Author(s): Tarun Tiwari, Dr.Rajinder Kaur, Dr.Shashi Kapoor,
This study examines the dimensional structure of perceived service quality in higher education and evaluates the reliability of its measurement framework. Service quality in educational institutions is increasingly viewed as a multidimensional construct shaped by academic delivery, administrative processes, infrastructure, and student support experiences. To empirically validate this structure, the study adopts a quantitative exploratory design using survey data collected from 615 respondents through a structured questionnaire consisting of 27 Likert-scale indicators. Exploratory Factor Analysis (EFA) was employed to uncover latent dimensions underlying student perceptions. The identified dimensions correspond to responsiveness and institutional engagement, infrastructure quality, academic support, administrative coordination, and non-academic assistance. High communalities and clear rotated loadings demonstrate meaningful clustering of indicators, supporting construct validity and dimensional clarity. Reliability analysis further established excellent internal consistency across all dimensions, with Cronbach’s alpha values ranging from 0.938 to 0.951. These findings confirm that the measurement instrument operates with strong stability and cohesion. Overall, the results demonstrate that perceived service quality in higher education is structured across distinct experiential domains rather than a single generalised perception. The validated framework provides a robust empirical foundation for institutional evaluation, targeted service improvement, and future research on student-centred quality assessment.