JOCE IP Vol.
19 No.
September 2025
ISSN: 1978-6875
Student Experience Quality in Higher Education: Trends.
Theoretical Foundations, and Directions for Future Research Bonar BJ Napitupulu Dosen Tetap.
Universitas Insan Pembangunan Penulis Korespondensi: bonarna70.
ip@gmail.
DOI: https://doi.
org/10.
58217/joceip.
ABSTRACT
This research presents a systematic literature review (SLR) on student experience quality (SXQ) in the context of higher education.
The review aims to map the trends, methodologies, and theoretical perspectives that shape recent research developments in this area.
Following PRISMA guidelines, 44 Scopus-indexed articles were identified and selected through strict inclusion criteria to ensure the quality and relevance of the studies.
Findings indicate a shift in research focus from academic outcomes to a more holistic understanding of the student experience, including aspects of psychological safety, engagement, and emotional ties to the institution.
Quantitative methods, particularly Structural Equation Modeling (SEM), dominate the research approach, while theoretically.
SERVQUAL is the most widely used framework.
However, there is a new trend towards experiential learning, customer experience, and quality of life theories.
Geographically, research is still dominated by Anglo-Saxon countries, with relatively small contributions from developing The results of this analysis confirm the importance of SXQ as a strategic issue for universities, as it is closely related to student satisfaction, loyalty, and institutional sustainability.
The review also identifies a research gap, particularly with regard to qualitative and mixed-method approaches, which provide a better understanding of SXQ.
Keywords: quality of student experience, higher education, systematic literature review.
SERVQUAL.
Structural Equation Modeling.
PRISMA, student satisfaction, engagement.
Introduction Significant developments in student experience research indicate a notable shift in trends, especially in the context of higher education quality.
In recent years, attention to the student learning experience has increased, along with the recognition that the quality of this experience contributes to academic satisfaction and success (Tan et al.
, 2.
Research by Lapina et al.
highlights the importance of factors such as academic quality and administrative support in influencing international student satisfaction.
In addition, technology has played an important role in this transformation, with the use of digital tools and online platforms becoming increasingly common in the learning process (McGovern et al.
, 2.
For example, research by Weerakkody & Jerez suggests that multilevel factors, including technological support, contribute to international student success.
The main difference between the old and new approaches lies in the greater focus on students' subjective experiences.
Previously, research focused more on academic outcomes and quantitative metrics, while there is now an emphasis on a holistic understanding of the learning experience (Bui et al.
, 2.
This is reflected in the study by Pigden and Jegede .
, which analyzed students' perceptions of teaching quality and value for money, as well as the challenges they face.
In addition, research by Abdullah et al.
shows that students' emotional attachment to educational institutions also plays an important role in their learning experience.
The influence of new factors, such as demographic changes and diverse student needs, is also gaining Rabelo et al.
emphasized the importance of understanding the opportunities in academic libraries to enhance JOCE IP Vol.
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September 2025
ISSN: 1978-6875
the student experience.
On the other hand, research by Ayub et al.
showed that students' learning behavior and their perception of the quality of the learning experience are influenced by psychological factors, such as a sense of psychological Thus, these changes not only affect educational practices but also enrich our understanding of how students interact with their learning environment.
Research focusing on the student experience is becoming increasingly important in the modern context, where the quality of higher education is one of the main indicators of the success of educational institutions (Faragher & Van Ommen, 2017.
Hjelte & Ineland, 2.
Therefore, it is important to continue to explore and understand these dynamics in order to improve the quality of education and the overall student learning experience.
part of this systematic review, this paper will be organized with a clear structure to ensure a logical flow and in-depth understanding of the quality of the student experience.
In the methodology section, we will describe the approach used in the literature collection and analysis, including the databases accessed and the selection criteria of relevant studies.
Next, the findings section will present a summary of the key studies identified, highlighting trends, theories and models that contribute to the understanding of the student experience.
the analysis, we will discuss the implications of the findings, identify gaps in current research, as well as provide suggestions for future research.
Finally, the conclusion section will summarize the main contributions of this review, emphasizing the importance of a deeper understanding of the quality of the student experience in the context of higher education and providing recommendations for future research.
As such, this paper aims to make a significant contribution to the research agenda in this area, as well as enrich the existing literature with new and relevant understanding the quality of students' learning experiences through various dimensions, such as teaching quality, social interaction and learning environment.
