Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. A CROSS-PERCEPTUAL STUDY OF QUALITY IN A UNIVERSITY DISTANCE EDUCATION PROGRAMME Andrea Mcllroy A dissertation submitted in partial fulfilment of the requirements for the degree of DOCTOR.OF PHILOSOPHY m Management Massey University 1997 TABLE OF CONTENTS TABLES AND FIGURES ABSTRACT ACKNOWLEDGEMENTS 1. INTRODUCTION - SETTING THE SCENE 1 . 1 Background . IV VI . . VII 1 1 1.2 Universities and Quality 2 1 .3 Purpose of the Study 6 1 .4 Structure of the Thesis 7 2. LITERATURE REVIEW 10 2.1 Introduction 10 2.2 Approaches to Quality in Higher Education 1 1 2.3 Quality in Distance Education 20 2.4 Rejection of Fordist Models in Distance Education 28 2.5 Open Learning and More Flexible Approaches in Distance Education 36 2.6 Conclusion 42 3. THE APPLICATION OF BUSINESS MANAGEMENT MODELS TO HIGHER EDUCATION 43 3.1 Introduction 43 3.2 Characteristics of TQM (Total Quality Management) 44 3.3 TQM in Higher Education 46 3.4 Customers and Stakeholders in Higher Education 50 3.5 Establishing Customer Needs and Expectations 56 3.6 Conclusion 58 1 4. METHODOLOGY 61 4.1 Introduction 61 4.2 The Study 61 4.3 Qualitative and Quantitative Methods 64 4.4 Validity and Reliability 67 4.5 Triangulation 74 4.6 Focus Group Methods 77 4.7 Individual Interviews 81 4.8 Data Analysis Method: Focus Groups and Interviews 82 4.9 The Questionnaire 83 4.10 Ethical Issues 90 4.1 1 Conclusion 92 5. TELLING IT LIKE IT IS - FOCUS GROUP AND INTERVIEW RESULTS 93 5.1 Introduction 93 5.2 Results 93 5.3 Conclusion 131 6. ANALYSIS OF THE QUESTIONNAIRE DATA 132 6.1 Introduction 132 6.2 Biographical Data 132 6.3 Statistical Analysis 137 6.4 Results 139 7. BRINGING IT ALL TOGETHER- IMPLICATIONS AND CONCLUSIONS 185 7.1 Introduction 185 7.2 Scale A: Course Structure and Content 186 7.3 Scale B: Face-to-face Contact 191 7.4 Scale C: Assessment 192 7.5 Scale D: Communication 195 11 7.6 Scale E: Institutional and Environmental Influences 7.7 Scale F: Standards and Evaluation 7.8 Scale G: Programme Integrity 7.9 Strengths of the Study 7.10 Limitations of the Study 7.1 1 Further Research 7. 12 Conclusion REFERENCES APPENDICES Appendix 1 : Schedule of discussion topics for focus groups and interviews Appendix 2 : Map of New Zealand to show focus group locations Appendix 3 : Letter to participants for questionnaire pretest Appendix 4: Questionnaire covering letters and biodata sections; 198 203 206 208 209 210 21 1 212 225 225 229 230 questionnaire 231 Appendix 5: Follow-up reminder letters to questionnaire participants 247 Appendix 6: Confirmation letter to focus group participants 249 Appendix 7: Information sheet for focus groups participants 250 Appendix 8: Consent form for focus group participants 251 Appendix 9: Letter and information sheet for senior managers 252 Appendix 10: Consent form for senior managers 254 Appendix 1 1 : Table 6.7: Significant differences high and low experience students on all scales 255 Appendix 12: Table 6.8: Dimensions of quality in Business Studies extramural courses: student and staff ratings 256 Appendix 13: Table 6 .11 : Student and staff estimates of weekly workload 257 Appendix 14: Table 6.22: Importance in setting standards in University Business Studies courses 258 lll LIST OF FIGURES AND TABLES FIGURES Figure 3.1 : Key Elements of TQM in Education Figure 4.1 : Methods Used in the Study Figure 4.2: Types of Validity Figure 4.3: Types of Triangulation Figure 6.1 : Importance Ranking for Setting Standards in University Business Studies Courses TABLES Table 2.1 Characteristics of Fordist, neo-Fordist and post-Fordist Modes of Production in Distance Education Table 4.1 Number of Participants in Student Focus Groups Table 6.1 Student Respondents by Age Table 6.2 Number of Years Enroled as an Extramural Student Table 6.3 Number of Business Studies Extramural Papers Completed at Massey Table 6.4 Table 6.5 Staff Respondents by Department Staff Experience as a University Teacher 47 64 71 75 178 29 80 133 133 134 135 135 Table 6.6 Staff Years Teaching Business Studies Courses Extramurally 136 Table 6.9 High Agreement, No Significant Differences Staff and all Students, Scale A: Course Structure and Content 140 Table 6.10 Significant Differences Staff and all Students, Scale A: Course Structure and Content 141 Table 6.12 Media Effectiveness in Enhancing Quality in Extramural Courses 147 Table 6.13 Significant Differences Staff and all Students, Scale B : Face-to-face Contact Table 6.14 Significant Differences Staff and all Students, Scale C : Assessment Table 6.15 No Significant