building, amenities for recreational activities such as the field,
swimming pool and courts, canteen, adequate and modern laboratories with the latest
equipment and gadgets, virtual learning environment, language laboratories,
experienced stuff and lecturers with the knowledge in ICT and the use of technological
gadgets and up-to-date periodicals, journals and reference materials.
2.5.2 Reliability
Reliability is the most important factor in providing the obvious and expected service. It
covers a large area of the basic customer services that involves efficient time
management, punctuality, efficiency in task-fulfillment, providing accurate information,
delivering and transferring of information aptly and accurately, keeping to the promised
time, accurate and appropriate billing and dispatch of correct letter and periodicals and
giving and taking proper orders. The institution is also expected to handle students
problems tactfully in a systematic and professional manner.
2.5.3 Responsiveness
According to Parasuraman et al., (1985) responsiveness can be defined as the
willingness or readiness of employees to provide services in the most efficient and
diplomatic manner that would satisfy the customer. It involves the understanding of the
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needs and situation of the customer and providing the service in any circumstance even
if the customer seems apprehensive or impolite. Responsiveness includes timeliness in
services and providing service above self. The staff that provides the customer service
should be quick, resourceful, capable, well-organized, proficient, professional and
competent in providing the service at the required time and manner.
2.5.4 Assurance
In defining Assurance, Parasuraman et.al., (1985) has stated that the assurance of an
organization or institution is the aptitude, capability and even the skill of the organization
or institution to instill trust and confidence in the customers. They claim that the
institution should be well equipped with the knowledge and courtesy on the know-how
on the best and apt methodology in handling customers in the best possible way in
order to gain their reliance, faith and conviction on the institution. It is vital that the
institution provide services where customers could be entrust their task with confidence
and be able to confide in the excellent service that the institution could provide with a
tint of worry or doubt.
2.5.5 Empathy
According to Parasuraman et al. (1985)it is important that the institution portrays a
caring attitude to the customers. The institution should devote time and smile to every
individual and should the care and love by providing individual attention to every
customer. This will involve understanding the emotional state of the customer and the
urgency of the matter that has to be addressed at hand. Moreover, convincing and
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comforting words, looks, attitude and expressions are utmost important in ensuring
customer satisfaction. The customers should belief and feel secure that the institution
cares for their plight, situation and circumstances.
2.6 Summary
This study will use Parasuraman et al. (1985) model of service quality to validate the
effectiveness and efficiency of the customer service counter in response to student
satisfaction at a higher educational institution in Malaysia. The service quality offered
and practiced at UNITARs CRM counter will be evaluated and measured against the
aforementioned five dimensions that are recommended by Parasuraman et. al., in their
latest model of service qualities (1985). The five dimensions that are of concern are: 1.
Tangibility: which is the amenities and physical facade and manifestation of the
organization 2. Reliability: which is the skill and capability of the organization to meet
with the demands of the customers accurately and efficiently 3. Responsiveness: which
is the enthusiasm, keenness and readiness of the organization to offer prompt service 4.
Assurance: which is the awareness, expertise and knowledge plus the courteousness
and consideration and the ability of the employees of the organization to instill and
inspire the trust and confidence of the customers on the organization and 5. Empathy:
which is the love, care, concern and attention that the organization provide to the
customers during the entire duration of the customers encounter. It is worth the
mention that among the 5 abovementioned dimensions, reliability should be
considered as the essential and imperative quality that needs to be given extra
emphasis. This fact has been clearly established by Berry et. al., (1994)that the other
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dimensions will become of least concern to customers if the capability and skills of the
organization fail to meet the demands and requirements of the customers since the rest
of the dimensions (aside from reliability)cannot be compromised or compensated for a
service quality which is unreliable.
Figure 1 below showcases the 5 dimensions for the independent variables (as
discussed above) namely, tangibility, reliability, responsiveness, assurance and
empathy, in connection and relationship to student satisfaction.
Independent Variable
Tangibility
Outlook of the counter
Students are well addressed
Facilities and conveniences
Brochures & pamphlets
Reliability
Punctuality
Efficiency in task-fulfilment
Time management Dependent Variable
Respect rule of confidential H1
Dispatch of correct letter Student Satisfaction
Responsiveness H2 Service provide at the
Be quick
counter
Resourceful and capable H3 Staff Efficiency at counter
Well-organized
Time and manner The responsiveness of staff
Assurance H4 Outlook of the counter
Well mannered & respectful Communicative ability of staff
Adequate communication skills
H5
Dress professionally & confident
level
Empathy
Provide heart service
Understanding on student needs
Problem solving
Friendly and easily approachable
All treated equally
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CHAPTER 3
RESEARCH METHODOLOGY
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CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
I. An Overview of the Study
Studying at a higher educational institution, it is interesting to notice the kind of service
provided by the institution in order to please or satisfy the students. This observation
triggered the curiosity to examine if the quality of service provided at the higher
educational institution matched with the satisfaction of the students. In order to run the
test and gather the data adequately and accurately, a specific area of service quality
had to be decided. Consequently, it was resolved that the level of service quality
provided at the CRM Counter should be the focus of the research area. Hence, this
study aims to focus on the level of service quality and student satisfaction at UNITARs
CRM Counter.
II. An Outline of the parts in the Chapter
This chapter on Methodology will cover several aspects on related parts to this chapter.
After a brief introduction with an overview of the study and the outline of this chapter,
the research questions will be presented with the support by past studies. This will be
followed by the research hypothesis which will concisely summarize the concepts and
the relationships among the variables. Each variable will be reviewed as individual
research hypothesis and the expected relationships will be discussed based on the
results of review. Having dealt with the hypothesis, the research methodology will be
27
examined. This would begin with an introduction and then the choice in Research
design and its justification. After which will be the time factor and the level of Analysis.
The second aspect of the research methodology will deal with the types of data, data
gathering techniques and selection of subjects which will include the samples and
sample solution procedures. The next part of the research methodology will examine
the instrumentation and scales which are the independent variables and the dependent
variables, the validity and reliability of the instruments and the type of piloting done.
Before the chapter summary, a brief discussion on the plan for data analysis with the
hypothesis testing will be done.
3.1 Research Questions
I. The research questions are as follows:
a. Are the students at UNITAR satisfied with the service provided at UNITARs CRM
counter?
b. Is there any relationship between service quality dimensions with student satisfaction
at UNITARs CRM counter?
c. What is the level of service quality at UNITARs CRM counter?
II. Support from past studies on this topic of research
In view of this topic on customer satisfaction and service quality a number of studies
and research have already been done. Some of the better known researchers who had
developed comprehensive models on service quality and customer satisfaction are
Parasuraman, Zeithmal and Berry (1994), Gronroos (2000) and Muhammad Sabbir
28
Rahman (2012). All their works have shown a strong relationship between service
quality and customer satisfaction with varying independent and dependent variables.
3.2 Research Hypothesis
3.2.I. The summary of the concepts and the relationships among variables
This study focuses on student expectation of the service quality that is provided by the
CRM counter at UNITAR. This is parallel to the notion that students evaluate the service
quality offered by an education institution through their experience at the institution.
However, it is important that the correct variables which are of direct relationship to the
concept be identified. For this study, Parusuramans model with the 5 variables was
found to be apt. The 5 dimensions in accordance to the model published by
Parusuraman are: 1. Tangibility 2. Reliability 3. Responsiveness 4. Assurance and 5.
Empathy
3.2.2. Research Hypothesis
All variables (independent and dependent) were analyzed using Julie Pallant (2005)
method of Beta value system and every independent variable proved to have significant
relationship with the dependent variable. From this outcome of the analysis, the
following can be assumed as the expected results.
a. There is a significant relationship between Tangibility and student satisfaction
Based on the results of review there is indeed a relationship between the independent
variable (service quality) and dependent variable (student satisfaction). The hypothesis
on this independent variable (tangibility) is expected to prove positive. As defined in the
29
literature review, tangibility refers to outlook of the amenity and in this case the
UNITARs CRM Counter. All students at UNITAR have dealings and communications
with the staff at the CRM Counter. They will surely have some opinion of the outlook of
the CRM Counter at UNITAR.
b. There is a significant relationship between Reliability and student satisfaction
The definition for Reliability in accordance to researchers is dependability, consistency
and trustworthiness. This has been identified as the most important independent
variable among the 5 dimensions. The expected relationship between the level of
reliability and student satisfaction at UNITARs CRM Counter is utmost important in
determining the performance of the educational institution. Since the CRM counter
serves as a vital arena for students to deal with the management, it is definite that the
students will encounter varied and multiple experiences. These experiences could be
negative or positive.
c. There is a significant relationship between Responsiveness and student
satisfaction
Responsiveness refers to receptiveness and the awareness of this independent
variable on the dependent variable. It is the understanding shown by the staff at the
CRM counter of the needs and urgency of the students at UNITAR. It is obvious that the
students expectation would be high for their needs to be fulfilled with commitment and
responsibility.
30
d. There is a significant relationship between Assurance and student satisfaction
This is the level of confidence instilled by the staff at the counter on the students at
UNITAR. The hypothesis of this matter is if the CRM counter could guarantee a highly
desirable service to the students at UNITAR, the rating by the students of the
performance of the institution would be highly positive.
e. There is a significant relationship between Empathy and student satisfaction
The politeness and the compassionate mannerisms portrayed by the staff at the CRM
Counter at UNITAR is the final hypothesis. The expected relationship based on the
results of review inclines towards an empathetic approach practiced by the staff at that
counter.
3.3 Research Methodology
a. Research Design
3.3.I. Introduction
In order to compile a set of comprehensive data which are valid and authentic, this
research was designed to gather the required information from the students using the
direct approach by means of the quantitative research rather than the qualitative
method. It began with the gathering of opinion and information from mere observation
and by word of mouth, which then progressed to little interviews and expression of
opinion by the various students of different age group and ethnicity who had come to
seek knowledge at UNITAR before embarking onto the actual research.
31
3.3.2. Choice of Research Design and Justification
The simple methods of answering questionnaires and student response were used to
gather the necessary information needed for this research which needed the
quantitative data. Since this is a simple project not encompassing a large community
from different institutions, it was justified that these straightforward and simple methods
be used.
3.3.3. Time factor
At mentioned above, this is a simple and straightforward project that does not involve
complicated methods to gather a wide range data for complex analysis or laboratory
examination. Thus this research used the cross-sectional time factor that only took the
duration of 3 months for completion.
3.3.4. Level of Analysis
Five Independent Variables of service quality were matched against one dependent
variable, that being customer satisfaction. From the responses from the respondents, 5
hypotheses were formed. The qualitative method of analysis and the DAP (data
analysis procedure) was used to tabulate the findings to be analyzed for discussion.
32
a. Types of Data
I. Primary and Secondary Data
Both the types of data was used, namely the primary and the secondary to collect the
necessary information for this study. As for the primary data, a set of questionnaire was
distributed whereby the respondent had only to place a tick in the appropriate box to
state the background and circle their agreement of the independent variable from a
range of numbers from 1 to 5 of the service quality that satisfies them (see appendix
attached). Another primary data is the use of short responses whereby students were
given 2 questions that required a short response from them (see appendix attached).
The secondary data is from reading of periodicals, journals and articles on the services
provided by the CRM counter at UNITAR. It also includes the censuses, organizational
records and the qualitative data gathered from observations. The study resorted to the
method of sampling techniques to analyze the findings of the secondary data namely,
the non-probability justification method whereby a selected group of students who
visit the UNITARs CRM Counter was chosen.
II. Selection of Subjects
For the purpose of this study, 31 students from UNITAR were used as the subjects.
They were from both genders (11 males and 20 females), different nationality (26
Malaysian and 5 of other nationalities), frequency of visit to the CRM counter (from a
scale from 1 to 10 times of visit and above), the courses they are embarking
(undergraduate 22 and post graduate 9) and their duration of study at UNITAR (1st year:
22, 2nd year: 3, 3rd year: 4 and final year: 2).
33
Obviously this research uses the sampling method rather than census. Only 31
respondents were used as samples. This research does not involve the whole
community at UNITAR but just 31 students.
The DAP (data analysis procedure) was applied to categorize and tabularize the
statistics gathered from the questionnaire and responses from the samples.
b. Instrumentation and Scales
I. Independent and Dependent Variables
This research uses the 5 Independent Variables of Service Quality which are Tangibility,
Reliability, Responsiveness, Assurance and Empathy against 1 Dependent Variable
which is Customer Satisfaction. The instruments used were questionnaires and short
responses. The scale used to analyze the finding is the Statistical Package for the
Social Science (SPSS) which is a software package acquired by IBM in 2009. The
Cronbachs Alpa and the Beta Value was applied to determine the mean score and
standard deviation for the implications and interpretations with the use of the Likert
Scale that measured the respondents choice from a range from Strongly Disagree (1),
Disagree (2), Slightly agree (3), Agree (4) and Strongly agree (5).
II. Validity and Reliability
Validity refers to how well the primary and secondary data used in this research
measure the relationship between the independent variable and dependent variable. It
will provide an applicable and authenticate result that will present the appropriate data
for the study. Reliability on the other hand refers to the degree to which the assessment
34
and application of the survey results produce a stable and consistent result. The 5
independent variables and the 1 dependent variable were tested against the
Cronbachs Alpha on Standardized Items and they all proved above the score of 0.7
thus proving to be reliable. Knowing that both, validity and reliability is important for the
genuineness of the data compiled, the survey is conducted with utmost precision and
accuracy.
III. Pilot Test
A very simple and brief pilot testing was conducted to ensure further validity and
reliability of the instruments used to collect the needed data. The initial questionnaire
and short respond questions were reworked to perfection based on the piloting.
c. Plan for Data Analysis
Though a simple research, this project uses the statistical hypothesis testing that uses
data from scientific study of responses from respondents through a survey with valid
and reliable instruments which had undergone piloting. The instrument clearly depicts
the close relationship between the dependent and independent variables which meets
the expected hypothesis of the research study. Since the relationship shows clear
response, the need for the occurrence of a null hypothesis could easy be ignored. This
was further supported by the SPSS test. It reflected the mean score and the standard
deviation that gave a clear interpretation if the implication of the results which was in
agreement with the Cronbach Alpa and Beta value that was supported by the Likert
Scale that measured the respondents choice from a range of Strongly Disagree (1) to
Strongly Agree (5).
35
3.4 Chapter Summary
In short, this chapter briefly covers the overview of the study with a clear outline this
chapter. It also validates research questions by providing support from past studies. A
summary of concepts and the relationships among variable are represented to show
that the research hypothesis are not null and void. The 5 hypothesis are presented with
the expected relationship based on the results of the review. This chapter also
discusses the methodology used to collect and gather the necessary data for analysis.
It states that it is the qualitative rather than the quantitative method that have been used.
The chapter also established the fact that this is not a mega project that would involve
the whole community at UNITAR but rather just 31 samples. Though a small project that
only used the cross-sectional time factor of 3 months, the instruments were mostly
primary. It used proper data collecting techniques that provided proper sampling.
Moreover, the instruments were proven against the Cronbachs Alpha Standardized
Items for testing and proved to be valid and reliable. The items were further proved valid
and reliable after the piloting of the instruments.
36
CHAPTER 4
RESULTS AND FINDINGS
37
CHAPTER 4
RESULTS AND FINDINGS
4.0 INTRODUCTION
This chapter presents the research findings which are divided into two parts which are
the background of the respondents & the results of the data analysis and research
findings. The background of the students are based on the composition of the
respondents by gender, nationality, the frequency of visiting UNITARs CRM counter in
a year, course and number of years at UNITAR. The results of the findings are
presented based on the research questions and statement hypothesis. This result is
based on the 31 students who have been randomly selected from UNITAR.
4.1 Background of Respondents
Students were asked to state their gender and the following data was obtained. The
entire data source comes from primary
data.
Table 1: The frequency, percentage
(%) and bar chart of respondents
report on gender.
Gender Frequency Percent

