Behind the Counters: Narratives of Students’ Service Experiences with the University Accounting Office
Year: 2026
Type: article
Abstract: This study explored students’ service experiences with the University Accounting Office of the University of La Salette, Inc., focusing on accessibility, clarity of instructions, operational efficiency, and reliability of transactions. Using a qualitative narrative inquiry design, the study involved ten purposively selected students who were currently enrolled, had completed at least one transaction with the office, and voluntarily participated. Data were collected through semi-structured interviews, audio-recorded with informed consent, and transcribed verbatim. Systematic documentation and careful examination of participants’ narratives supported the trustworthiness of the findings. Four major themes emerged: accessibility of accounting services, clarity of instructions, operational efficiency, and reliability of transactions. Participants reported difficulties in online communication, understanding transaction requirements, prolonged waiting times, and limited cashier windows, particularly during peak periods. Nevertheless, they recognized the accuracy and dependability of payment processing and official receipts. The SERVQUAL Model guided the interpretation of perceived service quality, particularly responsiveness and reliability, while Expectation-Confirmation Theory explained how actual service experiences influenced students’ satisfaction relative to their expectations. The study concludes that although accounting services are generally dependable, communication and operational limitations require improvement. Its practical implications highlight the need for clearer instructions, responsive communication channels, and improved queue management to promote efficient and student-centered administrative services.
DOI: 10.67903/ijroms0614
Authors: Saakshi Malhi, Rochelle C. Bagain
Institution: University of La Salette
Language: English
Subfield: Marketing
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7225739064