Customer and Consumer Journeys, touchpoints and Consumer Goals have been widely discussed among Customer Experience theorists and practitioners, establishing that a hierarchical relationship between those exist. Customer Experience driven innovation evaluates opportunities mainly within touchpoints in Customer Journeys. However, there is still a gap in understanding how exactly those elements are interlinked and impact each other. This research article aims to create this understanding by answering three research questions: “To what extent, and how do Customer Journeys impact Consumer Journeys and vice versa?” and “Are touchpoints (including other actors) a sub-set of Consumer or Customer Journeys?” and “Where in the hierarchy should Customer Experience driven innovation opportunities be identified?”. Phenomenological interviews with participants of the Cambridge Venture Camp 2021, organized as part of the ERASMUS+ programme of the European Union within Strategic Partnerships for Higher Education were chosen for the research methodology. Grounded theory and open coding were used to interpret the collected data. In this article, we demonstrate how Consumer Journeys impact Customer Journeys, and that Customer Journeys do not impact other journeys directly, but rather by adjusting the higher-order goals of the Consumer through the response to the stimuli in the touchpoints. A theoretical model is proposed that highlights the interconnectivity of the different experience elements, and how to interpret Customer Experience driven innovation within the hierarchy.
Innovation economy demands new skills and competences, creates the need to repeatedly and regularly improve one's knowledge and skills, therefore the link must be maintained between labor market requirements and higher education offer. As solution to above mentioned problems strategy proposes that educational and cultural education institutions should become the centers of social networking, in the management of which parents, teaching staff, students, as well as wider local community, including entrepreneurs, representatives of professional and sectoral associations, participate and co-operate. There is a particular emphasis on the need to develop programs of voluntary mentors. In year 2013 colleges and universities in the United States raised 33.80 billion USD in total voluntary support (Council for Aid to Education report, 201410). Alumni donations constitute almost one third of all the amount raised. In UK higher education institutions received GBP 657 million in cash income as philanthropic support in year 2103-14. This experience proves that keeping meaningful contact with alumni is a long term strategy and eventually results not only in intellectual cooperation but also a substantial source of financing. Alumni engagement activities have proved to be an effective tool providing life-long learning for alumni, experience exchange between experienced alumni and young alumni and students as well as, in the long-term, financial support for the universities by alumni and their companies. Two solutions are being discussed in this paper - ICT platform and alumni association. Paper is based on the Riga Technical University's example, EXTEND project case studies also publicly available statistics/data.
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