Male 11 35.5
Fem ale 20 64.5
Total 31 100.0
38
Based on table 1, 20 respondents were female students which is 64.5% of the
respondents and 11 male students which is 35.5%. There is a big difference between
these genders because a majority of the students at CRM counter were female students
at the time of the distribution of the questionnaire.
Table 2: The frequency, percentage (%) and bar chart of respondents report on
nationality.
Nationality Frequency Percent
Malaysia 26 83.9
Others 5 16.1
Total 31 100.0
Table 2 reports that 83.9 percent of the students taken as subjects for sampling are
Malaysians and the other 16.1 % of students are foreigners. This clearly implies that,
there are fewer number of foreign students compared to local students who approach
the CRM counter at UNITAR for queries. It could also be assumed that there are more
Malaysian students at UNITAR compared to foreign students. However, it cannot be
denied that it could be that there happened to be only 5 foreign students at the time of
the distribution of the questionnaire.
39
the frequency of visiting UNITARs CRM counter in a year.
Freq.of.visiting Frequency Percent
1-5 Times 16 51.6
6-10 Times 8 25.8
More than 10
7 22.6
Times
Total 31 100.0
Based on table 3 above, we can conclude that 51.6 percent of the respondents frequent
the CRM counter at the range of 1 5 times. There were 8 respondents making the
percentage of 25.8 who visit the CRM counter from 6 to 10 times while only 22.6
percent of the respondents (7 respondents) visit the counter for more than 10 times.
This proves that not many students visit the CRM frequently. In fact many of the
respondents hardly visit the CRM counter more than 5 times.
40
the Courses.
Course Frequency Percent
Undergraduate 22 71.0
Postgraduate 9 29.0
Total 31 100.0
Table 4 clearly indicates that more undergraduates approach the CRM counter
compared to graduate students. The statistics presents that 71 percent of the
undergraduate students visit the CRM counter while and only 29 percent of graduate
students do so. This could be explained through the assumption that most of the
graduate students are working adults who attend the late evening or night classes. Thus,
most often than not, their classes are held at late evenings during which time the CRM
counter has already closed its operation for the day. Therefore it could be safely
explained that not many graduate student would visit the CRM counter as opposed to
the undergraduate students whose classes are during the CRM counters operation
hours. Undeniably it could also be that at the time of distribution of the
41
questionnaire,which was in the morning, there were only 9 post graduate students there,
accounting for the 29 percent.
the number of years at UNITAR.
No.of.Years.at
Unitar Frequency Percent
1st Year 22 71.0
2nd Year 3 9.7
3rd Year 4 12.9
Final Year 2 6.5
Total 31 100.0
Table 5 exhibits that, mostly only the 1st year students visit the CRM counter more
frequently compared to the final year students whereby 71 percent of the 1 st year
students visit CRM counter accounting for 22 respondents. Only 6.5 percent of the final
year students are seen to frequent the CRM counter which is merely 2 of the
respondents. Compared to the 1st year students (22 respondents) the other years too
show a drastic difference with only 3 respondents from the 2 nd year (9.7%) and 4
42
respondents from the 3rd year (12.9%). This could be due to the fact that normally it is
the 1st year students who are the ones who would prefer to clarify their doubts and
queries on certain important matters with the university officials at the CRM counter
whereas the final year student would have got enough experience to handle their
problems or predicaments without the favour of the CRM counter or they would rather
fix an appointment with higher authorities to solve their qualms. That is why there is this
vast difference between the numbers of final year students who visit the CRM counter
compared to the 1st year students whereby the final year students are seen to be far
lesser than the 1st year students.
4.2 Mean analysis for variables
The description statistic of the mean score was applied in examining the level of service
quality and students satisfaction at UNITARs CRM counter.
4.2.1 Analysis on Tangibility
Table 6: The mean Score for Tangibility
Descriptive Statistics of Tangibility

