STEP 1: The conceptual foundations

Researchers Parasuraman et al (1988:13) point out that the development of a scale instrument should be preceded and rooted in a “sound conceptual specification of the construct being scaled”. In addition, Radhakrishna (2007) points out that the content used to generate question statements comes from the theoretical framework and literature. Moreover, Radhakrishna (2007) asserts that a well-crafted conceptualisation of the content and the transformation of the content into questions are essential to minimise measurement error.

In light of the above, a conceptual framework that provided the base for the content necessary to generate the questionnaire items (statements) was established based on the following: 1. The SERVQUAL model; 2. Concepts on support services in DE; 3. The empirical results of the qualitative research carried out in the first research phase of this study.

This study adopted and adapted the SERVQUAL instrument (questionnaire) and the SERVQUAL model to guide the process of developing the questionnaire. Some researchers tend to design their own scales and others adapt or use already developed questionnaires as was done in this study. The SERVQUAL model offered a theoretical basis for the questionnaire and the SERVQUAL instrument was used as a template to design a context-specific questionnaire. This questionnaire was tailored to address the context of student support services within a DE environment. This was in line with Parasuraman et al’s (1988:30) notion that SERVQUAL

has been designed to be applicable to a broad spectrum of services. As such, it provides a basic skeleton through its expectations/perception format, encompassing statements for each of the five service quality dimensions. The skeleton when necessary can be adapted or supplemented to fit the characteristics or specific research needs of a particular organisation.

Thus, in adapting the SERVQUAL questionnaire, the researcher ensured that the questionnaire met the original specifications of SERVQUAL and that the measurement properties remained the same (Jupiter 2009).

The SERVQUAL model conceptualises service quality as the discrepancy (gap) between service users’ expectations of a service to be offered and their perceptions of the experienced service (Parasuraman et al 1985). In accordance with this model, the appropriate method for evaluating service quality is to measure the expectations and perceptions of the service user. This assertion finds support in an earlier model designed by Gronroos (1982) which proposes that service users compare the service they expect with the service they receive. In his later recent work, Gronroos (2005:54) points out that perceived quality is determined “by the gap between expected quality and experienced quality”, thus confirming Parasuraman’s (1985, 1988) service quality conceptualisation.

Furthermore, the SERVQUAL model helps us understand the distinction between perceived quality and product quality. It distinguishes service evaluation from product evaluation and provides a theoretical basis for correct measurements to evaluate the quality of services as experienced by people who use those services. In DE, the distinction between products and services is depicted in the work of Robinson (1995) (Table 5-1), who has identified aspects of quality that quality assurance and management procedures should consider when assessing quality.

Table 5-1: Areas for quality management in DE

PRODUCTS SERVICES PROCEDURES

Courses Registration Course production

Resources Advisory services Print and multimedia production

Examination Tutoring Learning and teaching

No. of graduates Feedback Delivery systems

Guidance on learning Recordkeeping Support for progress as

learner

Scheduling Provision of study centres

Adapted from Robinson (1995)

The most common difference between the two (services and products) is that services are intangible “performances” whose quality should be evaluated from the users’ perspective because they (services) can only be understood from the perspective of those who perceive them (Parasuraman 1985). On the contrary, products’ evaluation is objective oriented in nature because products can be “counted”, “inventoried”, “tested” and “verified” in “advance to assure quality” (Parasuraman 1985:42).

Moreover, Parasuraman et al’s (1988) model has established the differences between perceived quality and satisfaction. In accordance with the SERVQUAL model, perceived service quality is judged according to perceived satisfaction. The explanation is that if the quality of services meets or surpasses service users’ expectations, the service users will be satisfied.

Furthermore, Parasuraman et al (1985:46) proposed ten and later six determinants (dimensions) of service quality that service users use to evaluate services they expect and the service they

receive. This study considered four of the five SERVQUAL dimensions, namely tangibles, reliability, responsiveness and assurance, in developing the questionnaire. Another two dimensions considered for this study were delivery and user participation, which have been derived from the literature. The questionnaire development was also based on the literature on student support services. The items of the questionnaire were mostly based on elements dealing with students’ academic and personal development, such as tutorial classes; assessment feedback; support on assignments and learning; administrative support; study centres; and interactions between students and staff and among students themselves. Most of the information on these support services was derived from student support frameworks and standards developed by several DE universities such as Athabasca University, Unisa, the University of Queensland and organisations such as SAIDE. In addition, the results of the interviews conducted in the first phase of this study were also used to guide the process of generating item statements for the questionnaire. The themes that emerged from the data confirmed the relevance of the proposed dimensions.

Some attributes of student support services inherent to a DE university that were used to generate items for the six questionnaire dimensions are:

§ tutorial classes

§ feedback on assignments and examination

§ communication (e-mail, telephone/cellphone, postal services) § lecturers’ and tutors’ attitude towards students (empathy) § lecturers’ and tutors’ knowledge of subject

§ students’ interactions with lecturers, tutors and administrative staff § study centres

§ delivery of study material

§ guidance on assignments and on learning