Optimizing the Student Experience: A MixedMethods Analysis of NonAcademic Service Quality in Tertiary Education

The quality of higher education is a cornerstone of national progress, and student satisfaction is a key factor in the success and reputation of an institution (World Bank & UNESCO, 2026). In an increasingly competitive global education market, understanding and improving the student experience, especially in non-academic services, is pivotal for universities to foster student loyalty and academic success. Notwithstanding the distinguished significance of student satisfaction, a notable paucity of in-depth research persists, especially scrutinizing student perceptions of non-academic service quality within the setting of Svay Rieng University (SRU). The primary objectives of the study were to (1) examine student perceptions across five key service quality dimensions, including tangibility, reliability, responsiveness, assurance, and empathy; (2) compare perceived service quality with its importance to identify areas for improvements, using Importance-Performance Analysis (IPA); and (3) validate quantitative findings with qualitative insights from focus group discussions. Employing a sequential explanatory mixed-methods research design, this study integrated quantitative data from a survey of 331 students (years II, III, and IV) at SRU with qualitative data from focus group interviews with 14 students, the selected year II, III, and IV class and sub-class monitors who experienced much in perceived service quality at Svay Rieng University. The SERVPERF model was used to assess perceived service quality, while IPA guided the examination of performance gaps. Statistical analysis was conducted using JASP, and qualitative data were thematically analyzed to validate and reinforce the quantitative findings. The study unveiled a high level of student satisfaction with the tangible facets of non-academic services, such as physical facilities and staff appearance and a low level of student satisfaction with the empathy and responsiveness, indicating significant areas for improvements, such as delays in document processing, inconsistent office hours, and a perceived lack of proactive staff engagement. The findings provided practical insights for Svay Rieng University administration and service providers to implement successfully targeted strategies. Recommendations suggested enhancing staff training in empathy and responsiveness, streamlining administrative processes, improving communication channels, and upgrading technological infrastructure. Beyond SRU, this study contributed to body of knowledge on service quality in higher education, particularly in developing countries, and providing a validated framework for assessing and enhancing student experiences.