This study examines the service quality of full-time professional degree graduate education, grounded in its distinct characteristics. By synthesizing extensive domestic and international research on higher education service quality evaluations, theoretical insights into the service quality of full-time professional degree graduate education, and the multi-dimensional SERVQUAL model, this paper identifies the primary determinants of service quality through expert interviews and corroborates these findings with empirical survey data. The identified factors include interaction, credibility, value, assurance, empathy, and brand image. The overarching aim of this research is to enhance service quality from the student perspective and to safeguard the integrity of full-time professional degree graduate training programs.
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