Undergraduate Students’ Perceptions of Customer Service Delivery Quality and Its Influence on Loyalty: Insights from Undergraduate Students at a private University in Upper East Region

Abstract: The aim of the research was to assess students’ perceptions of customer service delivery quality and its influence on loyalty. To achieve these aims, the study employed a cross-sectional research design and the Expectancy Confirmation Theory (ECT) and recruited a sample of 385 from a population of 635. The study collected primary data via a closed-ended survey questionnaire instrument, which was piloted and produced a Cronbach's alpha reliability coefficient of .862, demonstrating that the constructs of the questionnaire were highly internally consistent. Data analysis instruments included descriptive statistics for the questionnaire and inferential statistics for objective two and the null hypothesis. The findings from the study show a high level of agreement among respondents towards the university's customer service delivery, with perceptions predominantly occurring in the high or very high range, with mean scores consistently between 3.0 and 4.0. This means that undergraduates have positive feelings toward a number of service dimensions overall, but particularly toward service dimensions of reliability and responsiveness (mean scores approximately 3.6 and 3.8). For instance, key dimensions like responsiveness received the highest agreement with a frequency of 316 (M=3.74), which suggests that students feel the university is generally responsive to their needs in a timely and proactive manner, which is a critical aspect in helping to create a caring and nurturing environment. Also, empathy had a mean score (M=3.65), suggesting that there is room for improvement with regard to authentic interactions. Additionally, the scores on reliability indicate that students' perceptions regarding services reliability are, at best, high, which suggests that services may meet expectations of students. Again, assurance scored (M=3.59), giving a clear indication of students believing that staff have the skills and abilities to help them, which is a positive. Additionall