Digital Academic Service Quality and Student Satisfaction: A Critical Literature Review

Pratiwi Nur Aisyah; Adris Ade Putra

doi:10.31004/riggs.v5i2.14302

Authors

Pratiwi Nur Aisyah Universitas Karya Persada Muna
Adris Ade Putra Universitas Halu Oleo

DOI:

https://doi.org/10.31004/riggs.v5i2.14302

Keywords:

Digital Academic Services, Student Satisfaction, Service Quality, Customer Satisfaction Index, Literature Review

Abstract

Digital academic services support course registration, academic records, information access, and institutional assistance, yet previous studies employ diverse service quality constructs and satisfaction measures. This study critically synthesizes literature on academic information systems, higher education service quality, electronic services, and Customer Satisfaction Index (CSI) applications. Using a critical narrative literature review, publications from 2010 to 2025 were purposively considered and compared through qualitative thematic analysis, with particular emphasis on recent empirical research. The synthesis identifies five interrelated evaluation domains: system accessibility and reliability, academic information quality, institutional responsiveness, perceived privacy and security, and service convenience. It also clarifies the distinct purposes of importance weighted CSI, service gap analysis, importance performance analysis, and structural models. Whereas CSI summarizes attribute level satisfaction, other approaches examine perceived discrepancies, improvement priorities, or relationships among theoretical constructs. The review proposes an integrated framework linking student experiences, academic administrative processes, and measurement decisions. Practical implications include evaluating individual service attributes, examining operational evidence, and prioritizing improvements according to institutional needs. No primary student data were collected, no institutional CSI score was estimated, and no pooled quantitative analysis was performed. The proposed framework requires further instrument development, content assessment, and empirical validation before institutional implementation.

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