This document summarizes a study on student satisfaction and service quality at private universities in Bosnia and Herzegovina. The study surveyed 300 students from 4 private universities. Descriptive statistics were used to analyze student perceptions of service quality. Overall, students had a slightly positive opinion of service quality, with average ratings around 5 on a 7-point scale. Students were most satisfied with caring academic staff and least satisfied with the education/experience levels of academic staff. The study provides statistics on student ratings of various university services including academic staff, administrative staff, facilities, and programs. The results suggest private universities need to improve quality standards to better meet student needs and expectations.

1. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
International Journal of Marketing Research
July 2013 VOL.1, No,5
Students Satisfaction and Service Quality: Emphasis on
Private Universities in Bosnia and Herzegovina
Mersid Poturak
International Burch University
Faculty of Economics, Management Department,
Francuskerevolucijeb.b. 71200 Sarajevo, BiH
Accepted 24 July 2013
Abstract
The purpose of this study is to examine overall service quality of private higher education institutions in
Bosnia and Herzegovina and its affect on students satisfaction. Questionnaire was designed and
delivered to a sample of 300 respondents from four higher education institutions. Data were future more
statistically analyzed by performing descriptive statistics in order to get students perceptions about
service quality in these institutions. In general the results show that the students have slightly positive
opinion about the service quality at these private institutions. The institutions that are used as a sample
in this research have to design and put into practice quality standards and system and constantly check it
with the aim to raise the quality of education and achieve competitive advantage on quickly rising
institutions in private sector
.
Key words: Students, Students Satisfaction, Service Quality, Private Education Institutions
1. Introduction
Selection of the university is one of the most important life decisions among young people. With a
continually rising assortment of educational options, future students look for institutions that will
provide them a distinctive educational knowledge that they will keep in their minds for a life time. Also,
students usually seek an educational program that will prepare them for a successful profession and that
will provide them profitable employment. In order to satisfy mention needs, private higher education
institutions have to do constant research in the area of student satisfaction and they have to find ways
how to increase service quality that will bring them new students every year.
Although in developed countries the state still plays a dominant role in the “production” of primary
and secondary education, in higher education, the private sector is gradually becoming ever more
important. The development of the market, science and technology has led to an increase in demand for
education and professional quality experience that are generally acquired in the private higher education
institutions. In transitional societies reception of new value takes place slowly. There is obviously
distrust, in the Bosnian society, in newly opened private universities and colleges. The transition
actually allows for a large number of private higher education institutions of questionable quality for
which the public discourse prevailing opinion that private education in Bosnia and Herzegovina is a
simple form of taking diploma in a easier way(Mehmedić-Džonlić, 2012).
As a response to the global economic challenges, the European countries have developed the
Bologna Process which is mainly based on the underlying principle to initiate the research and
development of society with the ability to make stronger the international competitiveness of the
European economy. Furthermore, the Bologna Process may especially become a significant chance to
transition countries such as Bosnia and Herzegovina to bring up to date its higher education, therefore
investing in the development of its human resources.
European Union countries tend to have 30 percent of the population to be higher educated, while in
Bosnia and Herzegovina, bellow 5 percent of the population has a university degree. Moreover, there
are more important questions such as whether and how quality of our high education institutions lags
127

2. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
behind the European. These and many other questions are the questions that higher education institution
and government representatives have to think about. Unlike Europe and the United States, Bosnia and
Herzegovina imposes another dilemma - private or public university. According to experts, this dilemma
does not exist because there is room for one and other and in equal competition game students can only
be beneficial.
Today's academic environment is constantly changing and becoming more and more competitive,
where future students have numerous opportunities available to them. Knowing this fact higher
educational institutions have to find ways haw to attract and keep existing students and how to develop
stronger relationships with them. Higher education institutions that want to gain competitive advantage,
they have to take student satisfaction as the main source of competitive advantage. If they succeed to
satisfy their customers (students), this satisfaction will bring student retention, new students will be also
attracted and positive word of mouth about institution will be spread as well.(Arambewela & Hall,
2009)
In order to perform Bologna Process and ensure the high quality education the private universities
should be aware of current situation that is related to students’ satisfaction and quality of the services.
The reason for conducting this study was because, Bologna Process requires quality of service and
student’s perception on quality service at private universities is valuable data.
Specifically, we can say that the purpose of this study is to examine overall service quality of
private higher education institutions in Bosnia and Herzegovina and also to get students perceptions on
University services such as Academic and Administration Staff services as well as their perception on
facilities and equipment adequacy. In following sections basic definitions of customer satisfaction, brief
summary of relevant literature on this topic as well as background of the private higher education in
Bosnia and Herzegovina will be presented. How data were collected for this study will be presented in
methodology section. Collected data, from 300 surveyed students will be analyzed by performing
descriptive statistics. As last part of this study, results from descriptive analyzes will be presented
together with the conclusion section were different suggestions for private higher education institutions’
representatives will be provided, in order to improve quality of the service as well as building good
relationships with their customers.
2.
Literature Review
The topic of service quality in higher education institutions and students satisfaction has been
widely explored in the literature. Satisfaction and motivation of students play important role in
determining education quality. The most important purpose in education sector is to satisfy students.
Students that are satisfied with the service quality of their institution will become a basis of competitive
advantage. Moreover, satisfied students will provide word of mouth marketing for higher educational
institutions. Since students are direct recipients of university services, students’ perceptions about
service quality of higher education institutions become significant issue for universities and their top
management representatives. (Brochado, 2009)
Measuring the quality of services was a focus to a big number of the practitioners and researches in
past decades because of its intangible and compound character as well as because of rivalry between the
educational institutions and the tendency for excellence in education(Ramseook-Munhurrun, Naidoo,
&Nundlall, 2010).
Service quality of higher education institution is basically defined considering students overall
assessment on the services they received that is actually element of their learning experience
(Asaduzzaman, 2013).This covers a diversity of educational behavior both within and outer the
classroom such as satisfaction with an academic staff, staff services, satisfaction with a campus and
dormitory, overall services, different programs organized by university, personal development,
education facilities, etc.
There are many definitions about satisfaction in literature that is related to service as well as to
consumer behavior. In his study Oliver defined satisfaction as a pleasing accomplishment of needs and
wants. On the other hand student satisfaction is a bit compound experience and it has special
dimensions (Richardson, 2005). Elliott & Shin, (2002p.198), Defined student satisfaction as; “the
favorability of a student’s subjective evaluation of the various outcomes and experiences associated
with education. Student satisfaction is being shaped continually by repeated experiences in campus
life”.
128

3. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Alves & Raposo (2010) in their study found that positive perceptions of service quality has a
important power on student satisfaction and therefore satisfied student would spread positive
word-of-mouth which will attract more students.
Both academic performances of the higher education institution representatives as well as the
administrative efficiency of the institution can lead to the fact that students are more motivated or
inspired therefore more satisfied with the service. (Asaduzzaman, 2013)
In their study (Abbasi, Malik, Chaudhry, & Imdadullah, 2011)used ten major constructs i.e.
teaching, administrative/management support, transportation, library, computer labs & general labs,
accommodation, medical; sports, prayer/religious facilities, and class room facilities to measure students
satisfaction in Pakistan Universities. Findings showed that students are dissatisfied with many core
services and facilities like teaching, administrative support, library, labs, accommodation, medical, and
sports, while they are satisfied only in three augmented areas like transportation, class room and prayer
facilities.
3. Background of the Private Higher Education in Bosnia and Herzegovina
Public higher education in Bosnia-Herzegovina is not in good way systematized at the all levels of
country structure (state, entity and cantonal levels), while private higher education is not evidently
synchronized within the legal context. The authors of the law[s] of the higher education actually did not
realize that the contemporary private higher education cannot be controlled by such law(s), which
was/were formed with mainly goal to retain the conventionally advantaged position of the public higher
education institutions (Dizdar, 2010).
In order to confirm the quality of public higher education, Bosnia-Herzegovina has launched an
initiative to acquire the sponsorships of the European Commission and the Council of Europe, at the
beginning from 2003, By the way, Bosnia-Herzegovina established the Agency for Development of
Higher Education and Quality Assurance (HEA) and nearly altogether public universities established
Quality Assurance Office with the aim to ensure standards for internal and external quality assurance,
but its application is mainly behindhand. Also, it should be noted that for the reason that very deprived
quality of education students who complete studies at public universities are not able to respond to the
needs of a market because graduates do not own satisfactory practical knowledge and abilities to use
modern technology. The curricula and programs at public universities are obsolete and put-upon with
the traditional courses that highlight only the theoretical knowledge and neglect handling of new
technology. Furthermore, as a implication of the earlier communist system, public universities
exaggerate social sciences while natural and technical sciences are overlooked(Mulalic, 2012).
Therefore private higher education institutions found the room for their development and for a bit
different offer to potential students by providing internships and other distinguish market offerings.
4. Methodology
Data for the study were collected through a survey delivered to students in Bosnia and Herzegovina.
A total of 300 questionnaires were distributed to students who live in different cities in Bosnia and
Herzegovina. Of the 300 questionnaires, 292 were accepted as usable for the study. Pilot test was
conducted to ensure consistency and validity of the measures. Data have been analyzed by using SPSS
software. For the first part frequency distribution statistics was performed. Future more data were
analyzed by performing descriptive statistics. Specifically, this research looks for some empirical
evidence that could be used for explaining the students' satisfaction with the private universities in
Bosnia and Herzegovina, including components like: Academic staff, Staff Services, Campus,
Dormitory, Services, Programs, Personal Development, Education facilities, Cafeteria and etc. Results
of these findings will be presented in following section.
5. Results
In the following table we can see which faculties as private higher education institutions are used in
our study. There were four private higher education institutions and majority of students are coming
from Education faculty, 46,23 %. 19,86 are from Faculty of Economics while 16.09 % and 12,67 are
from Faculty of Engineering and IT and English Preparation school.
Table 1. Private Higher Education Institutions Used in the Study
129

4. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Institution
Valid
Frequency
Percent
47
16.09
16.09
Education faculty
135
46.23
46.23
Faculty of Economics
58
19.86
19.86
English Prep. school
38
12.67
12.67
Total
292
100
100
Faculty of Engineering and IT
Percent
Descriptive statistics was performed for the survey questions number 8, 9 and 10. In table 2 we
can see students’ opinion about quality of the institution's services in general, their feelings towards the
institution's services and how likely they would recommend the institution to others.
Table 2. Descriptive Statistics
N
the institution's services in general?
How likely are you to recommend
the
institution to others?
Valid N (list wise)
1.00
7.00
4.97
1.00
7.00
5.20
284.00
How do you describe your feelings towards
Mean
288.00
institution's services in general?
Maximum
288.00
How do you rate the quality of the
Minimum
1.00
7.00
5.05
284.00
For the question “How do you rate the quality of the institution's services in general?”, we can
notice that there are 288 respondents. Minimum value of the scale used is 1 (Very poor) and the
maximum value is 7 (Excellent) (seven point scale). The mean value is 4.97. This shows us that there is
a slight satisfaction with the quality of the institution’s services in general.
For the question “How do you describe your feelings towards the institution's services in general?”,
we can notice that there are 288 respondents. The mean value is 5.20. This shows us that there is a slight
satisfaction with the feelings about the institution’s services in general.
For the question “How likely are you to recommend the institution to others?”, we can notice that
there are 284 respondents. The mean value is 5.05. This shows us that there is a slightly positive
likeliness of recommending the institution to others.
In the following part of the analysis descriptive statistics was performed for the questions related
with Academic staff, Staff Services, Campus, Dormitory, Services, Programmes, Personal Development,
Education facilities, Cafeteria.
Mean values and standard deviation is provided for each question, as well as the number of
respondents. Furthermore, overall mean value is provided for each type of the questions.
Table 3. Student Satisfaction with Academic Staff at Their Institution
Std.
N
Academic staff deals with me in
a caring and courteous manner.
Minimum
Maximum
Mean
287.00
1.00
7.00
5.28
1.62
279.00
1.00
7.00
5.28
1.58
Deviation
Academic staffs are never too
busy to respond to my request
for assistance.
130

5. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Academic staff show positive
attitude towards students.
284.00
1.00
7.00
5.27
1.58
266.00
1.00
7.00
5.17
1.47
283.00
1.00
7.00
5.11
1.73
284.00
1.00
7.00
5.04
1.67
282.00
1.00
7.00
4.79
1.69
281.00
1.00
7.00
4.64
1.81
282.00
1.00
7.00
4.62
1.64
Academic staffs have the
knowledge to answer my
questions relating to the course
content.
When I have problem, academic
staffs show a sincere interest in
solving it.
Academic staffs communicate
well in the classroom.
Academic staffs provide
feedback about my progress.
Academic staffs allocate
sufficient and convenient time
for consultation.
Academic staffs are highly
educated and experienced in
their respective field.
Overall Mean Value
5.02
If we look at table 3, we can see students opinions about academic staff at their institution. We can
notice that overall mean value is 5.02. This shows that the students slightly agree with the statements
from the questionnaire, which implies that they have slightly positive opinion about the academic staff.
The highest mean value (5.28) is related with questions: “Academic staff deals with me in a caring and
courteous manner” and “Academic staff are never too busy to respond to my request for assistance”.
The lowest mean value (4.62) is related with the question: “Academic staff is highly educated and
experienced in their respective field.”
Table 4. Student Satisfaction with Staff Services at Their Institution
Std.
N
Minimum
Maximum
Mean
278.00
1.00
7.00
4.76
1.77
282.00
1.00
7.00
4.71
1.83
279.00
1.00
7.00
4.67
1.85
282.00
1.00
7.00
4.67
1.81
Deviation
The staffs respect my
confidentiality when I disclosed
information to them.
The opening hours of
administrative offices are
personally convenient for me.
Administrative staff
communicate well with students.
Administrative staff show
positive work attitude towards
students.
131

6. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Administrative staff have good
knowledge of the
280.00
1.00
7.00
4.58
1.89
283.00
1.00
7.00
4.55
1.78
277.00
1.00
7.00
4.55
1.79
279.00
1.00
7.00
4.51
1.90
280.00
1.00
7.00
4.51
1.94
283.00
1.00
7.00
4.49
1.82
272.00
1.00
7.00
4.35
1.90
systems/procedures
When I have problem,
administrative staffs show a
sincere interest in solving it.
Administrative staffs are never
too busy to respond to a request
for assistance.
Administration offices keep
accurate and retrievable records.
Students are treated equally and
with respect by the staff.
Administrative staffs provide
caring and individual attention.
When the staffs promise to do
something by a certain time,
they do so.
Overall Mean Value
4.58
When we look at table 4 we can notice that overall mean value about student satisfaction with staff
services at their institution is 4.58. This shows that the students’ opinion about staff services is between
“slightly agree” and “neutral”. This implies that they have slightly positive opinion about the academic
staff. The highest mean value (4.76) is related with question: “The staff respects my confidentiality
when I disclosed information to them”. The lowest mean value (4.35) is related with the question:
“When the staffs promise to do something by a certain time, they do so.”
Table 5.Student Satisfaction with Campus
Std.
N
The institution has a professional
appearance/ image.
The university has an easily
accessible location.
The university campus has a safe
environment.
Minimum
Maximum
Mean
283.00
1.00
7.00
4.97
1.71
283.00
1.00
7.00
4.91
1.75
284.00
1.00
7.00
4.73
1.89
285.00
1.00
7.00
4.49
1.80
281.00
1.00
7.00
4.46
1.99
Deviation
The institution has an ideal
location with excellent campus
layout and appearance.
The parking services at the
university are adequate.
Overall Mean Value
4.66
132

7. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Table 5 presents student satisfaction with campus. We can notice that overall mean value is 4.66. This
shows that the students’ opinion about campus is between “slightly agree” and “neutral”. This implies
that they have slightly positive opinion about the academic staff. The highest mean value (4.97) is
related with question: “The institution has a professional appearance/ image”. The lowest mean value
(4.46) is related with the question: “The parking services at the university are adequate.”
Table 6. Student Satisfaction with Services at Their Institution
Std.
N
I feel secure and confident in my
dealings with this institution.
Minimum
Maximum
Mean
281.00
1.00
7.00
4.92
1.86
275.00
1.00
7.00
4.64
1.78
279.00
1.00
7.00
4.62
1.76
277.00
1.00
7.00
4.53
1.95
276.00
1.00
7.00
4.52
1.81
276.00
1.00
7.00
4.50
1.81
276.00
1.00
7.00
4.49
1.93
260.00
1.00
7.00
4.43
1.76
282.00
1.00
7.00
4.17
1.86
276.00
1.00
7.00
4.01
1.88
279.00
1.00
7.00
3.87
1.92
Deviation
The institution provides services
within reasonable/expected time
frame.
The institution has standardized
and simple service delivery
procedures.
Students are given fair amount
of freedom.
The institution operates
excellent counseling services.
The institution values feedback
from students to improve service
performance.
The institution encourages and
promotes the setting up of
student’s Union.
The university provides services
for students with special needs.
Inquiries/complaints are dealt
with efficiently and promptly.
Information services via
web-site are adequate.
Health services are adequate.
Overall Mean Value
4.43
When we look at table 6, we can notice that overall mean value of students’ perceptions about services
at their institution is 4.43. This shows that the students’ opinion about services is between “slightly
agree” and “neutral”. This implies that they have slightly positive opinion about the dormitory. The
highest mean value (4.92) is related with question: “I feel secure and confident in my dealings with this
institution.” The lowest mean value (3.87) is related with the question: “Health services are adequate.”
133

8. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Table 7.Student Satisfaction with Dormitory at Their Institution
Std.
N
Minimum
Maximum
Mean
252.00
1.00
7.00
4.77
1.78
256.00
1.00
7.00
4.74
1.81
251.00
1.00
7.00
4.74
1.75
249.00
1.00
7.00
4.41
1.85
Deviation
The dormitory facilities are
usually clean and well taken
care of.
The dormitory facilities and
equipment are adequate.
Dormitory staff provides
good quality service to
students.
Dormitory fees are
reasonable.
Overall Mean Value
4.66
When we speak about the dormitory (table7), we can notice that overall mean value is 4.66. This
shows that the students’ opinion about dormitory is between “slightly agree” and “neutral”. This implies
that they have slightly positive opinion about the dormitory. The highest mean value (4.77) is related
with question: “The dormitory facilities are usually clean and well taken care of.” The lowest mean
value (4.41) is related with the question: “Dormitory fees are reasonable.”
Table 8. Student Satisfaction with Programs at Their Institution
Std.
N
The institution runs excellent
quality programmes.
Minimum
Maximum
Mean
280.00
1.00
7.00
4.67
1.81
281.00
1.00
7.00
4.57
1.78
281.00
1.00
7.00
4.56
1.74
279.00
1.00
7.00
4.54
1.82
272.00
1.00
7.00
4.44
1.76
Deviation
The institution offers
programmes with flexible
syllabus and structure.
The institution offers a wide
range of programmes with
various
specialisations.
The institution offers highly
reputable programmes.
The institution’s graduates are
easily employable.
Overall Mean Value
4.56
Table 8 presents student satisfaction with programs at their institution. We can notice that overall mean
value is 4.56. This shows that the students’ opinion about the programs is between “slightly agree” and
“neutral”. This implies that they have slightly positive opinion about the programs. The highest mean value
(4.67) is related with question: “The institution runs excellent quality programs”. The lowest mean value
(4.44) is related with the question: “The institution’s graduates are easily employable.”
134

9. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Table 9.Student Satisfaction with Personal Development at Their Institution
Std.
N
The university supports students'
personal development projects.
Minimum
Maximum
Mean
278.00
1.00
7.00
4.27
1.85
280.00
1.00
7.00
4.17
1.97
280.00
1.00
7.00
4.11
1.96
280.00
1.00
7.00
3.82
1.96
278.00
1.00
7.00
3.78
1.92
Deviation
International cooperation
programs at the university
(student exchange, study visits
etc.) are adequate.
Extracurricular activities
(seminars, workshops etc.) at the
university are adequate.
Recreation and sport facilities at
the university are adequate.
Services and facilities of art at
the university are adequate
(music, photography, painting
etc.).
Overall Mean Value
4.03
When we speak about the personal development (table 9), we can notice that overall mean value is
4.03. This value is lower than mean values of the other sections. This shows that the students’ opinion
about the personal development section is “neutral”. This implies that they neither have positive nor
negative opinion about the personal development. The highest mean value (4.27) is related with
question: “The University supports students' personal development projects.” The lowest mean value
(3.78) is related with the question: “Services and facilities of art at the university are adequate (music,
photography, painting etc.).”
Table 10.Student Satisfaction with Education Facilities at Their Institution
Std.
N
Class sizes are adequate for high
quality education.
The labs at the university are
adequate for quality education.
Academic facilities are adequate
for quality education.
The institution has up to date
equipment.
Minimum
Maximum
Mean
277.00
1.00
7.00
4.83
1.74
275.00
1.00
7.00
4.73
1.69
276.00
1.00
7.00
4.64
1.73
280.00
1.00
7.00
4.63
1.75
278.00
1.00
7.00
4.61
1.77
281.00
1.00
7.00
4.21
1.90
Deviation
The university provides
up-to-date information
technology for students.
The library services at the
university are adequate.
135

10. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
Overall Mean Value
4.61
From table 10 we can see student satisfaction with education facilities at their institution. We
can notice that overall mean value is 4.61. This shows that the students’ opinion about the programs is
between “slightly agree” and “neutral”. This implies that they have slightly positive opinion about the
education facilities. The highest mean value (4.83) is related with the question: “Class sizes are
adequate for high quality education.” The lowest mean value (4.21) is related with the question: “The
library services at the university are adequate.”
Table 11.Student Satisfaction with Cafeteria at Their Institution
Std.
N
Minimum
Maximum
Mean
279.00
1.00
7.00
3.85
2.19
284.00
1.00
7.00
3.61
2.16
283.00
1.00
7.00
3.36
2.02
284.00
1.00
7.00
2.76
1.95
284.00
1.00
7.00
2.24
1.69
Deviation
The university cafeteria is
usually clean and well taken care
of.
Cafeteria staffs provide good
quality service to students.
The university cafeteria provides
high quality food and beverages.
The food variety is adequate.
Prices at the university cafeteria
are reasonable.
Valid N (list wise)
81.00
Overall Mean Value
3.16
If we speak about the cafeteria (table 11), we can notice that overall mean value is3.16. This shows
that the students’ opinion about the programs is between “neutral” and “slightly disagree”. This implies
that they have slightly negative opinion about the education cafeteria. The highest mean value (3.85) is
related with the question: “The university cafeteria is usually clean and well taken care of.” The lowest
mean value (2.24) is related with the question: “Prices at the university cafeteria are reasonable.”
6.
Conclusion
Over the past decade there have been significant changes in the business of higher education institutions.
Higher education institutions are under pressure from society and the state to achieve the best possible
relationship between the services provided and the compensation they receive. Since student satisfaction
positively influences their decision to continue their education at that institution and the positive buzz that
will attract prospective students of higher institutions are making great efforts to ensure a higher quality of
education that will meet the social and individual needs of students.
Findings show that there is a slight satisfaction with the quality of the institution’s services in general.
We could notice that students have slightly positive opinion about the academic staff and between “slightly
agree” and “neutral” for staff services, campus, dormitory, services, programs, personal development and
education facilities. For cafeteriafindings show that the students’ opinion about the education cafeteria is
between “neutral” and “slightly disagree”. This implies that they have slightly negative opinion about the
education cafeteria. These findings can help private higher education institutions representatives to have
feedback about students’ satisfaction with the services that are provided. The institutions that are used as a
sample in this research in order to keep and improve current quality of education and achieve competitive
advantage on quickly rising institutions in private sector, they have to design and put into practice quality
standards and system and constantly check it.
The fact that the results are based on a predefined sample is a constraint in terms of their applicability to
theoretical courses that are conducted at other higher institutions. Consequently, recommendation for future
research is the extension of the sample to other private higher education institutions in Bosnia and
Herzegovina.
136

11. WORLD ACADEMIC JOURNAL OF BUSINESS & APPLIED SCIENCES-MARCH-SEPTEMBER 2013 EDITION
7. References
Abbasi, M. N., Malik, A., Chaudhry, I. S., & Imdadullah, M. (2011). A study on student satisfaction in
Pakistani universities: the case of Bahauddin Zakariya University, Pakistan. Asian Social Science,
7(7), p209.
Alves, H., & Raposo, M. (2010). The influence of university image on student behaviour. International
Journal of Educational Management, 24(1), 73–85.
Arambewela, R., & Hall, J. (2009). An empirical model of international student satisfaction. Asia Pacific
journal of marketing and logistics, 21(4), 555–569.
Brochado, A. (2009). Comparing alternative instruments to measure service quality in higher education.
Quality Assurance in Education, 17(2), 174–190.
Elliott, K. M., & Shin, D. (2002). Student satisfaction: An alternative approach to assessing this important
concept. Journal of Higher Education Policy and Management, 24(2), 197–209.
Mehmedić-Džonlić, S. (2012). Private and Public Universities in BiH. Puls Demokratije. Retrieved July 1,
2013, from http://www.pulsdemokratije.net/sadrzaj/privatni-i-javni-univerziteti-u-bih
Mulalic, M. (2012). Prospects and Challenges of Private Higher Education in Bosnia and Herzegovina. The
Journal of International Social Research, 5(20), 361–372.
Oliver, R. L. (2010). Satisfaction: A behavioral perspective on the consumer. ME Sharpe. Retrieved from
http://www.google.com/books?hl=hr&lr=&id=IJ5846z99tIC&oi=fnd&pg=PR3&dq=Satisfaction.+
A+Behavioral+Perspective+on+the+Consumer&ots=hweIvEdqB6&sig=yBQFNYWJJ31gtMgLw91
EXPz2U2Y
Ramseook-Munhurrun, P., Naidoo, P., & Nundlall, P. (2010). A proposed model for measuring service
quality in secondary education. International Journal of Quality and Service Sciences, 2(3),
335–351.
Richardson, J. T. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment &
Evaluation in Higher Education, 30(4), 387–415.
137