1. Background of the Study 

Several studies on the service quality of art education colleges in China indicate that the service quality is unsatisfactory. According to [1] Chinese higher Education, external evaluations of teaching and research have led to both appreciation and criticism from academics. These evaluations treat students more as a product than the consumer of educational services. The lack of education quality service research in higher art education in China emphasizes the necessity of this research. As the main subject, art education has not played a sufficient role in higher academic research, especially in educational service quality. [2] noted a lack of systematic and innovative research methods and tools specifically designed for higher art education in all education service quality assessments. In most cases, colleges mostly use the general evaluation method of student satisfaction to investigate the quality of education services of art disciplines, including comparing and analyzing students' expectations and perceptions. Whether these traditional methods of service quality evaluation meet the quality inspection standards of China's higher art education remains to be verified.

The above elaborates on the necessity of studying the service quality of higher art education, and this study's importance cannot be ignored. The trend of modern social development promotes the continuous blending and penetration of social culture and economy and the emergence of a new discipline - cultural economics [3].The research object of this discipline is the conditions, process, mechanism, and laws of the integration and interaction of culture and economy. It mainly designs the cultural process of economic development and the economic process of cultural development. Although the research on service quality in higher art education has been underestimated, many high-quality studies on higher Education's service quality in other disciplines [1]. Through the revised SERVQUAL (Service Quality) scale, taking the service quality of higher art education and students' expectations as the research theme, this paper discusses the differences in students' expectations and evaluation of educational service quality in different art colleges, both theoretical and empirical aspects. 

1.2 Research Questions

Research Question 1：

Is there a significant difference in students' overall expectations of service quality between the vocational art college and the non-vocational art college?

Research Question 2:

 Is there a significant difference in the 'Tangibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Research Question 3:

 Is there a significant difference in the 'Reliability' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Research Question 4:

 Is there a significant difference in the 'Responsibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Research Question 5:

 Is there a significant difference in the 'Security' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Research Question 6:

 Is there a significant difference in the 'Empathy' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

2.1 SERVQUAL Scale in Service Quality of higher Education

SERVQUAL is the abbreviation of service quality. It is a multivariable measurement method of customer perceived service quality proposed by [5] . SERVQUAL's evaluation of customers' perceived service quality is based on customers' expected service quality and customers' perception of service quality after receiving service [5] put forward the viewpoint of five service quality dimensions and designed a SERVQUAL scale with 22 questions, including five service quality dimensions, which scholars call the SERVQUAL evaluation method.

Dimensions of Customer-perceived service quality refer to the elements that affect customer service quality expectations and perceived performance [5] Overall, the satisfaction of art education service quality is equal to students' perceived value minus the expected value. The Difference is positive. The higher the value, the higher the satisfaction of education service quality; The Difference is negative, and the lower the value, the worse the satisfaction of education service quality.

The SERVQUAL evaluation method is entirely based on customer perception. It first measures customers' service expectations and then measures customers' perception of service to calculate their Difference. This Difference is the overall index of service quality and is used as the basis for judging the level of service quality.

At the same time, the five dimensions proposed by [5] are tangibles: including the appearance of existing facilities, equipment, and service personnel; Reliability: which refers to the ability to fulfill service commitments reliably and accurately; Responsiveness: which refers to the desire of the service organization to help customers and quickly provide service level; Security: refers to the knowledge, etiquette, self-confidence and credible ability expressed by the employees of the service organization; Empathy: refers to the service organization's concern and provision of personalized services to customers PBZ estimates that the correlation coefficient between the five dimensions and customer perceived service quality is as high as 0.92 [4].Therefore, through the data collection and analysis of SERVQUAL scale, we can better measure the level of customer perceived service quality.

The theory of customer-perceived service quality proposed by [6] clearly defines service quality and lays a theoretical foundation for establishing the SERVQUAL model. Since SERVQUAL was introduced into higher education service quality management in the 1990s, relevant research has achieved remarkable results. However, SERVQUAL, the research tool used, has been revised to a certain extent. Based on the differences between the objects concerned by the researchers and the selected samples, the researchers will not directly apply them to the measurement of higher education services [7]. China has no unified standard for dimension division of service quality evaluation.

[8] applied SERVQUAL to higher vocational Education's service quality. By investigating the score of students' expectations and perception of service quality, he reduced the original five dimensions of SERVQUAL to three. The three dimensions are empathy, responsibility, and tangibility. In comparison, the information carried by the two dimensions of reliability and assurance is relatively tiny for students, so it has a weak impact on the evaluation method.