Std.
No Statement Mean Deviation
1 The counter is appealing to the students 3.61 0.67
2 The students are well addressed 3.23 0.99
The staffs at the counter provides adequate
3.29 0.94
3 information regarding the courses
The staffs at counter well informed about the
3.13 1.09
4 University
5 The counter provide pamphalets and brochure 3.29 1.04
The questionnaire on Section B was rated with Likert scale range from Strongly
Disagree (1), Disagree (2), Slightly Agree (3), Agree (4) and Strongly Agree (5)
43
Based on the table above, the high mean score is 3.61 for statement number one
whereby students agree that the counter is appealing to students; the average mean
score in this variable is statement No.3 and No 4 with the similar mean score of 3.29
whereby students slightly agree that the staff at UNITARs CRM counter provide
adequate information regarding the courses and provide pamphlets and brochures to
the students. Moreover, there is a lowest score and slightly agreeable statement with
3.13 of mean which is the staff at the counter has just a little bit of knowledge about the
University on the whole.
4.2.2 Analysis on Reliability
Table 7: The mean Score for Reliability
Descriptive Statistics of Reliability

No Statement Mean Std. Deviation
1 The staffs are efficient in providing services 3.23 1.06
2 The staffs respect the rule of confidentiality 3.45 0.93
The staffs show positive work attitude towards
3 students
3.39 0.95
4 The staffs dispatched the documents on time 3.13 1.06

5 The documents safe to be left at the counter 3.19 0.95
The table shows that, the statement No.2 the staff respects the rule of confidentiality
has the highest mean score among other statements in this variable which is 3.45 and
the students have slightly agreed to this matter. Even though, the staff efficiency mean
is 3.23 which is average but its standard deviation is higher compared to the other
statements. Some of the respondents also slightly agree that the documents is safe to
be left at the counter with a mean score of 3.19 and not many respondents are satisfied
44
with the counters dispatch service where a mean score of 3.13 of the respondents feel
that the documents are not dispatched on time. So, in this situation, a majority of the
students do not agree to the statement whereas only a few of them slightly agree to this
statement.
4.2.3 Analysis on Responsiveness
Table 8: The mean Score for Responsiveness
Descriptive Statistics of Responsiveness

1 The staff quick at guiding students 3.16 1.04
2 There is a staff at the counter at all times 3.06 1.12
Customers' enquires are dealt with
3.35 0.84
3 efficiently
4 The calls are attended immediately 2.97 1.08
There are enough staff to manage many
2.48 1.12
5 students at a time
This table indicates that in general the students do not fully agree with the statements
on the responsiveness of the staff at CRM counter. Fortunately, there are a few
students who slightly agree with statement number 3 customer enquiries are dealt with
efficiently. This statement has the highest mean and lowest standard deviation
compared to the other statements whereby the mean is 3.35 and standard deviation
0.84. Meanwhile, there is a statement in this variable that has the lowest mean score:
2.48 with the high standard deviation: 1.12 clearly showing the disagreement of the
students or respondents that there are enough staff to manage many students at any
one time. Moreover, statement 1 the staff is quick at guiding students, statement 2
45
there is a staff at the counter at all times and statement 4 the calls are attended
immediately has an average mean score and a high standard deviation, and this shows
that only a few respondents slightly agree with these statements while many disagree.
4.2.4 Analysis on Assurance
Table 9: The mean Score for Assurance
Descriptive Statistics of Assurance

