Epistemological Access to Higher Education and Service Quality in Pakistan: Students Perspective

Abstract

The objective of this research was to investigate the extent to which higher education institutions facilitate epistemological access to students, to promote their personal and professional achievements. The scholar examined the issue of access in the field of higher education and redefined access as "epistemological access." This concept posits that admission to a university is merely a component of the access process, rather than the entirety of it, as it fails to provide insight into the ultimate outcomes of such access. Furthermore, the research investigated the relative impact of different factors, namely: 1) institutional initiatives, 2) instructional strategies employed by educators, 3) individual exertions, 4) epistemological accessibility, and 5) academic achievement of students. The research conducted was quantitative and utilized a correlational methodology within the framework of the positivist paradigm. The study employed a multistage technique for sample selection. The study involved a sample of 1600 undergraduate students in their 6th semester, drawn from two faculties, namely Information and Technology, and Business School, across eight universities in the province of Punjab and Islamabad, Pakistan. The universities were a mix of both private and public institutions. The data was obtained via a survey administered during the academic term of Fall 2018-2019. The data underwent cleaning, organization, and storage using SPSS version 21. Sophisticated statistical methodologies such as ANOVA, correlation analysis, step-wise regression, mediation analysis, and structural equation modeling were employed to address research inquiries through the utilization of suitable statistical software. Research has verified that individuals involved in education, pedagogy, and policy-making must adopt a broad and unrestricted understanding of epistemological access to progress from access to success. The research has additionally validated that the theoretical model put forth in the conceptual framework aligns with a comprehensive methodology for assessing epistemological entry into post-secondary education.