One concept that is often used is learning experience theory, which emphasizes the importance of student engagement in the learning process to improve their learning outcomes.
The strength of this approach lies in its ability to provide a comprehensive framework for evaluating students' experiences, as well as identifying factors that influence satisfaction and academic success.
However, challenges include difficulties in measuring subjective variables, such as students' perceptions of the quality of teaching and their learning In addition, many studies still rely on quantitative methods that may not fully capture the complexity of the student experience (Pigden & Jegede, 2020.
Tan et al.
Methodology This study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) proposed by Moher et al.
This SLR process began with the identification stage, where we conducted a search for articles using specific keywords relevant to the research topic, namely student experience quality.
The database used in this search is Scopus, which was chosen for its excellence in providing high-quality scientific articles through a rigorous indexation process (Lasda Bergman, 2.
The Scopus Database was chosen over other alternatives such as Google Scholar for several reasons.
Google Scholar often produces repetitive search results and duplicates articles from multiple sources.
In addition.
Google Scholar also tends to include articles from predatory journals, which can be detrimental to the validity and relevance of the research (Hariningsih et al.
By using Scopus, we can ensure that the articles obtained are of higher quality and better relevance to the topic under study.
Article Search Process The article search process for SLR materials as described in figure 2, follows the identification stage in the Watase database Hariningsih et al .
as Classical Approaches and Theories Classical approaches or theories in educational research often focus on JOCE IP Vol.
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ISSN: 1978-6875
well as other methods.
The following is a breakdown of the number of articles obtained from the initial search as follows:
Number of articles obtained: 174 articles .
Number of articles deleted due to duplication: 0 .
Number of articles that were not relevant or did not meet the criteria: 0 .
Articles marked as ineligible by the automated tool: 67 .
Articles removed for other reasons (Tier:
Q1.
Q2.
Q3.
: 13
Articles without abstracts for screening: 3 analysis method.
This thematic analysis process was also generated from the Watase Uake System (Hariningsih et al.
, 2.
This analysis aims to identify key themes that emerge from the relevant articles, so as to provide deeper insights into the quality of the student experience.
Conclusion This study followed the PRISMA guidelines as proposed by Moher et al.
, which is a standard for improving the quality of reporting and methodology of systematic reviews (Panic et , 2.
This method has been widely used in various disciplines (Siddaway et al.
, 2019.
ter Huurne et al.
, 2.
and is expected to be applicable in various interdisciplinary research contexts.
With a systematic and neutral approach, we expect the results from this SLR to make a significant contribution to the understanding of the quality of the student Analysis & Result Since the purpose of a systematic literature review is to summarize and categorize knowledge (Fisch & Block, 2.
as well as to conduct research profiling (Jhawar et al.
, 2.
This section highlights the development of 44 identified research articles related to student experience quality, classified by year of publication, country where the research was conducted, type of methods used, leading journal of publication, and theoretical basis.
Next, a comprehensive explanation of the findings obtained from the research profile or mapping will be presented.
Finally, this section presents the antecedents, mediation, and consequences of the attitude towards endorsers variable.
The article also highlights the weaknesses of existing theories and conducts an analysis using the TMC framework to provide new directions for future research in the concluding section.
Fig 1.
Identification, screening, and inclusion steps After the screening process, we had a total of 91 successful screenings.
Of these, 49 could not be used because they were irrelevant or did not meet the predetermined criteria.
Meanwhile, 42 were deemed suitable and relevant for further analysis.
In addition, there were 3 that were excluded for specific reasons, as well as 5 others that were considered to be sourced from secondary references or different sources.
At the inclusion stage of the screening process, we identified and included relevant articles for analysis in this review.
The detailed results are as follows:
The number of studies directly included in this review was 39 studies.
The number of studies obtained from other sources .
through manual searches or additional reference.
was 5 studies.
Thus, the total number of reports from the studies included in this review was 44.
After obtaining the articles included in the final stage of PRISMA, we conducted a qualitative analysis using the thematic Year of publication A visualization of publications on student experience quality from 1977 to 2023 is shown in Figure 2.
It shows an increasing trend in academia's attention to the topic of student experience quality in the last two From 1977 to the early 2000s, the JOCE IP Vol.
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ISSN: 1978-6875
number of publications tended to be stagnant and very limited, generally only 1-2 publications per year.