[9] proposed that the SERVQUAL model is an essential theoretical basis for discussing the evaluation of graduate education service quality. By combing the relevant literature, it is found that the SERVQUAL model in other fields is feasible and has excellent application prospects. However, due to different research objects in different fields, the meaning of the same dimension and the division of corresponding specific dimensions are also different. Therefore, when using the SERVQUAL model, the dimensions and indicators of the SERVQUAL original model should be re-divided and classified according to the characteristics of the research field. Therefore, in his research, [9] added the dimensions related to communication activities and career development based on the original SERVQUAL model and named them the interactive and developmental dimensions.

Although SERVQUAL has been criticized and questioned by some scholars, SERVQUAL tools or any other variants or modifications still dominate the current research on service quality. The practical significance of this study lies in introducing the SERVQUAL model into the practice of service quality evaluation in art education, quantifying and modifying various dimensions and indicators of art education service quality, and providing measurement tools for universities to carry out service quality evaluation in art education.

2.2 Expectations, Perceptions, and Satisfaction of Service Quality in Higher Education

In the literature on customer satisfaction research, 'satisfaction' or 'customer satisfaction is the psychological state of customers after their needs are met, and it is the judgment of customers on the degree to which products and services meet their needs. Therefore, numerically, 'satisfaction,' 'customer satisfaction, and 'customer satisfaction all conform to the following equation: S (Satisfaction) = P (Perception) - E (Expectations) [10] Most research on student satisfaction with higher education service quality is based on the SERVQUAL scale, which studies the relationship between variables from different dimensions in different samples. The purpose is to improve education service quality and university self-management further. In China, this theory also applies.

[11] studied the differences in Chinese doctoral satisfaction dimensions of education service quality. From his statistical results, doctoral students from different disciplines have significant expectations and satisfaction of tangibility, reliability, responsibility, and security, but there is no significant difference in empathy. The research object of [11] is mainly focused on the humanities. He believes that doctoral students from different disciplines have different expectations and perceptions of the quality of educational services, and the evaluation of student satisfaction is also different. His hypothesis test results show that the quality of doctoral education service has different degrees of impact on students' satisfaction. For example, the 'tangibility' dimension of service quality in doctoral Education impacts student expectations,  perceptions, and satisfaction. Moreover, reliability is the critical dimension of doctoral satisfaction.

[12] also believes in a close relationship between higher education service quality and student expectations. In his research conclusion, he pointed out that Chinese universities' educational service fairness and service quality directly impact students' emotions and expectations, and emotion also has an indirect positive impact on student's mental health and behavior through expectations. In his literature review, he mentioned that he tried to put forward the concept of 'student satisfaction based on the concept of 'satisfaction' and defined 'universities satisfaction' as the evaluation of the Difference between universities' customers (students) 'expectations of universities performance and perceived real universities performance according to the definition of Tse and [13]. This concept is consistent with the formula of the SERVQUAL evaluation method mentioned above.

also put forward the hypothesis about the Difference in individual characteristics of Chinese college students' satisfaction with education service quality. He assumed that students with different gender, discipline, grade, family background, and cadre statuses have differences in education service quality. Finally, the results show that the influence of different gender on the satisfaction of educational service quality is random; After comparing the specific differences among the three disciplines, the results of the variance test show that at least one of the three disciplines has significant differences in educational service satisfaction with other disciplines; There are significant differences among college students in different grades, and students' satisfaction with the quality of educational service gradually decreases with the growth of grades; Family background and cadre status have no significant difference on the satisfaction of education service quality. believes that at this stage, the satisfaction survey and research based on different individual characteristics of students can establish a student-centered service concept for Chinese universities and help Chinese universities better guide and manage students.

[14] said that studying the satisfaction of higher education service quality can clarify the needs of students. He concluded that students' expectations and satisfaction are closely related. The full-time Master of physical education students in Jiangsu Province of China is unsatisfied with the overall performance of the educational services provided by universities, especially in curriculum teaching and management services. Due to the lack of effective communication channels, this dissatisfaction is more likely to complain to family or friends, impacting the universities' enrollment and student training. 

The design of this study is a descriptive research design using a questionnaire. The original SERVQUAL scale uses 22 questions to measure the five dimensions of service quality: tangibility, reliability, responsibility, security, and empathy. This questionnaire refers to the publication Adaptation and Application of SERVQUAL Scale in higher, published by Oliveria and Sao Paulo State University [15]. The questionnaire models in this paper have been modified appropriately according to the specific content of this study. The questionnaire is students' expectations of service quality in art education of higher colleges by 22 items, referring to the model of  [15]

In this study, the sample is taken from the second-year undergraduates of art majors in two different types of colleges, a vocational art college and a non-vocational art college, in southern China are selected as the research objects. A self-administered questionnaire will randomly select public and private-sector samples to collect empirical data. Seven hundred six questionnaires were sent out, and 400 valid ones were recovered. The questionnaires were collected from students of four different art majors（Fine art, music, art of Broadcasting and Hosting, and Traditional Opera, including 200 male students and 200 female students.

