(Reavill, 1997).

The customer might be a multiple entity, and the contributors to the costs of
the HE process might be an even more complex entity, with private and public components. This
leads to the simple question: who pays, and who benefits? Payers and beneficiaries can be
brought together under the general term `stakeholders. A more comprehensive model might be
generated by considering the stakeholders, using a systems approach, and taking a holistic view
of the education process. Six aspects of provision are monitored: curriculum design, content and
organization; teaching, learning and assessment; student progression and achievement;
(Paula.Y.K.Kwan

& Paul.W.K.Ng, 1999). Based on Hamptons findings and the

information derived from focus group discussions with our students we have identified seven
factors contributing to the quality of education.
They are:
1 course content;
2 concern for students;
3 facilities;
4 assessments;
5 medium of instruction;
6 social activities; and
7 people.

Methodology
Sampling
A total of 400 questionnaires were sent to students studying in the Accounting and Business
Studies streams of the Division of Commerce of City University of Hong Kong. The students
were selected through stratified random sampling method. Another 400 questionnaires were sent
to Zhongshan University, Guangzhou, China and delivered conveniently to students of the
School of Management which comprises Accounting, Management, and Hotel Management
Departments. With the help of concerned professors we have received 321 and 371
questionnaires from Hong Kong and China respectively.
Factors of course content, facilities, assessment and social activities have been located
successfully. To find out the cause-effect relationship we have conducted a stepwise regression
analysis and concluded that three factors, i.e. course content, communication with university and
facilities, are significant factors contributing to students satisfaction with the education
provided.

(UNICEF, 2000). What does quality mean in the context of education? Many definitions of
quality in education exist, testifying to the complexity and multifaceted nature of the concept.
The terms efficiency, effectiveness, equity and quality have often been used synonymously
(Adams, 1993). Considerable consensus exists around the basic dimensions of quality education
today, however.

Quality education includes:

Learners who are healthy, well-nourished and ready to participate and learn, and
supported in learning by their families and communities;
Environments that are healthy, safe, protective and gender-sensitive, and provide
adequate resources and facilities;
Content that is reflected in relevant curricula and materials for the acquisition of basic
skills, especially in the areas of literacy, numeracy and skills for life, and knowledge in
such areas as gender, health, nutrition, HIV/AIDS prevention and peace;
Processes through which trained teachers use child-centred teaching approaches in wellmanaged classrooms and schools and skilful assessment to facilitate learning and reduce
disparities;
Outcomes that encompass knowledge, skills and attitudes, and are linked to national
goals for education and positive participation in society.
Until recently, much discussion of educational quality centred on system inputs, such as
infrastructure and pupil-teacher ratios, and on curricular content. In recent years, however, more
attention has been paid to educational processes how teachers and administrators use inputs to
frame meaningful learning experiences for students. Their work represents a key factor in
ensuring quality school processes.
Just as parents seek favorable outcomes, such as academic achievement and eventual
employment, they seek to avoid outcomes they view as negative. Parents who view education
unfavorably cite the following potential outcomes: children do not respect their parents, school
leavers consider themselves superior to their fellow villagers, school leavers become delinquents,
girls object to the traditional rules governing marriage, and school girls do not master the
required domestic duties.
(Mishra, June 2006). There are several reasons for quality. The meaning of quality
ranges from Standard to Excellence. UGC is set up for improving quality of higher education.

(Saeed, Rafi, Ahmed, & Rauf, 2011).

The result of HECs impetus is that the

universities are streamlining their mission and objectives to excel in the field of research. The
university teachers are gradually realizing the significance of research in their academic and
professional success. Research and Development (R&D) culture is growing through research and
publications, organization of conferences, seminars and workshops in the universities. The
quality assurance initiatives improve the quality and relevance of the graduates and research
programs, and thus enable universities to play a more effective role in the economy. A dynamic