1 The staffs are well mannared 3.32 0.79
2 The staffs are respectful 3.39 0.99
The staffs have adequate
3 communicative skills
3.35 0.80
4 The staffs are decently dressed 3.23 1.12

The staffs show confidence in the work
5 they do
3.45 0.72
From the overall analysis on this variable, it is found that, students slightly agree to all
the statements in this table. Though the mean score shows that the student slightly
agree (not totally in favour) still the standard deviation shows some differences between
the lower and the higher standard deviation with a positive response from the students.
With the reference to the standard deviation score, among the five statements on the
table above, many students show a positive response towards three statements
whereby the staff show confidence in the work they do, staff are well mannered and
the staff have adequate communicative skills. However, statement 4 the staffs are
decently dressed has the highest standard deviation if compared to the other
statements. Most respondents do feel that the staffs are respectful with a mean score
46
of 3.39 and there was a mean score of 3.23 for the staff at the counter to be decently
dressed. Most respondents also slightly agreed that the staff at the counter were well
mannered with a mean score of 3.32 and the standard deviation of 0.79 justified that
most respondents were slightly satisfied.
4.2.5 Analysis on Empathy
Table 10: The mean Score for Empathy
Descriptive Statistics of Empathy

1 The staffs feel with student's needs 3.39 1.02
2 The staffs provide a heart services 3.23 0.72
The staff show sincere interest in
3.32 0.98
3 solving students' problem
The students treated equally by the
3.16 0.97
4 Staffs
The staffs are friendly and easily
3.45 0.93
5 approachable
Table 10 shows that, the statement 5 the staffs are friendly and easily approachable
has the highest mean score which is 3.45 and it is higher than the other statements in
this variable. On the other hand, statement 4 The students are treated equally by the
staff has the lowest mean score of 3.16. The statement on staff being friendly has a
mean score of 3.45 and them caring for students need as a slightly satisfactory
respond for most respondents with a mean score of 3.39. Moreover, most respondents
also slightly agreed that the counter provides a heart service with a mean score of 3.23.
Overall, among the 5 variables empathy has shown the best response from the
respondents with a score of standard deviation of the average of 0.9 and above but for
heart service which had 0.72.
47
4.2.6 Analysis on Students satisfaction
Table 11: The mean Score for Student satisfaction
The questionnaire on Section C were rated with Likert scale range from Strongly
Dissatisfied (1) ,Dissatisfied (2), Slightly satisfied (3),satisfied (4) and Strongly satisfied
(5)
Descriptive Statistics of Students Satisfaction

Std.
No Statement Mean Deviation
1 The services provided at the counter 3.58 0.56
2 The efficiency of the staff at the counter 3.48 0.85
3 The respnsiveness of the staffs at the counter 3.29 0.64
4 The outlook of the counter 3.74 0.86
5 The communicative ability of the staff at counter 3.61 0.62
In this dependent variable table, the statement that has the highest mean score is
statement 4 The outlook of the counter which is 3.74. This shows that many students
are satisfied with this statement. Secondly, statement 5 the communicative ability of the
staff at counter also shows a satisfactory result whereby the students have shown
mean score of 3.61. Thirdly, statement 1 the services provided at the counter has also
scored 3.58 which shows that many students are satisfied with this statement. Lastly,
Statement 2 the efficiency of the staff at the counter and statement 3 the
responsiveness of the staff at the counter has the lowest mean and it proves that the
students are slightly disappointed on these matters. The efficiency of the staff scored
3.48 and communicative ability scored 3.61. Most respondents were agreeable with the
outlook of the counter with a mean score of 3.74. However, the standard deviation has
48
pointed towards the fact that most respondents were not too satisfied with the services
at the CRM counter.
4.3 Open ended Question Analysis
There were two questions asked in the questionnaire on Section D but only 26
respondents out of 31 answer and share their opinions as stated below:
Table 12: Analysis on Open ended Question 1: what is your comment on the
overall level of service provided at CRM counter ?
Response Number of Respondents %
A little Satisfactory 4 12.90
Staff needs to work faster 9 29.03
Lacks communicative ability 5 16.13
Insufficient staff 3 9.68
Lacks punctuality 5 16.13
No Response 5 16.13
Total 31 100.00
49
Table 13: Analysis on Open ended Question 2: Can you suggest ways to improve
the service provided at CRM counter ?
Employ more staff 7 22.58
Send the staff for courses on 7 22.58
communicative skills
Understand the student needs and act 3 9.68
accordingly
Be Punctual 3 9.68
Act quick be efficient 6 19.35
No Response 5 16.13
Total 31 100.00
4.4 Reliability test
Table 14.1: Independent variables
Cronbach's
Alpha Based
on
Cronbach's Standardized N of
Alpha Items Items
.933 .934 25
50
Table 14.2: Dependent Variables
Cronbach's
Alpha Based
on
Cronbach's Standardized N of
Alpha Items Items
.739 .766 5
Based on the reliability statistics tests above, the score of the Cronbachs Alpha for all
25 statements in the five different independent variables in the list as stated in table
14.1 and also the five statements on the one dependent variable as stated in the table
14.2 show above the score of 0.7. According to Julie Pallant (2002, 2005), Cronbachs
Alpha coefficient of the scale above 0.7 should be considered as reliable data.
Therefore, all of these items on the independent and dependent variables that are being
used in this study are reliable.
4.5 Hypothesis test
A linear regression was used to determine whether the positive relationship was present
between independent variable and dependent variables. According to Julie Pallant
(2005) if Sig value is less than 0.05, then the variable is making significant unique
contribution to the prediction dependent variable.
51
Table 15

Model Summaryb
Std. Error
Adjusted of the
Model R R Square R Square Estimate
1 .561 a
0.31 0.29 0.42
a. Predictors: (Constant), Tangibility
b. Dependent Variable: Student Satisfaction
a
Coefficients
Standardiz
ed
Unstandardized Coefficient
Coefficients s
Model B Std. Error Beta t Sig.
1 (Constant)
2.180 .381 5.719 .000
Tangibility .412 .113 .561 3.648 .001

a. Dependent Variable: Student Satisfaction
Based on table 15, the value R square is 31.4% stating that there is a positive
relationship between Tangibility and Student Satisfaction. This is supported with Beta
value of 0.56. The results show a strong significance with 0.000 and 0.001. According to
Julie Pallant (2005), if the Sig value is below than 0.05, the variable is making
significant contribution to dependent variable. It can be assumed that tangibility can
influence the student satisfaction at UNITARs CRM counter.
52
Table 16

