Human-Centered University Services: Characteristics of Higher Education Services and Their Implications for Student Experience

Abstract

This study aims to identify the characteristics of higher education services from a human-centered university service perspective and to embed these into the student experience. The research is motivated by the increasing digital transformation in university services, which can improve the efficiency of academic and administrative processes but potentially reduce the humanistic aspect of service interactions. The study uses a qualitative approach with a phenomenological design to explore students' subjective experiences with university services. Participants consisted of active students, educational staff, and academic service managers selected through purposive sampling and snowball sampling techniques. Data were collected through semi-structured interviews, limited participant observation, and documentation studies. Data validity was maintained through source and method triangulation, member checking, and audit trails. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña with a thematic analysis approach. The results show that the quality of higher education services is influenced not only by the effectiveness of systems and technology, but also by interpersonal communication, empathy, and the responsibility of educational staff, as well as students' emotional experiences. Students interpret university services as a social experience that requires a balance between digital efficiency and a humanistic approach. These findings strengthen the concept of human-centered services in higher education and provide practical applications for developing more responsive, adaptive, and student-experience-oriented services in the era of digital transformation.