Quality assurance in technical education: Application of educational marketing perspectives and modified SERVQUAL to develop a conceptual framework based on teaching quality as service quality

The growing emphasis on quality assurance within higher and technological education has resulted in the adoption of management and marketing concepts to assess and improve teaching effectiveness. This paper conceptually applies the SERVQUAL model—initially used in the marketing context—to measure teaching quality as part of institutional service quality. The paper examines the application of educational marketing insights and internal marketing concepts to teaching-learning activities in higher education. It envisions teachers as internal customers whose performance and job satisfaction are determined by institutional service offerings. The Input-Output Frameworks suggested reveal how institutional inputs like infrastructure, learning culture, and management commitment are translated into better teaching quality. The research derives a conceptual model of assurance of quality by adopting a SERVQUAL approach with adjustments, driven by five essential dimensions—Tangibility, Assurance, Empathy, Reliability, and Responsiveness—of teaching quality determinants. The paper makes a contribution to scholarship by applying service quality theory to internal academic environments, providing an integrative model for assessing and improving quality assurance processes in technical education.