Introduction
In recent years, the rapid development of information and communication technologies (ICT) has significantly transformed the structure and delivery of services in higher education institutions. Universities, as knowledge-based organizations, increasingly rely on efficient information systems to manage student services and enhance service quality. Among these systems, service desks play a crucial role as the primary interface between students and institutional information services. Despite technological advancements, many public universities in Iran still face challenges in providing high-quality, efficient, and user-oriented student information services. These challenges highlight the need to identify and analyze the key factors influencing the performance of service desks. The present study aims to investigate the factors affecting the improvement of student information service systems within service desks of public universities in Iran and to propose a comprehensive model for enhancing service quality.
Literature Review
Previous studies emphasize the importance of ICT infrastructure, organizational culture, and human resource capabilities in improving service quality. Research has shown that technological readiness and integration of digital systems significantly enhance service efficiency and user satisfaction. Additionally, organizational factors such as service-oriented culture and flexible structures contribute to better performance of service desks.
Human resource empowerment is also widely recognized as a critical factor, as skilled and knowledgeable staff can effectively manage user requests and provide accurate information. Furthermore, studies in service management highlight the importance of identifying system weaknesses (pathology) and continuously improving processes.
Domestic and international research highlights growing attention to the “service desk” concept across diverse settings, including libraries, banks, government, universities, and urban management (Gooran et al., 2025; Ristanto et al., 2025). Internally, studies have identified key influencing factors such as accessibility, visibility, staff expertise, and user training (Najafgholi Nejad & Mohammadi, 2019; Najafgholi Nezhad et al., 2020). Externally, Oud and Genzinger (2016) emphasized organizational structures, while Bankston et al. (2022) stressed staff, technology, and physical space in specialized service desks.
Information technology’s role is a recurring theme. Internally, Rabiei Mandejin and Mazloom (2016) confirmed the impact of internet banking service desks on customer loyalty, and Mesbahi and Davoudi (2021) highlighted e-service desks for justice and customer orientation. Externally, Smith (2018) linked e-government to agility and transparency, Kannabiran et al. (2016) identified system quality and habit as drivers of continued use, and Ristanto et al. (2025) expanded traditional technology acceptance models by incorporating psychosocial dimensions of e-service platforms.
Service quality and user satisfaction remain central. Haji and Khoshghalb (2022) prioritized faculty knowledge as a key quality indicator in higher education, while Lowe et al. (2021) confirmed SERVQUAL dimensions (reliability, responsiveness, empathy, tangibles) as appropriate for public services in developing countries.
Barriers to effective service desks include environmental, organizational, managerial, and individual factors (Abdoli & Mehrabi, 2016). Gooran et al. (2025) identified infrastructure, supervision, content, and interaction challenges in virtual education.
Research gaps include the lack of integrated multi-dimensional models (structural, process, technological, human), limited mixed-method studies, insufficient context-specific frameworks for Iranian administrative structures, and underdeveloped perspectives on the service desk as a unified system with administrative and psychosocial functions (Ristanto et al., 2025). This study aims to develop a comprehensive, locally grounded model addressing these gaps.
Methodology
This study employs a mixed-methods approach consisting of qualitative and quantitative phases. In the qualitative phase, data were collected through semi-structured interviews with experts in the fields of information science, higher education management, and ICT. The data were analyzed using thematic analysis, resulting in the identification of 6 main themes, 8 sub-themes, and 51 basic concepts.
In the quantitative phase, the proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected through a structured questionnaire distributed among participants. Additionally, the SWARA method was used to prioritize the identified factors.
Results
The results showed that all proposed relationships were statistically significant. Among all constructs, human resource empowerment had the strongest effect on improving student information service systems (β = 0.869). The model demonstrated strong explanatory power with R² = 0.754, indicating that 75% of the variance in the dependent variable is explained by the model. Fit indices confirmed the adequacy of the model (GOF = 0.659, SRMR = 0.049).
SWARA results indicated that increasing university flexibility, implementing training programs, and enhancing technical knowledge of human resources were the most important priorities.
Discussion and Conclusion
The findings highlight the multidimensional nature of improving student information service systems. Technological infrastructure, organizational structure, and human factors must be integrated to achieve effective service delivery. Human resource empowerment emerged as the most influential factor, emphasizing the importance of continuous training and skill development. Service desk pathology further highlights the need for systematic evaluation and improvement.
This study developed a comprehensive model for improving student information service systems in Iranian public universities. The findings demonstrate that technological, organizational, and human factors collectively shape service quality. Policymakers and university administrators should focus on integrated strategies combining ICT development, organizational reform, and human resource empowerment.