Model Summaryb
Std. Error
Adjusted of the
1 .698 a
0.49 0.47 0.37
a. Predictors: (Constant), Reliablity
a
Coefficients
Standardiz
ed
Coefficients s
1 (Constant)
1.868 .326 5.730 .000
Reliablity .511 .097 .698 5.244 .000

relationship between reliability and student satisfaction. This is supported with Beta
value of 0.69. Based on the results, it shows a strong significance with 0.000 and 0.000.
According to Julie Pallant (2005), if the Sig value is below than 0.05, the variable is
making significant contribution to the dependent variable. It can be assumed that
reliability can influence the student satisfaction at UNITARs CRM counter.
53
Table 17

b
Model Summary
Std. Error
Adjusted of the
1 a
.713 0.51 0.49 0.36
a. Predictors: (Constant), Responsiveness
Coefficients a
Standardiz
ed
Coefficients s
1 (Constant)
2.187 .256 8.546 .000
Responsiv
.451 .082 .713 5.471 .000
eness
relationship between responsiveness and student satisfaction. This is supported with
Beta value of 0.71. Based on the results, it shows a strong significance with 0.000 and
0.000.According to Julie Pallant (2005), if the Sig value is below than 0.05, the variable
is making significant contribution to dependent variable. It can be assumed that
responsiveness can influence the student satisfaction at UNITARs CRM counter.
54
Table 18

b
Model Summary
Std. Error
Adjusted of the
1 a
.645 0.42 0.40 0.39
a. Predictors: (Constant), Assurance
b. Dependent Variable: student Satisfaction
Coefficients a
Standardiz
ed
Coefficients s
1 (Constant)
1.939 .360 5.392 .000
Assurance
.479 .105 .645 4.544 .000
a. Dependent Variable: student Satisfaction
relationship between assurance and student satisfaction. This is supported with Beta
making significant contribution to dependent variable. It can be assumed that assurance
can influence the student satisfaction at UNITARs CRM counter.
55
Table 19

Model Summaryb
Std. Error
Adjusted of the
1 .732 a
0.54 0.52 0.35
a. Predictors: (Constant), Empathy
a
Coefficients
Standardiz
ed
Coefficients s
1 (Constant)
1.716 .322 5.335 .000
Empathy .552 .095 .732 5.783 .000