Research Question 1：

Is there a significant difference in students' overall expectations of service quality between the vocational art college and the non-vocational art college?

Table 4.1 T-test showing significant Difference in students' expectations of service quality between the vocational art college and the non-vocational art college?

* Level of significance is at p<0.05.

Table 4.1 shows the results of an independent samples test between vocational art colleges and the non-vocational art college for students' overall expectations of service quality. The mean of the non-vocational art college (M=93.86, SD= 14.86) is higher than the mean of the vocational art college (M=88.11, SD = 11.99), which indicates that the overall expectation of students in the non-vocational art college is higher than that of students in the vocational art college in terms of education service quality. The findings in Table 4.1 reveals a significant difference in expectations of service quality between students in vocational art college and the non-vocational art college (N=400, Mean Difference = 5.75, t-=.995, df =398, p=.000). These findings answer Research Question 1.

Research Question 2: 

Is there a significant difference in the 'Tangibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Table 4.2 T-test showing significant Difference in the 'Tangibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

* Level of significance is at p<0.05.

Table 4.2 shows the mean for students' expectations between the non-vocational and the vocational art college on service quality. Students from the non-vocational art college have a higher mean for 'Students' Expectations' (M= 17.01, SD=14.86) than the vocational art students (M = 16.08, SD = 11.99). Findings from the independent sample T-test indicate a significant difference in the 'Tangibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college (N=400, Mean Difference=0.94, df= 398, t= －3.249, p= .001). These results answer Research Question 2.

Research Question 3:

 Is there a significant difference in the 'Reliability' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Table 4.3 T-test of significant Difference in the dimension 'Reliability' of students' expectations of service quality between the vocational art college and the non-vocational art college?

* Level of significance is at p<0.05.

The independent samples test in table 4.3 gives the statistical test results. The mean for students' expectations between the non-vocational and the vocational art college on service quality. The art students have a higher mean for 'Students' Expectations' in non-vocational art college (M= 17.59, SD=2.53 ) than the vocational art students (M = 16.69, SD = 3.15). Findings from the independent sample T-test indicate a significant difference in the 'Reliability' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college (N=400, Mean Difference=－0.90, df= 359, t=－3.120, p.= .002< 0.05). These findings answer Research Question 3.

Research Question 4;

 Is there a significant difference in the 'Responsibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Table 4.4 T-test of significant Difference in the 'Responsibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college.

* Level of significance is at p<0.05.

Table 4.1 shows the results of statistical tests in the independent samples test section. The mean of the non-vocational art college (M=21.24, SD= 3.06) is more than the mean of the vocational art college (M=19.80, SD =3.71), which proves that the overall expectation of students in the non-vocational art college is higher than that of students in the vocational art college in terms of education service quality. The table indicates a significant difference in the 'Responsibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college (N=400, Mean Difference =－1.44, t=－3.991, df =398, p.=.000). Therefore, Research Question 4 is answered.

Research Question 5:

 Is there a significant difference in the 'Security' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Table 4.5 T-test of significant Difference in the 'Security' dimension of students' expectations of service quality between vocational art college and non-vocational art college.

* Level of significance is at p<0.05.

The independent samples test in table 4.3 gives the statistical test results. The mean for students' expectations between the non-vocational and the vocational art college on service quality. The art students have a higher mean for 'Students' Expectations' in non-vocational art college (M= 16.80, SD=2.60 ) than the vocational art students (M = 15.85, SD = 2.95). Findings from the independent sample T-test indicate a significant difference in the 'Security' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college (N=400, Mean Difference=－0.94, df= 398, t=－3.212, p.= .001). These results answer Research Question 5.

Research Question 6:

 Is there a significant difference in the 'Empathy' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college?

Table 4.6 T-test of significant Difference in the 'Empathy' dimension of students' expectations of service quality between vocational art college and non-vocational art college

* Level of significance is at p<0.05.

Table 4.6 shows the results of statistical tests in the independent samples test section. The mean of the non-vocational art college (M=21.22, SD= 3.33) is more than the mean of the vocational art college (M=19.70, SD = 3.90), which proves that the overall expectation of students in the non-vocational art college is higher than that of students in the vocational art college in terms of education service quality. The table indicates a significant difference in the 'Empathy' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college (N=400, Mean Difference = －1.53 t- value=－4.149, df =344, p.=.000 ). These findings answer Research Question 6.

