This study serves two major purposes. First, it explores and validates attributes, dimensions and constructs that can be used to measure service quality in Ethiopian public higher education (EPHE) context. Second, it examines the interplay among the major service quality constructs and student related variables in search of a comprehensive theoretical framework for HE service quality. The study started its investigation by formulating a set of research questions that explore attributes, dimensions and constructs essential to measure service quality (RQ1), test for the measurement model fit (RQ2), examine the relationships or associations among the four service constructs and characteristics of students (RQ3), test for the structural model fit (RQ4), determine the causal relations among the variables in the structural model (RQs4.1 - 4.7), and assess service quality performances of EPHE institutions (RQ5). A mixed methods study with the qual-QUAN exploratory sequential design was employed to empirically answer the research questions. Fifteen interviewees took part in the qualitative phase. The interviews were analysed employing thematic analysis and narration of verbatim accounts. Three levels of themes that represent attributes, dimensions and constructs of service quality were identified and used to develop a questionnaire designed to measure service quality more objectively. The questionnaire was piloted at a pilot site involving 460 undergraduate students and its psychometric properties were determined. The main study was carried out in three universities selected from a target population of seven first generation public universities employing lottery sampling method. Concurrently, four programmes were chosen from a target population of 27 commonly offered programmes in the three sample universities employing systematic random sampling. Considering different batches and the four programmes as strata, 1412 undergraduate students were included in the main study using proportionate stratified random sampling technique. Descriptive and inferential statistics including factor analysis and structural equation modelling (SEM) were employed to address the research questions. The results from the qualitative and quantitative phases show that service quality can be measured by four constructs, of which three are multi-dimensional and one is a single dimensional construct. The four factor measurement model fit analysis resulted in an acceptable fit indices (i.e., CMIN/DF = 4.398, GFI = .915, CFI = .951, RMSEA = .049 and PCLOSE =.743) after some re-specifications and confirmed the structural validity of the instrument. Mixed results were obtained with regard to the correlations/associations between student characteristics and service quality constructs. After some re-specification, a structural model for the four service quality constructs and nine student related variables were identified with an acceptable fit indices (CMIN/DF=3.856, GFI=.901, CFI =.934 and RMSEA=.045, p=1.000). The path analyses also revealed that loyalty is a latent construct with 62% of its varaince predicted by the joint effects of percieved service quality, satisfaction and perceived gain. Each of these predicator latent constructs are also explained by some other control varaibles and latent constructs that have a predictive power ranging from 12% to 60%. Students perceived the current status of service quality in EPHE institutions as daunting in all constructs of service quality except perceived gain. Finally, conclusions pertinent to the measurement instrument and understanding of HE service queality are drawn, and recommendations that have theoretical and practical implications are forwarded. / Educational Leadership and Management / D. Ed. (Education Management)