The Mediating Effects of Trust in an Institution on the Relationship between Perceived Transparency and Student Satisfaction in Higher Learning Institutions: Evidence from Tanzania

Abstract

Higher learning institutions (HLIs) are essential bases for a knowledge economy by developing human capital and technology. The HLIs fuel developing countries such as Tanzania to remain competitive in the current global economy. This paper explores the relationship between perceived transparency, trust in an HLI and student satisfaction. The quantitative data were collected from respondents in the coastal zone of Tanzania using a clustering approach with multi-stage sampling methods (N = 398). The variable relations were analysed using partial least squares–structural equation modelling (PLS-SEM). The study confirms that perceived transparency and trust in an institution are essential variables in predicting students' satisfaction in Tanzanian HLIs. Trust in the institution partially mediated the influence of perceived transparency on student satisfaction. In detail, the findings showed significant results for perceived transparency, trust in an institution, and student satisfaction. This study's findings offer policymakers and administrators in HLIs practical insights for enhancing service delivery, building institutions – students ties, and raising competitiveness in the higher education market. Future researchers could have a cross-country comparative assessment of HLIs' student satisfaction in African underdeveloped nations.  This study mediated trust between perceived transparency and student satisfaction, providing novel insights into these dynamics inside higher education institutions.