Stakeholder Participation and Education Service Quality at Makerere University, Uganda
Abstract
Service quality is a key factor that helps organisations build and sustain long-term relationships with their customers. Nonetheless, in Uganda, the quality of services in higher education is a significant concern. This study examined the influence of stakeholder participation on education service quality at Makerere University, Uganda. The stakeholder aspects studied in relation to education service quality were stakeholder consultation, stakeholder role participation, and participative decision-making. Hinging on the quantitative approach, the study employed the correlation research design. Data were collected from a sample of 300 comprising academic staff, administrative staff, guild leadership, and members of the university council. The data collected using a self-administered questionnaire were analysed using partial least squares structural equation modelling. The findings indicated that stakeholder participation practices, namely consultation, participative decision-making, and role participation, have a positive and statistically significant influence on service delivery. It was concluded that stakeholder consultation is vital to enhancing service quality in universities, participative decision-making is a prerequisite for ensuring service quality, and direct role participation in executing responsibilities strengthens service delivery. It is recommended that university managers should exploit the importance of stakeholder consultation to enhance service quality, should also leverage participative decision-making by adopting initiatives that include stakeholder representatives in committees, and should capitalise on role participation by engaging stakeholders in executing their responsibilities within university programs. The implication of this study is that strengthening stakeholder participation through consultation, participative decision-making, and active role involvement serves as a transformative governance approach for improving service quality in higher education institutions.
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Copyright (c) 2025 Javan Tindyebwa, Joshua Gukiina, PhD, Grace Lubaale, PhD
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