This period indicates that the study of student experience has not been the main focus of academic research, or the terminology used is still not popular among academics.
Starting in 2007, there was a significant increase with a small peak at 7 Despite some fluctuations, the overall trend shows steady growth, especially This marks a shift in research interest as higher education institutions increasingly recognize the importance of the student experience as a strategic factor in supporting institutional loyalty, satisfaction and sustainability.
Country study Research experience quality has grown globally, although the distribution has not been evenly distributed across countries.
To understand the geographical distribution of this research, a visualization of the number of studies based on the country of origin is presented below.
The visualization in Figure 3 below helps to illustrate the extent of involvement of various countries in developing literature related to student experience quality in higher Fig 3.
Country study Based on the figure above, it can be seen that the United States and Australia are the most dominant countries in research related to student experience quality, each contributing 6 studies.
This finding reflects the strong role of these two countries as centers of theory and practice development in the field of higher education, especially in the aspect of student experience.
On the other hand, countries such as Germany.
China.
Malaysia.
Vietnam, and several cross-country studies also showed contributions, although still limited to 2 studies.
This indicates a growing interest in Asia and Europe, but not yet as intensive as in Anglo-Saxon countries.
In addition, a number of other countries such as Norway.
Romania.
Taiwan.
Colombia.
South Korea.
Namibia.
Finland & Italy.
Nigeria.
Zimbabwe.
Latvia & Estonia.
Pakistan.
New Zealand, as well as collaborative countries Australia, the UK, and Hong Kong, each only have 1 study.
This fact shows that the issue of student experience quality is starting to get attention in various parts of the world, although the contribution is still relatively small and scattered.
From these findings, it can be concluded that the current literature on student experience quality is still dominated by Fig 2.
Year of Publication The most significant increase occurred in the 2016-2022 period, where related publications reached double digits, with the highest peak occurring in 2021 with 19 This indicates that the issue of student experience quality is increasingly relevant and receiving great attention, especially in the midst of the global context of changes in the higher education landscape, such as digitalization of learning, competition between universities, and demands for better quality of education services.
The small decrease in 2023 .
p to 8 publication.
may not reflect the year-end trend as the data for that year may not be complete.
This pattern shows that student experience quality has shifted to become an increasingly strategic and relevant topic in higher education research, especially from 2015 onwards.
This surge in publications also reinforces the importance of building stronger theoretical foundations, exploring new conceptual models, and delving deeper into the dimensions of student experience as part of the competitive advantage of educational JOCE IP Vol.
19 No.
September 2025
ISSN: 1978-6875
developed countries with strong research traditions in higher education.
Therefore, there is still a wide opportunity for developing countries to make more significant contributions, especially in local contexts that may not be widely represented in global relatively very small.
This indicates that more in-depth qualitative studies, which can explore student experiences contextually and narratively, are still very limited.
Thus, this opportunities for further research with a qualitative or mixed method approach in order to explore students' experiences.
The number of studies using pure qualitative methods or other combinations is relatively small.
This indicates that more indepth qualitative studies, which can explore the student experience contextually and narratively, are still very limited.
Thus, this opportunities for further research with a qualitative or mixed method approach in order to complete a more exploratory and interpretative understanding of the student Types of Methods used In conducting a systematic review of student experience quality, one important aspect to analyze is the research method approach used in previous studies.
The research method chosen will influence how researchers perceive, measure and draw conclusions about the phenomenon of student As such, this mapping of research methods provides an overview of how knowledge construction in this field is built.
Figure 4 below presents the distribution of the types of research methods used in previous studies related to student experience quality.
The classification of the methods used consists of: quantitative, qualitative, mixed methods, a combination of quantitative and qualitative, and a combination of qualitative and quantitative.
Major Publishing Journal Journal classification by tier is one of the most important indicators used to measure the quality and reputation of scientific journals, especially in the context of This division generally refers to quartiles (Q1 to Q.
published by leading indexing databases such as Scopus or Web of Science.
This tier reflects the journal's position in its field, based on bibliometric indicators such as impact factor, cite score, or SJR (SCImago Journal Ran.
The higher the tier position .
, the higher the journal's reputation, visibility, and academic influence in the global scientific community.
The following figure presents a visualization of the distribution of reviewed or published articles by journal tier (Q1-Q.
