The study of status quality of complementary education from perspective of complementary education in the University of Shiraz

This study was to investigate the quality of higher education in the University of Shiraz. The study was a descriptive one which random sampled 240 of graduate students 180 of whom were doing their Master’s and 30 were PhD candidates. The implemented questionnaires was the one used by Baloochzahi (1389) and also based on Servqual theory with a reliability 0.90 computed by Cronbach Alpha. Its validity was also tested by content analysis method. The quality of complementary education at the University of Shiraz was assessed in five dimension, namely, tangibility; reliability; responsibility; assurance and empathy. The significant findings are as follows: (1) the quality of complementary education is lower than expected in graduate and postgraduate levels as the tangibility and empathy means were higher compared to the other dimensions. (2) A meaningful difference was noticed between the students of humanities and the rest of participants. Humanity students acknowledged the quality of services as higher and more appealing and this was very distinct regarding empathy. The distinction was also noticed between the faculties, as students of law and students of agriculture reported the most and the least satisfaction respectively. It is worth mentioning that no meaningful difference was noticed between males and females or between students doing their Master’s and PhD candidates regarding how they viewed the quality of service.