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Purpose. The aim of our study is to assess the overall quality of the university training system (UTS) in sciences and techniques of physical and sports activities (STPSA) in Moroccan higher education.
Method. Our method was based on a quantitative, exploratory and correlational approach. The independent variable (the quality of services provided by the UTS in STPSA) and the dependent variable (overall student satisfaction) were investigated empirically and statistically. 256 students from five STPSA institutions of higher education were surveyed. Two measurement tools were used: anadapted version of the SERVQUAL instrument and a validated questionnaire of satisfaction with the TS -STPSA domains. The internalconsistency of the two measurement instruments was tested and confirmed. Similarly, the inter-dimensional correlation matrix was examined to verify the statistical reliability of our scales and their appropriateness to the STPSA context.
Results. The overall quality of training services was perceived by 59% of students as unsatisfactory. Empathy is the strongest determinant of TS quality in STPSA. While responsiveness is the weakest dimension. The two dimensions of "Reliability" and "Assurance" reinforce students' dissatisfaction with the STPSA major with negative gaps of -1.42 and -1.37 respectively. While "Tangibility" is the most neutral dimension with almost no difference. These five dimensions explain 45.7% of the variation in overallstudent satisfaction. They have a positive effect on the satisfaction of students’ STPSA. The correlation examination, between the dimensions of service quality and satisfaction with the STPSA-TS domains, revealed seven positively significant relationships,including three between students' "Overall Satisfaction" and the dimensions of "Tangibility", "Responsiveness" and "Empathy".
Conclusion. Globally, the quality of TS in Moroccan STPSA is unsatisfactory and leaves much to be desired. The students' expectations greatly exceed their perception of the effective quality of the TS. This suggests that STPSA fields are not effectively fulfilling the students' initial expectations. This judgment is characterized by "negative" quality gaps in three of the five dimensions of the SERVQUAL scale (Responsiveness, Reliability and Assurance). The produced outcomes remain referential to allow STPSA managers to improve the quality of their services. However, students' expectations and perceptions are subjective and rarely stable over time. They vary according to several variable factors (mood, emotion, stress, motivation...). A longitudinal study could be conducted later to overcome or mitigate these limitations.