SUMMARY
The purpose of this study is to examine the service quality of a higher education institution (HEI) using the SERVQUAL instrumentation. The study relied on a survey of undergraduate students at a private university in Bangladesh and the methodology was founded on two essential techniques such as the SERVQUAL model and principal component analysis, both of which have the greatest effect on perception and expectations. This study employed data gathered from a survey of different departments of the university. The study attempts to examine and learn from comparative evaluations of service quality dimensions as perceived by undergraduate students. The study discovered that the better the university's level of education, the more reliable and responsive it is. Nevertheless, when tangible quality failed to fulfil the students' expectations, their expectations of trust and compassion were statistically insignificant. The analysis finds that although tangible and assurance perceptions were lower than expected, perceptions of the other aspects were higher. Negative ratings indicate that service improvement efforts are necessary to enhance the service quality for that dimension, whilst positive ratings show that the institution provides anticipated services in accordance with student preferences. Among all other aspects, perception and expectation of the tangible and responsive dimensions are the most explanatory. However, upgrading facilities and equipment to reduce the gap between undergraduate students' views and aspirations may increase the quality of higher education. The findings suggest that quality education should be thoroughly examined and managed in order to meet students' needs, wishes, and expectations for service quality. Management needs to consider the instruments of tangible and responsive dimensions to improve to some extent, as the students' perceptions and expectations of these dimensions are the most explanatory. This study would lead to improve the quality of education management in HEIs. Keywords: Service quality, SERVQUAL, Higher education, Perception and expectation gap