This visualization provides an overview of the proportion of article distribution in each tier, which is useful for evaluating trends in research publications in reputable journals.
Fig 4.
Based on the visualization above, it can be seen that the quantitative approach dominates research related to student experience quality with a total of 37 articles.
This shows the tendency of researchers to use quantitative approaches to objectively measure student perceptions, experiences, and satisfaction through standardized instruments such as surveys.
Meanwhile, a mixed method approach was used in 4 studies, reflecting efforts to integrate quantitative and qualitative data to gain a more comprehensive The number of studies using pure qualitative methods or other combinations is Fig 5.
Major Publishing JOCE IP Vol.
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ISSN: 1978-6875
uses, namely two studies.
Meanwhile, other methods such as Latent Change Modeling.
Thematic Analysis.
Factor Analysis.
Systematic Literature Review.
SEM-PLS.
Regression Analysis, and Structural Equation Modeling (SEM) .
ritten differently although similar in essenc.
were only used in one study each.
This finding suggests that SXQ research relies heavily on quantitative approaches based on structural models that simultaneously, such as SEM.
However, the diversity of methods that emerged - ranging from qualitative analysis such as thematic analysis to quantitative approaches such as regression analysis and SEM-PLS - shows that SXQ studies are still open to further exploration with a variety of methods, whether quantitative, qualitative or These results provide a basis for the authors to decide which approach is relevant and appropriate to the research objectives being developed.
Based on the visualization above, it can be seen that the largest proportion of publications are in journals with Q1 classification as many as 25 articles, followed by Q2 as many as 15 articles, then Q3 is only 3 articles, and Q4 is very few, namely only 1 This pattern shows a strong tendency for researchers to target highly reputable journals (Q1 and Q.
as the main outlet for their scientific publications.
This finding is in line with the global academic push to prioritize scientific quality and impact, which are generally better represented by Q1 and Q2 As such, this distribution reflects a commitment to higher standards of publication quality and potentially enhances the reputation of the institutions or individuals involved in the research activity.
Analysis method As part of the effort to gain a comprehensive understanding of the research methods used in studies related to Student Experience Quality (SXQ), the author analyzed the methods adopted by the articles identified in the Systematic Literature Review (SLR) process.
Understanding the dominant methods and the variety of methods used is very important, because it can provide an epistemological picture as well as the tendency of research paradigms in this field.
In addition, this mapping also helps in positioning the research that the author is conducting to be aligned or able to fill the existing methodological gaps.
The following figure presents the results of an analysis of the research methods used in previous studies on SXQ.
Journal Clasification Journal classification is an important part of mapping the quality of scientific publications used in systematic studies related to student experience quality (SXQ).
Through this analysis, it can be seen that articles addressing the topic of SXQ are spread across journals with different classifications, which represent the level of visibility, influence and scholarly scope of each journal.
In the following figure, journal classifications are shown based on scores or rankings, which generally reflect the journal's position in the academic community.
This classification may indicate which disciplinary trends contribute most to the development of SXQ theory and practice, as well as how strong the discipline is in supporting these studies scientifically.
Fig 6.
Analysis method Based on the figure, it can be seen that the Structural Equation Modeling (SEM) method dominates with the highest number of Fig 7.
Journal Classification JOCE IP Vol.
19 No.
September 2025
ISSN: 1978-6875
Based on the journal classification visualization above, it appears that most SXQrelated articles are published in journals with Tier 2 classification, such as Quality in Higher Education.
European Journal of Special Needs Education, and International Journal of Quality and Service Sciences.
This shows that the study of SXQ has received serious attention in mid-ranked journals, especially those focusing on education, services and quality management.
Meanwhile, there are also publications scattered in Tier 1 journals, which generally have a more specific or more applicable scope, such as Pediatrics.
Journal of Clinical Nursing.
Cogent Business Management.
This classification illustrates that SXQ issues are cross-disciplinary and have been included in scientific discourse in various fields, ranging from education, business, health, to social sciences.
Overall, these findings suggest that research on student experience quality is not only relevant in the higher education domain, but is also recognized by a range of other disciplines related to service, satisfaction and stakeholder experience, although it is still dominated by journals with a medium Based on the figure above, it can be seen that SERVQUAL is the most dominant theory used in SXQ studies, with a frequency of use of 7 times.