Differences Staff and all Students, Scale C : Assessment lV 151 155 159 Table 6.16 No Significant Differences Staff and all Students, Scale D: Communication 162 Table 6.17 Significant Differences Staff and all Students, Scale D: Communication 164 Table 6.18 High Agreement, No Significant Differences Staff and all Students, Scale E: Institutional and Environmental Influences 168 Table 6.19 Significant Differences Staff and all Students, Scale E: Institutional and Environmental Influences 169 Table 6.20 No Significant Differences, Staff and all Students, Scale F: Standards and Evaluation 173 Table 6.21 Significant Differences Staff and all Students, Scale F: Standards and Evaluations 174 Table 6.23 No Significant Differences, Staff and all Students, Scale G: Programme Integrity 180 Table 6.24 Significant Differences, Staff and all Students, Scale G: Programme Integrity 181 V ABSTRACT This thesis reports a study carried out at a large New Zealand university. It investigated the major dimensions of quality in undergraduate Business Studies courses taught in the distance mode. In particular, it examined whether different stakeholders had the same or different perceptions about these dimensions. The study reported used both qualitative and quantitative methods to collect information from three groups of stakeholders - students, teaching staff and senior managers. Focus groups were carried out with students and staff and individual interviews were conducted with senior managers. The qualitative data collected from these, in combination with themes from the international literature, were structured into seven broad phenomenological scales: course structure and content; face-to-face contact; assessment; communication; standards and evaluation; and programme integrity. These provided the basis for the design of a questionnaire which was sent to a sample of undergraduate students and teaching staff in the Faculty of Business Studies at Massey University. The triangulation of methods and data permitted the comparison of the perceptions of the three groups of subjects on a number of aspects of quality on each of the scales. This analysis revealed substantial areas of congruence as well as some incongruence in perceptions of quality. There were also some differences in perception between students with relatively low experience of learning at a distance and those with high experience. From the analysis, implications and conclusions were reached about good practice and how quality could be improved. This has particular relevance in relation to the satisfaction levels of the primary stakeholder group, students, as well as for improving the cost efficiency and the effectiveness of the distance education operation. Vl ACKNOWLEDGEMENTS I could not have carried out this study without the assistance, cooperation and support of many people. In particular, there would have been no research without the subjects and I would like to thank all the participants in the study, students, teaching colleagues and senior managers, who so willingly gave their time and whose 'voices' are heard in the text. I especially acknowledge the invaluable support and guidance provided by my supervisors: my chief supervisor and Head of Department, Professor Tony Vitalis, whose unfailing pragmatism, perspicacity, and encouragement, inspired and sustained me; and Dr Mervyn Probine and Dr John Monin also provided valuable advice and support, often at critical times. Massey University awarded me two grants which contributed greatly to the progress of the research. A financial grant from the Massey University Research Fund made a substantial contribution to the costs of field work. As a recipient of a Massey University Study Award for Academic Women in Semester 1 , 1 996, I was able to make considerable progress with the writing of the thesis. I thank the university for these opportunities. A number of people provided technical assistance. Julianne Ngatuere and Robyn Martin helped me with formatting, tables and diagrams in the thesis. Dr Ted Drawneek, Glenys Wallbutton and Associate Professor Steve Haslett helped with statistics and data analysis. Anne Austin from Editext proof read the thesis. Thankyou to the many friends, family and colleagues who provided the professional and personal support that enabled me to persevere. My special thanks to my sometime co? author and research colleague, Robyn Walker, who provided inspiration and wonderful friendship. But this study and thesis would not have happened without Don - my husband, mentor and best friend. Thankyou. Vll