Ö¤renciler yüksekö¤retim kurumlar›n› tercih ederken son derece elefltirel ve analitik hale gelmifltir. Bu ö¤renciler taraf›ndan tercih edilebilirlik
ve mevcut ö¤rencilerin elde tutulabilirli¤i ile ba¤l›l›¤› yüksekö¤retim kurumlar› için önem tafl›maktad›r. Yüksekö¤retim kurumlar›n›n en önemli
temsilcilerinden olan üniversiteler sunduklar› hizmetlerin kalitesiyle ilgili paydafllar› taraf›ndan do¤rudan ve dolayl› olarak de¤erlendirilmektedir.
Bu de¤erlendirmelerin sonucu artan hizmet kalitesi ve memnuniyet araflt›rmalar›n›n ise kurumlar›n s›ralanmas›ndan, tercih edilebilirli¤ine, finans
politikalar›na kadar çok çeflitli yans›malar› olabilmektedir. Bu araflt›rmada yüksekö¤retimde sunulan hizmetlerin kalitesini lisans ö¤rencilerinin
memnuniyet alg›lar›na göre belirlemeye yönelik Türkiye yüksekö¤retim
kurumlar›na özgü bir ölçek gelifltirmek amaçlanm›flt›r. Bu kapsamda uzman görüflleri sonucu beflli Likert tipinde 53 maddelik yedi boyutlu ilk
taslak oluflturulmufltur. Ölçe¤in deneme formu Türkiye’de yer alan bir
kamu üniversitesinin 15 fakültesinde ö¤renimlerine devam eden 346’s›
kad›n, 149’u erkek toplam 500 lisans ö¤rencisine uygulanm›flt›r. Ö¤rencilerin sunulan hizmetlerden yararlanm›fl olmas› için en az ikinci s›n›f seviyesinde olmas›na dikkat edilmifltir. Aç›mlay›c› faktör analizi sonucunda üç
alt boyuta sahip 29 maddelik bir yap› ortaya konmufltur. Alt boyutlar
“Akademik hizmetler”, “‹dari hizmetler” ve “Kampüs olanaklar›” olarak
adland›r›lm›flt›r. 1782 farkl› kat›l›mc› üzerinden gerçeklefltirilen do¤rulay›c› faktör analizi bulgular›, ölçe¤in yap› geçerli¤ini desteklemektedir.
Tüm bulgular sonucu Yüksekö¤retimde Hizmet Kalitesi Ölçe¤i, yüksekö¤retimde sunulan hizmetlerin niteli¤ini ölçmek için güvenirli¤i ve geçerli¤i
yüksek ve yüksekö¤retim kurumlar›na yönelik bir ölçek olarak kabul edilebilir.
Students have become highly critical and analytical in selecting the higher
education institution they would like to study at. It has become important for
higher education institutions to be preferred by such prospective students as
well as ensuring the commitment and retention of their current students.
Universities, as the most important representatives of higher education institutions, are evaluated directly and indirectly by their stakeholders regarding
the quality of the services they provide. Service quality and satisfaction surveys based on these evaluations can have a wide variety of implications on
institutional rankings, preferability, financial policies, etc. This study aims to
develop a scale specific to Turkish Higher Education Institutions to determine the quality of services offered in higher education according to the satisfaction perceptions of undergraduate students. Accordingly, the first draft
of a 53-item seven-dimensional five-point Likert type scale was created. The
piloting version of the scale was applied to a total of 500 undergraduate students, of whom 346 were female and 149 male, who were continuing their
studies in 15 faculties of a public university in Turkey. Further, particular
care was taken to include students who were in their second year or higher
seniority at the university so that they would have had sufficient time to benefit from the services offered. A 29-item structure with three sub-dimensions
was revealed as a result of the exploratory factor analysis performed. The
sub-dimensions were named as “Academic services”, “Administrative services”, and “Campus facilities”. The findings of the confirmatory factor analysis conducted on 1782 participants support the structure validity of the scale.
Based on the findings, the Service Quality in Higher Education Scale has been
determined to be a highly reliable and valid scale that can be used to specifically measure the quality of services offered in higher education