This confirms that the traditional service quality paradigm is still the main reference in understanding the quality of student experience, especially in the context of measuring service dimensions that influence student perceptions.
In addition, other theories such as Experiential Learning.
Customer Experience, and Quality of Experience each appeared in 2 These theories reflect a shift by some researchers to view the student experience more comprehensively, not only in terms of service, but also the broader engagement of learning and interaction.
Other theories, although used in a more limited number .
nly once eac.
, such as the Theory of Quality Culture.
Diffusion of Innovation.
Attachment Theory.
SERVPERF.
Personality and Affect Theories.
Learning Theory.
Quality of Life (QOL).
Systems Theory.
Psychometric Theory.
Internship Quality.
HRQOL, as well as perspectives participation and inclusion, indicate that research on Student Experience Quality (SXQ) has begun to explore interdisciplinary approaches, although their use remains Overall, these findings suggest that studies on SXQ are still heavily reliant on SERVQUAL, but are starting to open up to a range of new theories from the fields of management, psychology, education, and This condition presents opportunities for the development of new, more specific, and contextual theories to underpin future research on student experience quality.
Theoretical Classification In an effort to understand the theoretical basis underlying research related to Student Experience Quality (SXQ), it is necessary to identify and classify the theories that have been used in previous studies.
This classification provides an overview of the development and paradigm trends used by researchers in interpreting and measuring student experience in higher education.
The following visualization illustrates the distribution of the most widely used theories in SXQ-related studies.
Discussion and Conclusion Conclusion In this study, we have conducted a systematic review of the literature relating to the quality of the student experience using the TCM (Theory.
Context.
Methodolog.
The main findings show that SERVQUAL and self-efficacy theories dominate in this research, reflecting a strong focus on measuring service quality and student self-efficacy in the context of higher Research by (Borishade et al.
Fig 8.
Theoretical classification JOCE IP Vol.
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ISSN: 1978-6875
and (Cant et al.
, 2.
show that SERVQUAL is often used to evaluate service quality, while the study by Daumiller et al.
emphasizes the importance of selfefficacy in achieving academic success.
This suggests that understanding the student experience depends not only on the quality of services provided, but also on psychological factors that affect academic performance.
terms of context, the analysis shows that the research is diverse in approach and location, although most studies focus on higher education institutions in developing countries.
Research by (Bouchard & Smith, 2.
and Abdullah et al.
show that despite the diversity of theories used.
SERVQUAL remains the top choice in the higher education This suggests that there is a need to develop more inclusive research that incorporates various theoretical perspectives to provide a more holistic understanding of the Ayub.
Yazdani.
, & Kanwal.
StudentsAo learning behaviours and their perception about quality of learning experience: the mediating role of psychological safety.
Asia Pacific Journal of Education, 42.
, 398Ae414.
https://doi.
org/10.
1080/02188791.
Borishade.
Ogunnaike.
Salau.
Motilewa.
, & Dirisu.
Assessing the relationship among service quality, student satisfaction and loyalty: the NIGERIAN higher education experience.
Heliyon, 7.
, https://doi.
org/10.
1016/j.
Bouchard.
, & Smith.
TeacherAeStudent Relationship Quality and ChildrenAos Bullying Experiences With Peers: Reflecting on the Mesosystem.
Educational Forum, 81.
, 108Ae125.
https://doi.
org/10.
1080/00131725.
Directions for Future Research The results of this systematic review show that studies on student experience quality (SXQ) are still dominated by quantitative approaches, especially with the use of Structural Equation Modeling (SEM), and focus on testing relationships between variables that are linear and measurable.
Nonetheless, this limitation leaves room for future research to explore more deeply the subjective, emotional and contextual aspects of the student experience through a more exploratory qualitative or mixed-method This approach is important to understand the dynamics of student experiences that are complex, layered and influenced by different social, cultural and institutional contexts.
Bui.
Bui.
Nguyen.
Cao.
Phung.
Van, & Nguyen, .
Assessing the relationship between service quality, satisfaction and loyalty: the Vietnamese higher Quality Assurance in Education, 31.
, 197Ae https://doi.
org/10.
1108/QAE-012022-0015
Cant.
Gazula.
, & Ryan.
Predictors satisfaction as a key quality indicator of tertiary studentsAo education experience:
An integrative review.
Nurse Education Today, 126(December 2.
, 105806.
https://doi.
org/10.
1016/j.
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