The findings in this study reveal a significant difference in students’ expectations of service quality between students in vocational art colleges and non-vocational art colleges. [11] research results, there are significant differences in student satisfaction between different types of universities. [11] explored the differences of university types in different dimensions in the research on the service quality of doctoral education in China. In his research and investigation, he divided the university types into '985 Project'  universities and '211 Project' universities and ordinary universities, according to the degree of crucial discipline construction of the universities. '211 Project' and '985 Project' are two key education construction projects with an enormous scale and highest level initiated by the state in Higher Education since the founding of the People's Republic of China. They are significant measures the Chinese government took to implement the strategy of rejuvenating the country through science and education. 

After investigation,[11] found differences in the 'Tangibility' dimension of students' expectations in service quality of the three types of universities. The 'Reliability' dimension of students' expectations in service quality of '985 Project' universities and '211 Project' universities is higher than regular universities. In contrast, the 'Tangibility' dimension of service quality of '985 Project' universities is higher than that of '211 Project' universities. The reason is that the Chinese government has invested more funds in '985 Project' universities and '211 Project' universities, especially in critical disciplines and laboratories. This finding of  [11] is consistent with the conclusion of this study. Findings from the independent sample T-test of this study indicate a significant difference in the 'Tangibility' dimension of students' expectations of service quality between the vocational art college and the non-vocational art college.

[16] uses different data analysis methods, he draws the same conclusions in his doctoral research. [16] pointed out that it is very scientific and practical to use the ANOVA model to study the significant differences in education service quality between colleges when evaluating education service quality. His results show that the distinction of significant differences in students' expectations and perceptions can best reflect the differences in educational service quality among different types of colleges. In this study, in the five dimensions ( tangibility, reliability, responsibility, security, and empathy ), there are significant differences in the students' expectations in evaluating vocational art colleges and non-vocational art colleges in Sichuan Province, China. The data analysis found that the student's expectations of non-vocational art colleges are high. High expectations are another form of affirmation of the quality of university education services, which means that students lack expectations for the education services of art vocational colleges.

This study's findings indicate significant differences in students' overall expectations in the non-vocational art college and the vocational art college. In addition, the two colleges have a significant difference in the five dimensions  ( tangibility, reliability, responsibility, security, and empathy ) of expectation. These results show that non-vocational art colleges have higher expectations than vocational colleges in their service quality. As [10] summarized, these resource configurations include modern facilities of colleges (disaster laboratory, library, off-campus practice base, and the latest computer hardware and software). Non-vocational colleges offer a wide variety of practical courses, and the lecturers are highly qualified. The colleges also have a perfect employment consulting service center and convenient logistics facilities (accommodation, sports, medical treatment, shopping, and parking facilities. The publicity materials of the non-vocational colleges are authentic, rich, and attractive. All these contribute to students' expectations of the quality of educational services. Art colleges can bring higher expectations, attracting more high-quality students when they meet these requirements.

This study explains the current situation of students' expectation of service quality in China and provides a reference for scientific education and training mode construction. Through the variance analysis of the expected value of service quality in different types of art colleges, we can accurately understand whether there are differences in the expected value of students in vocational and non-vocational art colleges. Then, according to the existence, influencing factors, and comparative analysis of these differences, this paper puts forward more targeted countermeasures and suggestions for developing undergraduate art education. At the same time, it can also provide reference comparison and data for the research on the service quality of art education in other art colleges in China.

The present research still has many deficiencies and defects, which need to be further supplemented, revised, and deepened in future research work. Due to the limitations of time and ability, this study does not sample arts colleges and universities in various regions of China but is limited to Sichuan Province of, China. In the future, we should strengthen research in this field. This study looks at art students studying in their second year at the art colleges as the primary research object. It investigates the expectation and perception of these students on the factors of service quality in higher arts education. Due to time constraints and difficulty obtaining samples, art education students in other grades or who graduated were not investigated. Therefore, the research subjects need to be expanded in the future; all subjects related to higher arts. Education should be studied to improve the credibility of the research results further.

This study is paying attention to students' actual feelings and deeply understanding students' expectations and requirements for the quality of school education service is conducive to promoting the healthy development of higher art education in China. The open service market of art education has triggered fierce competition in the service field of higher art education. The key to the competition lies in the quality of higher art education service; The art colleges of China must take sufficient measures to strengthen the service quality management in the field of higher art education, improve the service quality, and provide high-quality education services for our higher art education customers (art education students). It can be said that strengthening the research on the service quality of higher art education will help play the existing advantages of art education and training units and enhance their core competitiveness. A comprehensive survey of Chinese art students' expectations, perceptions, and satisfaction can promote self-optimization, self-adjustment, and healthy competition in Chinese art colleges.

The authors declare that they have no conflict of interest

No funding sources

The study was approved by the City University Malaysia,  Petaling Jaya, Selangor,  Malaysia

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