relationship between empathy and student satisfaction. This is supported with Beta
making significant contribution to dependent variable. It can be assumed that empathy
can influence the student satisfaction at UNITARs CRM counter.
4.6 Summary of the Findings
In a nutshell, the 31 respondents who were the subjects of sampling responded
positively. Their responses were tested against the Cronbachs Alpa Based on
Standardized Items to determine the Mean, Standardized and Unstandardized Coeffient
and the Standard Deviation to determine the authentic measure of the results. The
56
instruments proved to be valid and reliable and the analysis and synthesis of the results
proved a clear relationship between the independent variable of service quality and the
dependent variable of student satisfaction.
57
CHAPTER 5
DISCUSSION, SUMMARY AND CONCLUSIONS
58
CHAPTER 5
DISCUSSION, SUMMARY AND CONCLUSIONS
5.0 Introduction
It is interesting to discover how customer satisfaction affects the performance and
business of an organization or institution. In this case, the service quality of the CRM
counter at UNITAR was the study of this research with service quality being the
independent variable while student satisfaction the dependent variable. A thorough
study was done on the effect of Tangibility, Reliability, Responsiveness, Assurance and
Empathy on student satisfaction at the CRM counter at UNITAR with the hypothesis
that there is a relationship between these 5 variables on student satisfaction. The study
proved the hypothesis not to be null thus ensuring the relationship between these
variable with student satisfaction.
As the final chapter of this research, it will reiterate the research question, research
problem and the research hypothesis before discussing the finding and results at
length. The statements of the results on each hypothesis will be discussed and possible
conclusions will be drawn from the hypothesis to the research problem and the research
question. Having drawn authentic conclusions based on the discussion, a generalization
of the study will be made as a validated statement from the statistics and analysis.
This chapter will also attempt to discuss the limitations and short-comings of this
research that have hindered the evolution of a certain theory based on this study.
Furthermore, a recommendation will be made to identify the possibility of related issues
and hypothesis that could be taken for future studies. Thus, this study will prove to be a
59
stepping-stone for other related issues that could be researched with correlated
hypothesis in the future.
Apart from that, this chapter will also touch on the implications of this research and its
contributions to the general public or the institution in particular. Hence, an overall
conclusion will be drawn with an overview and reflection of the entire study with an
emphasis on the major points from each chapter which will enable the possibility to look
into the significant findings and major contributions of this entire study.
As the final part of this chapter, a brief summary on the overall interpretation,
recommendations and contributions of this study will be done. This will be the
conclusion for the entire research of this study.
5.1 Discussions
The study began with the following Research Questions, Research Problem and
Research Hypothesis:
A. The Research Questions:
a. Are the students at UNITAR satisfied with the service provided at UNITARs
CRM counter?
b. Is there any relationship between service quality dimensions with student
satisfaction?
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B. The Research Problem
To investigate the relationship between service quality at UNITARs CRM counter and
the satisfaction of the students at UNITAR.
C. Research Hypothesis
a. There is a significant relationship between tangibility and student satisfaction
b. There is a significant relationship between reliability and student satisfaction
c. There is a significant relationship between responsiveness and student satisfaction
d. There is a significant relationship between assurance and student satisfaction
e. There is a significant relationship between empathy and student satisfaction
5.1.1 The Statements of Results on each Hypothesis
From the analysis of the data on the Hypothesis, the following statements of results had
been drawn:
a. The tangibility of the UNITARs CRM counter has influenced the student
satisfaction at UNITARs CRM counter
b. The Reliability of the UNITARs CRM counter has influenced the student
c. The Responsiveness of the UNITARs CRM counter has influenced the student
d. The Assurance of the UNITARs CRM counter has influenced the student
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e. The Empathy of the UNITARs CRM counter has influenced the student
5.1.2 The Interpretation and the Conclusions from the Hypothesis to the Research
Problem and the Research Questions
a. Analysis on the Tangibility of the CRM Counter at UNITAR
As discussed earlier, tangibility refers to the general outlook and the physical
layout of the place of concern, in this case, The UNITARs CRM counter. The
presentation of the ambience at the UNITARs CRM counter has influenced the
student satisfaction at UNITAR. The data, after the analysis show that the
respondents expect the counter to be tangible. The mean score for the counter to
be appealing is 3.6 while the standard deviation is 0.67. This is a proof that the
counter is appealing for most respondents. As for the factor if the counter is
addressing the students well, the mean score is 3.23 while the standard
deviation is 0.99. This is a reliable score meaning that not many respondents feel
that their issues are well addressed. For the criterion on the counter having
adequate information about the courses, the mean score is 3.3 and the standard
deviation is 0.94. This also points towards the disagreement among respondents
that the counter has adequate information about the courses provided at
UNITAR. The highest standard deviation of 1.09 with the mean score of 3.12 is
about the counter being well informed about UNITAR. Sadly, this shows that
most respondents feel that the UNITARs CRM counter is not well informed
about UNITAR. A majority of the respondents do feel that there are insufficient
62
pamphlets that are distributed regarding the courses. The provision of pamphlets
has scored the mean of 3.29 with the standard deviation of 1.04. The results on
tangibility show a strong significance of 0.001 with 31.4% R square.
b. Analysis on the Reliability of the CRM Counter at UNITAR
Reliability is the overall efficiency in handling administrative and social matters.
The analysis with the Beta value showed that there is a significant relationship
between reliability and student satisfaction at the CRM counter at UNITAR. The
staff efficiency records a mean score of 3.22 and a standard deviation of 1.06.
This is a clear indication that the respondents are not too satisfied with the
efficiency of the staff at the CRM Counter at UNITAR. The rule of confidentiality
has a mean score of 3.45 and a standard deviation of 0.92 denoting that the
characteristic of confidentiality at the counter is satisfactory. The scenario is
similar with positive work attitude which has 3.39 and standard deviation of 0.95
and the safety of the document at the counter with a mean score of 3.19 and
standard deviation of 0.94. Obviously though some respondents have a different
opinion regarding these matters, most respondents feel that these services are
satisfactory. The case is dissimilar for the counters efficiency in dispatching
documents on time. The mean score is 3.13 with a standard deviation of 1.06
suggesting that most respondents are dissatisfied with this service at the CRM
Counter at UNITAR. The results on reliability show 48.7% in the R Square of the
Beta analysis with a strong significance of 0.000 meaning that the reliability at
the CRM Counter at UNITAR has a strong influence of student satisfaction.
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c. Analysis of the Responsiveness of the CRM Counter at UNITAR
Responsiveness is the willingness and readiness of the staff at the CRM counter
at UNITAR to provide the service required by the students at UNITAR. With the
exception that enquires are dealt with efficiently, that recorded a mean score of
3.35 and a standard variation of 0.8 denoting that most respondents were slightly
satisfied with this service provided by the CRM counter, all other factors met with
a dissatisfactory respond from most respondents. Most respondents felt that the
counter was not quick at guiding the students which had a mean score of 3.16
but a standard deviation of 1.04. Likewise, having at least a staff at all times at
the counter also was not a satisfactory respond with a mean score of 3.06 and a
standard deviation of 1.12. The scores for calls being attended immediately had
only a mean score of 3 with a standard deviation of 1.08, yet another
dissatisfactory service as responded by most respondents. Generally most
respondents felt that there was not enough staff to manage the counter which
had a mean score of 2.48 and a standard deviation of 1.12. Overall, the
responsiveness at the CRM Counter at UNITAR had an R square rating by Beta
analysis of 50.8% and a strong significance with 0.000 which means that this
variable has a strong influence on the student satisfaction at UNITARs CRM
Counter.
64
d. Analysis of the Assurance of the CRM Counter at UNITAR
Assurance simply means the trust that the CRM Counter at UNITAR has instilled
in the students at UNITAR. Overall, most respondents at UNITAR do agree to a
certain extend that the CRM Counter could give them a certain degree of
assurance. In detail, most respondents did not feel that the personnel at the
counter were decently dressed. Though the mean score for this criterion is 3.23,
the standard deviation is 1.11. Most students at UNITAR felt that the staff was
well mannered with a mean score of 3.32 and a standard deviation of 0.79.
Similarly most respondents also felt that the staff at the counter had adequate
communicative skills with a mean score of 3.35 and a standard deviation of 0.80.
Most respondents also felt that the staff is confident with their work and this has
recorded a mean score of 3.45 and a standard deviation of 0.72. Not many
respondents felt that the staff is respectful which had a mean score of 3.39 and a
standard deviation of 0.99. The R Square rating by Beta shows a 41.6% with
strong significance with 0.000 which means that assurance has a strong
influence on student satisfaction.
e. Analysis of Empathy of the CRM Counter at UNITAR
Empathy is the care, love and concern showed by the staff at the CRM Counter
at UNITAR. The only factor that most respondents feel negative is the care that
the counter shows on students needs. It projects a mean score of 3.39 and a
standard deviation of 1.02. Most respondents felt that the counter provides heart
services and this scored a mean of 3.23 with a standard deviation of 0.72. There
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were also quite a majority of the respondents who felt that the counter treats the
students equally which was portrayed by the mean score of 3.16 and a standard
deviation of 0.97. They also felt that the staff is friendly which has a mean score
of 3.45 and a standard deviation of 0.93. Lastly, most respondents also felt that
the counter did make some effort to solve students problems and this has a
mean score of 3.32 and a mean score of 0.98. The Beta value of 0.73 has an R
Square of 53.6% and strong significance of 0.000, thus strongly supporting that
empathy has an influence in the satisfaction of student satisfaction at the CRM
Counter at UNITAR.
The table of measurement of the independent variables
Table 20
INDEPENDENT VARIABLE % Score
1 Tangibility 31.4
2 Reliability 48.7
3 Responsiveness 50.8
4 Assurance 41.6
5 Empathy 53.6
From table 20, it is clear that most students feel that the CRM Counter at UNITAR does
provide a heart service of empathy. Empathy has the highest percentage score of
53.6%. The least scored is tangibility of only 31.4% which means that many students
are not too satisfied with the outlook of the CRM Counter at UNITAR. Apart from that
66
Responsiveness which has a score of 50.8% seems to state that about 50% of the
students feel that the staff at the CRM Counter at UNITAR are responsive enough to
respond to their queries. However, there is not much satisfaction where reliability
(48.7%) and assurance (41.6%) is concern.
5.1.3 The analysis and discuss on the response to the Short Response
instrument (Section D of the Questionnaire)
Another instrument used in this study is the Short Response. Below are the two
questions given to the respondents for their responses.
a. What is your comment on the overall level of service provided at CRM Counter?
b. Can you suggest ways to improve the service provided at the CRM Counter
The result by the Respondents for Question 1
Table 21
A little Satisfactory 4 12.90
Staff needs to work faster 9 29.03
Lacks communicative ability 5 16.13
Insufficient staff 3 9.68
Lacks punctuality 5 16.13
No Response 5 16.13
Total 31 100.00
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From the result displayed at the table, it is clear that a majority of the respondents feel
that there is a lack of efficiency at the CRM Counter at UNITAR. Only 12.90% seem to
be a little satisfied by the service provided at the CRM Counter. 16.13% finds the
counter to lack punctuality and another 16.13% of them states that the counter lacks
communicative ability.
The results of the respondents for Question 2
Table 22
Employ more staff 7 22.58
Send the staff for courses on 7 22.58
