Understanding students’ perceptions of higher education service quality and institutional image: a qualitative inquiry using the HESQUAL model in Zimbabwe’s higher education sector

Research exploring how students perceive higher education service quality and institutional image is relatively sparse. Applying four dimensions of the HESQUAL model, this study explored students’ perceptions of higher education service quality and their perceived connection with institutional image. Qualitative methodologies were adopted in this research. Thirty undergraduate learners from different universities were conveniently sampled to respond to an open-ended questionnaire. Using thematic analysis, themes and subthemes concerning higher education service quality and their perceived connection with institutional image were identified. These service quality variables were support facilities quality, core education quality, physical environment quality, and administrative quality. The findings suggest that participants associated positive institutional image with highly knowledgeable and experienced academic staff, modern module syllabi and curricula, excellent support facilities, and modern learning facilities. This research provides important practical contributions to the management of higher education institutions, administrators, academics, and policymakers seeking to understand and respond to students’ perceptions of their institutions.