Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 135-140).

Submitted on completed of Master’s Degree of Technology: Quality, Department of Operations and Quality Management, Durban University of Technology, Durban, South Africa, 2015. / Similar to a production line, the development of a dissertation is a process within a research dyad that is affected by many factors. On completion, the customer / student is either satisfied or dissatisfied with the outcome of the research process. However, errors in the dissertation detract from its quality and this may leave students dissatisfied with the overall outcome of the marking and review process. To improve the product, it is critical that factors contributing to the production of a quality dissertation are understood. The aim of this study was to determine which components of the SERVQUAL model (namely, Responsiveness, Assurance, Tangibles, Empathy and Reliability) contributed to a lower quality dissertation, thereby gaining an understanding of, and implementing factors which enable the production of a good quality dissertation which meets all stakeholders’ expectations. This was achieved through a prospective, mixed-methods study which analyzed the quality of 30 dissertations by means of a Checklist, denoting the quality of the dissertations. Thereafter, the 30 students and 30 supervisors involved in these dyads were asked to each complete separate questionnaires. The questions covered their respective demographics, research knowledge, expectations and perceptions of the research process. The data was then descriptively analysed and presented by way of tables to demonstrate the quality of the dissertation, and the characteristics of the students and the supervisors. The Chi-Squared statistics and Fisher’s Exact tests were then computed to determine relationships between these characteristics. It was revealed that significant differences between the students and the supervisors existed regarding: the length of time to completion of their Master’s; the roles of facilitators in the research process; student and supervisor role ambiguity; the reason for and need to complete research and specific knowledge of the research process. It was noted that a lack of communication resulted in a significant impact on reliability of the university service, moderate impact on assurance and responsiveness, with the least impact on empathy. In contrast, both the student and the supervisor perceived the tangibles provided by the university as satisfactory. Then, through the process of triangulation, it was shown that the relationship within the dyad lacked clear communication and common understanding of the research processes which was likely to result in a lower quality dissertation. It is, therefore, recommended that all students and supervisors that enter into a dyadic relationship need to find mechanisms (for example: learning contract, weekly meetings) to ensure a consistent and common understanding of the research process throughout its development to allow for the effective production of a good quality dissertation.

Submitted in fulfillment of 1he requirements of the Master of Technology degree in Commercial Administration, Department of lnformation and Corporate and Management, Durban University of Technology, Durban, South Africa, 2015. / The higher education landscape in South Africa has undergone significant change and transformation in recent decades, obliging all higher education institutions to be more competitive and provide services of quality to attract and retain students. Since their emergence as universities in the years of 2003-2004 Universities of Technology (UoTs) have been required to engage in research and to improve research output and throughput rapidly despite having their roots in a former colonial and apartheid era in which they were required to play a purely technical role. Importantly, the government funding formula for universities in South Africa is now the same for all public universities (based on publications and throughput) even though traditional universities were always research-oriented. This makes it likely that UoTs will continue to lag behind traditional universities if drastic measures to increase research capacity are not put in place. In order to service the provision of this sustainable research output different measures and research structures have therefore been designed by UoTs to support the increasing pressure to produce M and DTech graduates and upgrade the qualifications of teaching staff. The purpose of this study was therefore to investigate the administrative support of research services and structures at faculty level at a selected UoT; to provide insights in terms of staff and student perceptions of postgraduate support and to make recommendations as to how to enhance existing research services and improve research structures to support research functions. The study was a case study of a selected UoT. It used mixed method research to enable the researcher to collect both qualitative and quantitative data from academics and M and DTech students and Faculty Research Office staff members. Questionnaires and interviews were used as data collection instruments. Supported by the Gap Model of service quality and delivery and an adapted SERVQUAL instrument, the study sought to determine staff and postgraduate students' perceptions and expectations of research structures and service quality across four dimensions, namely reliability, responsiveness, assurance and empathy. Analysis of the data revealed that Faculty Research Offices across each of the six faculties were lacking in certain respects in providing research support and development in each of the four identified service dimensions. They were particularly lacking in terms of communicating the nature and details of the research support services they offer. The study concluded that with improved research structures and more skilled personnel all research activities could be incorporated and be facilitated by Faculty Research Offices, taking these functions away from departmental research committees where these exist. It also concluded that by communicating these research services through faculty orientations, workshop sessions, and online forums, academics and students' awareness would be enhanced. This could also have a positive impact on handling research matters and processes, improving the reliability of the research office services and allowing students to associate with the research office on a more regular basis. This study therefore recommended that the identified quality gaps should be attended to in order to improve research services. Further, issues of research capacity development and support and service quality need to be urgently considered by the institution in order in the longer term to be in a position to improve enrolment and graduation rates, increase scholarly publications and contribute to the knowledge society. Inviting research experts and drawing on the greater experience and expertise of their Australian counterparts in the ATN network (with whom SA UoTs have a formal MoU) could lead to further research and development in the area investigated. This should go a long way in ensuring progress and growth in research output within the faculties of the institution investigated and could be of interest to other UoTs facing similar challenges.