The purpose of this paper is to examine the factors that impact the quality of the education service in a Peruvian private university, based on the perception of students and graduates.,The sample consisted of 29 students and 20 graduates from the Administration and Finance Program of a Peruvian private university. The data was collected through focus groups and in-depth interviews based on the students’ and graduates’ perspectives of their experiences. The collected data was subjected to content analysis.,The study identified ten factors or the underlying dimensions that drive the quality of the education service provided by a Peruvian private university. The factors are professors, lecturers, curriculum, extracurricular activities, position and recognition of the university, infrastructure, library, admission, adequate communication mechanisms with faculty and authorities and services. The main quality indicators of the education service were the professors and curriculum planning. As the students were using the education service, they were more focused on “how” they received the service, rather than “what” services they received, i.e. they evaluated the quality of the process. In contrast, graduates gave more importance to functional service quality. They evaluated the quality of “what they received,” i.e. the result.,The study has several limitations. First, the qualitative approach does not allow generalizing data. The sample size was relatively small and only involved one Peruvian private university. The study was based on the respondent’s perceptions, which were considered accurate.,Based on the study findings, the authors made recommendations to meet the needs of the students and graduates. These findings can help universities to develop strategies that improve educational quality and to allocate resources more effectively. Further research could focus on factors that impact service quality in higher education at different stages of the student lifecycle, namely, applicants (service expectations), students (quality of the process) and graduates (results). The authors suggest validating these results quantitatively.,The study proposes a framework of the higher education service quality based on the experiences of students and graduates that can be used by higher education institutions to continue improving educational quality. The originality of the study lies in the perspective on service quality according to the experiences of students and graduates. Also, this study provides empirical evidence on service quality research in Latin American higher education institutions.

中文翻译：

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高等教育质量服务的因素：以秘鲁大学为例

本文的目的是基于对学生和毕业生的看法，研究影响秘鲁私立大学教育服务质量的因素。该样本包括29名学生和20名来自秘鲁行政管理和金融计划的毕业生。秘鲁的一所私立大学。数据是根据学生和毕业生的经验观点通过焦点小组和深入访谈收集的。收集的数据经过内容分析。研究确定了十个因素或根本因素，这些因素或因素驱动着秘鲁私立大学提供的教育服务的质量。这些因素包括教授，讲师，课程，课外活动，大学的位置和认可程度，基础设施，图书馆，录取，与教师，主管部门和服务部门建立充分的沟通机制。教育服务的主要质量指标是教授和课程计划。当学生使用教育服务时，他们将更多的精力放在“如何”获得服务上，而不是“什么”服务上，即他们评估了过程的质量。相反，毕业生更加重视功能服务质量。他们评估了“他们收到的东西”的质量，即结果。首先，定性方法不允许概括数据。样本量相对较小，仅涉及一所秘鲁私立大学。这项研究基于受访者的看法，这些看法被认为是准确的。基于研究发现，作者提出了满足学生和毕业生需求的建议。这些发现可以帮助大学制定提高教育质量并更有效地分配资源的策略。进一步的研究可能集中在影响学生生命周期不同阶段的高等教育服务质量的因素，即申请人（服务期望），学生（过程质量）和毕业生（结果）。作者建议对这些结果进行定量验证。本研究基于学生和毕业生的经验，提出了高等教育服务质量的框架，可被高等教育机构用来继续提高教育质量。这项研究的独创性在于根据学生和毕业生的经验对服务质量的看法。