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<p>In modern emerging economies, university education steadily transcends national boundaries, reflecting a growing demand for innovative higher education that can compete globally. This strategic realignment reflects a broader shift toward value-driven higher education, where institutions prioritize creating positive student experiences. The study adopts a quantitative research design to examine the influence of internationalization on service quality dimensions (service interaction, service environment, psychosocial competence, and global competence), good university experience, and student satisfaction at the American University of Nigeria. The study is contextualized within a multi-stakeholder perspective, recognizing that student satisfaction is influenced not only by students but also has contributions from other institutional actors such as the faculty (lecturers), and staff. Structured questionnaire was used to collect data from 345 faculty, staff and student respondents. The data was analyzed using descriptive statistics and partial least square structural equation modeling (PLS-SEM). Though surprising, the results indicate that internationalizing a campus on its own does not influence students having a good university experience. However, internationalization contributes to the overall service quality dimensions, thus providing students with good university experience and satisfaction. These findings support university thinking of the fundamental question of how educational institutions should structure their programs toward educating the students for competence at the global stage.</p>

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Internationalization: Its Influence on Quality of Service, ‘Good’ University Experience, and Student Satisfaction in a Private University

  • 期刊论文

  • 发表日期：

    2026年7月24日

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  • Usoh E. Usoh,
  • Saheed A. Nurein

摘要

In modern emerging economies, university education steadily transcends national boundaries, reflecting a growing demand for innovative higher education that can compete globally. This strategic realignment reflects a broader shift toward value-driven higher education, where institutions prioritize creating positive student experiences. The study adopts a quantitative research design to examine the influence of internationalization on service quality dimensions (service interaction, service environment, psychosocial competence, and global competence), good university experience, and student satisfaction at the American University of Nigeria. The study is contextualized within a multi-stakeholder perspective, recognizing that student satisfaction is influenced not only by students but also has contributions from other institutional actors such as the faculty (lecturers), and staff. Structured questionnaire was used to collect data from 345 faculty, staff and student respondents. The data was analyzed using descriptive statistics and partial least square structural equation modeling (PLS-SEM). Though surprising, the results indicate that internationalizing a campus on its own does not influence students having a good university experience. However, internationalization contributes to the overall service quality dimensions, thus providing students with good university experience and satisfaction. These findings support university thinking of the fundamental question of how educational institutions should structure their programs toward educating the students for competence at the global stage.