communicative skills
Understand the student needs and act 3 9.68
accordingly
Be Punctual 3 9.68
Act quick be efficient 6 19.35
No Response 5 16.13
Total 31 100.00
Table 22 above showcases the suggestions by the respondents. 22.58% wants the
management to employ more staff and train the staff to be able to communicate
effectively. 19.35% wants the staff to be more efficient while a minority of the
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respondents wants the staff to be punctual and be more understanding with 9.7% for
each.
From the short responses, it can be said that most respondents want some change to
be made at the counter to improvise the level of service at the counter. They are not
totally satisfied with the current service quality provided by the CRM Counter.
5.1.4 Interpreting conclusions from the Research Hypothesis to the Research
Problem and Research Questions
From the findings, analysis and discussions the following is crystal clear:
a. A majority of the respondents are not completely satisfied with all the service
provided by the CRM Counter at UNITAR. They have suggested that there is
room for improvement from many aspects. Firstly, they feel that the counter
lacks reliability and responsiveness. The staff are not quick to respond and
most often than not, the students need to wait to be entertained. Punctuality
seems to be another issue that needs to be dealt with. The only aspect that
most students seem to be satisfied (though not completely) is that the CRM
Counter shows empathy to the students.
b. Is there any relationship between the service quality dimensions with
student satisfaction?
The 5 dimensions that were verified and put forward in this survey are, 1.
Tangibility 2. Reliability 3. Responsiveness 4. Assurance and 5. Empathy
There is a significant relationship that has influenced the student satisfaction
from all 5 dimensions.
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The service quality exercised at UNITARs CRM counter has to be rated as
slightly dissatisfactory. There seems to be much room for improvement
though some students feel that the counter does provide services of certain
acceptable quality to certain extend.
d. The interpretation of the statements of hypothesis
As explained above, all variables have a strong influence on student
satisfaction. Among the 5 dimensions (independent variables) empathy has a
significant percentage showing that the counter does provide a heart service.
On the other hand, reliability and tangibility have been rated as the lowest
meaning that students at UNITAR do not place their complete trust on the
CRM Counter to be of their assistance at their time of crisis. Most students
even feel that even the physical layout and outlook of the counter should be
changed for the betterment of the service they could provide if it undergoes
that change.
e. Interpreting the Research Problem
Having said as above, it can be concluded that the level of service quality has
a significant relationship with the level of satisfaction of the students. In fact,
the dimensions of the independent variables have a strong influence on
student satisfaction.
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5.2 CONCLUSIONS
Based on this research, the following conclusions can be drawn:
a. Most of the students are only slightly satisfied with the service quality at the CRM
Counter
b. There is a significant relationship between service quality and student
satisfaction
5.3 Generalization of the Study
This study that aimed to discover the relationship between service quality and student
satisfaction has achieved its objective. It also revealed that the level of service quality at
the CRM Counter at UNITAR is a only slightly satisfactory whereby students do not find
the counter to be reliable.
5.4 LIMITATION OF THE STUDY
Sadly, this study has several limitations. Firstly, it involves only 31 respondents and
their opinions cannot be used as the general view of all the students at UNITAR. A
proper study on a topic such as this should involve at least 250 respondents. Thus, the
limited number of only 31 respondents is a great limitation for this study.
Secondly, the use of questionnaire and short response as the instrument to measure
the level of service quality to ensure student satisfaction cannot be taken as the
genuine truth. When respondents are asked to circle, the level of sincerity in the
response provided is prone to subjectivity. It is difficult to determine if the respondents
were honest with their response.
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Thirdly, the duration of only 3 months is very short for a research as this that involves
the evaluation of the actual service provided by the CRM Counter. The questionnaire
was distributed to 31 respondents all at one spot without a break in the duration to
gather varied response. 64.5% of the respondents happen to be females and this
cannot be used to imply that a majority of the students at UNITAR are females. Since
there are more females compared to males, the responses could be bias against the
female staff at the counter. Furthermore, 71% of the respondents were undergraduate
students who visit the counter more frequently. Though this could be interpreted that the
1st year students would have much to deal at the counter since they lack the experience
on the whereabouts of the campus, and that the postgraduate may attend classes after
office hours, it is not a valid and reliable assumption since the number of respondent is
only 22 compared to the vast number of students at UNITAR.
Another limitation of this study is that fact that no recorded evidence could be provided
by this study to analyze the validity of the responses by the respondents. If the counter
were to be under scrutiny, perhaps a better level of satisfaction could have been
achieved. The time of the survey was too short (on the spot response by just 31
respondents) is not a strong evidence for the responses attained.
5.5 RECOMMENDATIOS FOR FURTHER STUDIES
Though with limitations, this study has open new pathways for further studies. The
service quality at the CRM counter at UNITAR is a subject that indeed needs to be
taken seriously. Only if the level of service quality meets the level of student satisfactory
72
can the institution strive in this competitive market. Having said that, the following could
be recommended:
a. An in-depth study of the level of service quality provided by CRM Counter at
UNITAR to meet student satisfaction which involves a competent number of
respondents of not less than 350 students.
b. Similar study of differing departments of the campus
c. A further study on the CRM Counter after providing the feedback of this study
5.6 CONTRIBUTION OF THE STUDY
Although this research is a short project which was carried out at a very brief period of
time of not more than 3 months involving only 31 respondents, it cannot be denied that
it has much to contribute to the development and progress of the CRM Counter, thus an
improved level of service quality to meet student satisfaction. On the whole, this study
has alerted the CRM Counter of their lack of communicative ability and inefficiency in
dealing with the students issues. The study has also signaled the CRM Counter to
make alterations to its physical outlook (tangibility) and be more efficient (reliable).
Besides, they also know that they need to be quick and fast with their responses
(responsiveness) in order to satisfy a majority of students. The study has helped with
the practical application of the findings and analysis to improve the CRM Counter.
Apart from its contribution to improve the level of service quality provided by the CRM
Counter, this study has also helped UNITAR to understand the students needs and the
necessity to meet their satisfaction. Moreover, it is not just the CRM Counter that would
73
improve in its performance to provide an elevated level of service quality but also the
other departments in UNITAR.
Thirdly, this study has opened new doors for future studies to create models in
improving service qualities and finding prcised variables to be used as apt benchmark
in ensuring the provision of the best quality to meet customer satisfaction.
5.7 OVERALL CONCLUSION
This study, that started off with an observation of the service at the CRM counter at
UNITAR had trigged to work on a research to discover the level of service quality at
UNITARs CRM Counter. It aimed to determine if the students were satisfied with the
service provided at UNITARs CRM Counter. The research commenced with the use of
Parasuramans model whereby 5 independent variables were used to measure the
dependent variable of student satisfaction. Through readings and the use of
questionnaires and short responses, data was gathered for analysis. The Conbachs
Alpa analysis and Beta value was used in the analysis of the results where the mean
score of every statement of hypothesis was differentiated against the standard variation.
Using Julie Pallants Beta value of significant value, a significant relationship between
the dimensions of the independent variables and the dependent variable was
established. It proved that the independent variable could influence the student
satisfaction at UNITARs CRM Counter.
Having established the relationship and influence, further interpretations and
implications were made that led to the conclusions drawn. It was found that most
respondents were not too satisfied with the level of service quality provided at the CRM
74
Counter with a slight exception on empathy. On the whole, most students felt that the
level of service quality at the CRM counter should be improved, especially where
tangibility and reliability is concerned. Scholars like Parasuraman in this field of study
have said that the most important variable amongst all is reliability and that if the
reliability scores low, it means that the service quality is generally low. Therefore is
could be generalized with an overview that the level of service quality at the CRM
Counter at UNITAR is low.
Hence, this study, though with its limitation has indeed contributed towards the
betterment of the CRM Counter at UNITAR. It serves as a calling bell to the
administrated that something ought to be done to improve the level of service quality at
the counter. Respondents have already pointed out the lack of communicative ability at
the counter. Accordingly, the administrators could use this as a message to enhance
the performance of the CRM counter and also the other departments in general.
5.8 SUMMARY
To put it in a nutshell, this study has shown that the CRM Counter has to improve in its
level of service quality that it provides to meet student satisfaction. Most students have
responded that the aspects of Tangibility, Reliability and responsiveness seem to be the
areas that are of most disappointment. Most students have also felt that the staff at the
counter lacks communicative ability and have suggested sending the staff for trainings
or courses on acquiring such skills in their short response. Furthermore, the efficiency
of the personnel at the counter was also a subject to be investigated since the scores
75
for efficiency was also low. Nonetheless, the CRM Counter shows empathetic quality to
the students and is pleasant and polite to the students.
5.8.1 Conclusion
Thus it is safe to conclude that the level of service quality at the CRM Counter at
UNITAR has to be improved.
5.8.2 Recommendations
It is suggested that the administration looks into this matter seriously to improve
the level of service quality in order to strive in the competitive market where
performance is the key factor that determines student satisfaction that would
ensure progress and success.
Apart from that it is also highly recommended that the staff be well trained in
every aspect of their duty. Furthermore, great emphasis and importance need to
given on communicative skills and ability since most students seem to be
dissatisfied and disappointed with this aspect.
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5.9 Contributions
This study is an eye-opener for the management that has been lackadaisical
about the performance of the CRM counter. The study has alerted that
administrators of the important role the counter play in ensuring the satisfaction
of the student and the eventual progress of the institution due the constant
inward flow of students. The performance of the institution would be judged by
the students who are the pivotal point in the development of the institution in this
competitive society.
With this study, though a simple project, the consequence could bring about a
total change in the tangibility and reliability of the CRM Counter with good
communicative skills and ability that will improve student satisfaction by leaps
and bounds.
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APPENDIX
82
A STUDY ON LEVEL OF SERVICE QUALITY AND STUDENTS SATISFACTION AT
UNITARS CRM COUNTER
Dear respondent,
As a MBA student at UNITAR international University, it is a partial fulfillment of my studies to
conduct this survey. This questionnaire is designed to be completed by the UNITAR students
only. The objective of this study is to find out what extend the services provided by the CRM
counter at UNITAR satisfy the students here.
Kindly please answer all questions to the best of your ability. All responses will remain
anonymous and the data collected will be kept strictly confidential and analyzed in aggregate.
Your participation in this study will be greatly appreciated. Should you have questions regarding
this research, please feel free to contact me. Thank you so much for your assistance and
cooperation in my study.
Velu Kumarasamy (MC1301MC029)

