Student Satisfaction with the University Shared Service Operating Model in Australia

This study investigates the effectiveness of shared services practices in Australian universities within the context of the digital economy. With a focus on the unique challenges faced by universities in Australia, particularly due to a smaller population of students for the universities available, the research explores the pressure on institutions to differentiate themselves and attract students. In response to the evolving landscape accelerated by the pandemic, universities must be strategic in providing diverse, market-valued services. The study specifically examines the level of satisfaction among students with university contact centres in a virtual online environment, emphasising the importance of operational efficiency, technology integration, and overall student satisfaction. A comprehensive theoretical conceptual framework was developed to examine the impact of contact centre service quality, online servicescapes, customer support, and engagement on student satisfaction. Within this conceptual framework, each factor plays a critical role in shaping student satisfaction, encompassing elements such as efficient service delivery, the online environment and infrastructure, resolution of technical issues, and multi-channel communication. The study used an online survey for data collection, employing a non-probability quota sampling technique to ensure representativeness of students studying at Australian universities, this resulted in a usable sample size of 429. Existing reliable and valid scales were used to test the model. Data analysis included a profile of respondents, structural equation modelling (SEM) to examine relationships and validate hypotheses, and multi-group analysis to explore demographic variations. Key findings indicate that contact centre service quality, online servicescapes, and the level of customer support significantly influence student satisfaction. Factors such as waiting time, website usability, financial security, and personalisation emerge as crucial determinants in shaping student satisfaction. The study also reveals that contact centre service significantly impacts student satisfaction among both domestic and international students, with differences varying among undergraduate and postgraduate students and between genders. The theoretical contribution of this study is its examination of the realms of digital customer satisfaction to understand service delivery and what factors influences student satisfaction. The study used the general online social interaction propensity (GOSIP) construct, as student experience with interacting with online systems may contribute to their positive satisfaction with service centres. The findings of this research have important implications for university administration, employers, and the national government in reshaping the education sector as a unique market proposition globally. Aligning with the commitment to transformative reform outlined in the Australian University Accord, the research emphasises the need for a targeted online approach with digital delivery, utilising shared resources and content repositories. This research enhances our knowledge by providing a comprehensive understanding of factors influencing student satisfaction with university contact centres, integrating marketing concepts to form a nuanced theoretical framework that challenges the efficacy of existing national surveys. In conclusion, this study offers comprehensive insight into the satisfaction of students engaging with contact centre services in Australian universities, providing actionable recommendations for improving overall student satisfaction and contributing to the growth and competitiveness of the education sector.