The paper then summarizes the results of two empirical studies that illustrate the role of customer participation and the effects on satisfaction with the service (Faranda, 1994; Hubbert, 1995). Levels of customer participation The level of customer participation required in a service experience varies across services as shown in Table I. In some cases, all that is required is the customer's physical presence (low level of participation), with the employees of the firm doing all of the service production work, as in the case of a symphony concert. Symphony-goers must be present to receive the entertainment service, but little else is required once they are seated. In a business-to-business context, examples of services that require little participation are less common. One example shown in Table I is that of providing plant and flower interior landscaping services. Once the service has been ordered, little is required from the organization other than to open its doors or provide access to the service provider to move plants in and out. Low: Customer presence Moderate: Customer inputs required during service required for service High: Customer co-creates delivery creation the service product Products are standardized Client inputs customize a Active client participation standard service guides the customized service Service is provided Provision of service requires Service cannot be created apart regardless of any individual customer purchase from the customer's purchase purchase active participation Payment may be the only Customer inputs (information, Customer inputs are mandatory required customer input materials) are necessary for an and co-create the outcome adequate outcome, but the service firm provides the service Examples:

In this article, the authors heed the call to explore the attributes of an outstanding professor “by conducting in-depth interviews with students.” The study reveals five predominant themes (rapport, delivery, fairness, knowledge and credibility, organization, and preparation) of teaching excellence, as perceived by students, through subject-directed discussion. The recurring emphases on subcategories such as empathy, communication and personal style, approachability, and accessibility underscore the need for marketing educators to maintain personal interactions with students. The insights provided are purposeful because the predominant themes, and certainly the level of emphasis of each, may be used to improve the education process.

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This article explores the notion that the evaluation process for services may include some variables not typically associated with the evaluation of physical goods. Evidence exists that enhanced perceptions of control may contribute to the pleasantness of service experiences. Although three forms of perceived control -behavioral, decisional, and cognitive -have been utilized as experimental manipulations of individuals' control, established measures exist for the first two forms only. Through two studies, this research develops a measure for perceived cognitive control and reports exploratory modeling with the construct within the disconfirmation paradigm and extensive tests of the measure's validation. The two-dimensional scale evidences unidimensionality, strong internal consistency, and convergent and discriminant validity. Assessment of relationships between the perceived cognitive control scale and numerous, related constructs supports criterion-related validity and nomological validity. ᭧