Master of Business Administration
Asia Graduate School of Business
UNITAR INTERNATIONAL UNIVERSITY
Email : mc1301mc0029@student.unitar.my
Contact No : 010 -2747 249
83
Section A :Background Information
Kindly mark () where appropriate
1.0 Gender
Male Female
2.0 Nationality
Malaysia Others
3.0 The frequency of visiting UNITAR's CRM counter In a Year

More than 10
1 -5 times 6-10 times Times
4.0 Course
Undergraduate Postgraduate
5.0 Number of Years at Unitar

1st Year 2nd Year 3rd Year
Final Year
84
Section B : Dimensions of Service Quality
These sections are related to certain aspects of the service quality that you experience at UNITAR
CRM counter .Please circle the appropriate response to indicate your personal feeling based on
the following scale
1: Strongly Disagree 2: Disagree 3: Slightly Agree 4:Agree 5:Strongly Agree
Variables 1 2 3 4 5
Tangibility
1 The counter is appealing to the students 1 2 3 4 5
2 The students are well addressed 1 2 3 4 5
3 The staff at the counter provide adequate information regarding the courses 1 2 3 4 5
4 the staff at counter well informed about the University 1 2 3 4 5
5 The counter provide pamphalets and brochure 1 2 3 4 5
Reliablity
6 The staff are efficient in providing services 1 2 3 4 5
7 The staffs respect the rule of confidentiality 1 2 3 4 5
8 The staff show positive work attitude towards students 1 2 3 4 5
9 The dispatched the documents on time 1 2 3 4 5
10 The Documents safe to be left at the counter 1 2 3 4 5
Responsiveness
11 The staff quick at guiding students 1 2 3 4 5
12 There is a staff at the counter at all times 1 2 3 4 5
13 Customers' enquires are dealt with efficiently 1 2 3 4 5
14 The calls are attended immediately 1 2 3 4 5
15 There are enough staff to manage many students at a time 1 2 3 4 5
Assurance
16 The staffs are well mannared 1 2 3 4 5
17 The staff are respectful 1 2 3 4 5
18 The staff have adequate communicative skills 1 2 3 4 5
19 The staff are decently dressed 1 2 3 4 5
20 The staff show confidence in the work they do 1 2 3 4 5
Empathy
21 The staff feel with student's needs 1 2 3 4 5
22 The staff provide a heart services 1 2 3 4 5
23 The staff show sincere interest in solving students problems 1 2 3 4 5
24 The students are treated equally by the staffs 1 2 3 4 5
25 The staff are friendly and easily approachable 1 2 3 4 5
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Section C : Customers' Satisfaction
As a student How would you rate your satisfaction at Unitar's CRM counter ?. Please circle the
appropriate responses to indiacte your personal feeling based on the following scale
1 :Strongly Dissatisfied 2:Dissatisfied 3:Slightly Satisfied 4:Satisfied 5 :Strongly Satisfied
Variables 1 2 3 4 5
1 The services provided at the counter 1 2 3 4 5
2 The efficiency of the staff at the counter 1 2 3 4 5
3 The responsiveness of the staff at the counter 1 2 3 4 5
4 The outlook of the counter 1 2 3 4 5
5 The communicative ability of the staff at counter 1 2 3 4 5
Section D : Short Responses
1. What is your comment on the overall level of service provided at CRM counter ?
2. Can you suggest ways to improve the service provided at CRM counter ?
86

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A STUDY ON LEVEL OF SERVICE

QUALITY AND STUDENTS

SATISFACTION AT UNITARS CRM

Asia Graduate School of Business

UNITAR International University

UNITARS CRM COUNTER

Name: VELU KUMARASAMY

Matric No: MC1301MC0029

of service quality and customer satisfaction at UNITARs CRM counter.

CRM Counter at UNITAR. According to a number of researchers and scholars on the

service quality and customer satisfaction. It is claimed that the performance of an

organization or institution improve to satisfy customers because better customer service

of hypothesis if the CRM Counter at UNITAR had a significant relationship between

Only 31 respondents will be chosen to respond to a questionnaire that would have 4

conducted to derive the statistical evidence to prove the statement.

CHAPTER 2 : LITERATURE REVIEW 10

CHAPTER 3 :RESEARCH M ETHODOLOGY 26

CHAPTER 4 : RESULTS AND FINDINGS 37

6.0 BIBLIOGRAPHY 78-81

1.1 PURPOSE OF THE STUDY

To investigate service quality attributes with customer satisfaction

SERVQUAL framework and students satisfaction at UNITARs CRM counter.

1.3 IMPORTANCE OF THE STUDY

development of the institution in this competitive society.

1.4 RESEARCH PROBLEMS

in influencing customer satisfaction (Parasuraman et.al 1988). Client sensitivity

increases, competition expands and intensifies, and professional malpractice suits

.Likewise, both service quality and customer satisfaction in Universities or higher

sustainability. However, nowadays, there are many complaints and dissatisfaction

quality that provided by each and every universities

satisfaction at CRM counter and its related to cultural background of a student.

at UNITAR CRM counter with appropriate model.

RQ2: What is the level of service quality at UNITARs CRM counter?

with student satisfaction?

1.6 STATEMENT OF HYPOTHESES (PROPOSITIONS)

H1: There is a significant relationship between tangibility and student satisfaction

H2: There is a significant relationship between reliability and student satisfaction

H3: There is a significant relationship between responsiveness and student satisfaction

H4: There is a significant relationship between assurance and student satisfaction

H5: There is a significant relationship between empathy and student satisfaction

1.7 THEORETICAL UNDERPINNING

customer satisfaction can be measured accurately through a framework called

SERVQUAL. SERVQUAL has five dimensions: tangibles, reliability, responsiveness,

intervened by satisfaction recently, there has been more attention on conceptualization

1.8 STUDY (CONCEPTUAL) FRAMEWORK

Independent Variables Dependent Variables

( By Parasuraman et.al 1988) (By Kotler and Clarke 1987))

In any organization or institution the quality of services provided to ensure customer

todays business environment. Being so, in the present arena of competitiveness in

services provided has created such competitiveness amongst organizations and

knowledge of competitiveness in a higher educational institution in Malaysia and the

strive in the competitive market.

provision of the actual performance provided by the administration at the service

expectation; so should it be with students at the higher level of educational institution.

2.2 Service quality

provide a satisfactory service to them. Likewise, Asubonteng et al.,(1996simply put it

satisfaction derived by the customer based on the performance that is experienced by

provided that meets or surpasses the expectations of the customers or consumers..

satisfaction on the quality of services that have be experienced or enjoyed by the

level of expectation, the customer receives full satisfaction.

2.3 Student Satisfaction

variations on opinions. Kotler and Clarke (1987) define satisfaction as a situation or

situation that is enjoyed or experienced by a customer or consumer by the services or