world-class research culture is vital for the acquisition of knowledge and health of the
universities. It is also crucial to the economic growth and social cohesion.
(Mangnale & Potluri, 2011). The primary objective of this research is to explore the
perceptions of both the higher education institutions and students on the various quality
deliverables in the Indian higher education system along with careful observation of the role of
Internal Quality Assurance Cell (IQAC) in sustaining quality delivery of education service. The
research study reviewed the germane literature on higher education and quality management in
higher education. Then, the researchers used two separate questionnaires to gather the opinions
of 10 higher education institutions and 250 students on quality of education service delivery in
the first quarter of this year from the Pune district of Maharashtra state. The collected data was
analyzed with the support of Microsoft Excel software packages. The findings of the analysis
confirmed that institutions were confidently provided academic activity reflecting their goals and
objectives with highly qualified faculty through an eclectic approach with the support of research
with ample focus on library and community services. Students also expressed different wavering
perceptions on the academic activity, faculty communication skills, motivation and mentoring
etc. Only 33 and 80% students uttered positively about the faculty subject knowledge and sports,
and infrastructure facilities provided by the institution. In a nut shell, both institutions and
students insisted for more constructive role from the Internal Quality Assurance Cell (IQAC) in
protecting the quality of higher education.
After the establishment of University Grants Commission (UGC) in 1953, India has formulated
National Policy on Education of 1986 and Program of Action of 1992. The 1986 policy and
Action Plan of 1992 was based on two land marks report viz., the University Education
Commission of 1948-49 (popularly known as Radhakrishnan Commission), and the Education
Commission of 1964-66, popularly known as Kothari Commission Report). The National
Policy on Higher Education of 1986 translate the vision of Radhakrishnan and Kothari
Commission in five principal goals for higher education which include Greater Access, Equal
Access (or equity), Quality and Excellence, Relevance and Promotion of Social Values.
For instance the quality of an institution is judged not only by the quality of faculty, staff and
course offerings but also by the efficiency and accuracy of processing paper work. Quality means
performance, reliability, durability, service ability, tangible factors, consistency, responsiveness
to students needs/friendliness, timeliness, atmosphere.
National Assessment and Accreditation Council (2004) has developed the following five core
values which were mentioned in NAAC (2004) document on Guidelines for Re-Accreditation.
These five core values are: contributing to national development, fostering global competencies
among students, inculcating a value system in students and promoting the use of technology and
quest for excellence.
seven criteria developed by NAAC to measure excellence are in fact the main processes for
developing the capabilities of an institution. The seven criteria are: curricular aspects; teaching,
learning and evaluation; research, consultancy and extension; infrastructure and learning
resources; student support and progression; governance and leadership; and innovative practices.

Establishment of an Internal Quality Assurance Cell (IQAC) in each of the Higher Education
Institution would help develop and raise their capabilities as institutions. With an intension to
monitor and improve the institutions internal quality in all the above mentioned seven criteria
given by NAAC, establishment of Internal Quality Assurance Cell (IQAC) is imperative.

(Sultan & Wong, 2011)

H2: There is a positive relationship between information received by the students and their
evaluation of service quality.
H3: There is a positive relationship between past experience of the students and perception of
service quality.
These two hypotheses supported by the empirical research.
(Ali & Shastri, 2010)
Traditionally, the higher educational services include the three fundamental functions;
1 Teaching 2 Research; and 3Extension.

Quality in education has the following dimensions:

Consistency: Here the educational processes involve specifications through zero defect approach
and a quality culture. But the limitations are in achieving consistent standards and conformity to
those standards.
Fitness to purpose: fitting the customer specifications, minimum-based fitness for purpose and
customer satisfaction.
Value for money: through efficiency and effectiveness
Transformative: education is an ongoing process of transformation that includes empowerment
and enhancement of the customer.
Service price: The demand for higher education is also influenced by the ability of the
customers in terms of his willingness to pay. In developing and underdeveloped nations, where a
huge chunk of the population still lives below the poverty line, price is an important criteria in
determining as to have access to higher education. In this context most of the universities and
public funded institutions are playing a positive role in controlling the cost escalation and
providing higher education to the economically unprivileged ones at a reasonable cost.
(UNESCO, 2008)
The definition I use for QA is:
Assurance of quality in higher education is a process of establishing stakeholder confidence that
provision (input, process and outcomes) fulfils expectations or measures up to threshold
minimum requirements.
Self-evaluation is an efficient tool for internal development which many institutions, not only
higher education institutions, make use of on a continuous basis. Therefore, information about
how self-evaluation processes can be organized (including who can/should be involved in a
selfevaluation process) can be useful.