A View from the Aisle: Classroom Successes, Failures and Recovery Strategies

Swanson, Scott R.; Davis, J. Charlene

doi:10.1080/10528008.2000.11488704

Cited by 26 publications

(65 citation statements)

References 25 publications

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“…This is in line with recent empirical work, which confirms that the use of explanations or causal accounts that include apologies and justifications, influence recovery satisfaction (Bradley & Sparks, 2009;Mattila, 2006). Further, Swanson and Davis (2000) found that not explaining why the service failure occurred led students to recollect the encounter as dissatisfactory. Expressing empathy is also considered to be a fundamental part of the service recovery procedure (Seawright, Detienne, Bernhisel & Larson, 2008) and has been found to influence interactional justice .…”

Section: Service Recovery Expectations Of British Students (Ladderingsupporting

confidence: 90%

“…For failures in the educational delivery system, Frankel et al (2006) found that the professor's response to student disappointments is what causes the student to remember the event either positively or negatively. Thus, it would be beneficial for educational institutions and particularly professors to understand how they can effectively recover from experienced service failures (Swanson & Davis, 2000).…”

Section: Service Failure and Recovery In Higher Educationmentioning

confidence: 99%

“…Professors are in a more advantageous position than service employees in other consumer service industries, as they have greater discretion in carrying out the tasks they perceive as appropriate to meet student expectations (Swanson & Davis, 2000). However, to better understand students, professors need to be aware of how students expect them to behave in such encounters (Swanson & Davis, 2000).…”

Section: The Role Of Professors In Service Recovery Encounters In Higmentioning

confidence: 99%

“…However, to better understand students, professors need to be aware of how students expect them to behave in such encounters (Swanson & Davis, 2000).…”

Section: The Role Of Professors In Service Recovery Encounters In Higmentioning

confidence: 99%

“…Anderson and Martin (1995) point out that listening behaviour involves three components: attentiveness, perceptiveness and responsiveness. In addition, understanding what lies behind student expectations is important for professors because it would prevent them from becoming defensive in such situations and make them conscious of their potentially negative behaviours (Swanson & Davis, 2000). This knowledge would also allow professors to avoid misunderstandings that may affect the teacher-student relationship and prepare professors to take a stance towards proactive service recovery.…”

Section: Implications For Higher Education Institutionsmentioning

confidence: 99%

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Service recovery in higher education: Does national culture play a role?

Gruber

Chowdhury

Reppel

2011

Journal of Marketing Management

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Biography Thorsten Gruber is a Senior Lecturer in Marketing andAbstract: It is now well recognised that an effective service recovery system plays a crucial role in service organisations. However, the importance of such systems has not yet been acknowledged by the higher education industry. Given the need for more research on service recovery expectations of students, this exploratory study attempts to shed light on what students believe to be the desirable attributes of professors during recovery encounters. To investigate how national culture influences student expectations during such encounters, 40 students from the United Kingdom and Bangladesh were interviewed and 210 questionnaires were completed by students. Using the semi-standardised laddering interviewing technique in combination with Kano questionnaires, the study provides an indepth insight into the qualities and behaviours that students expect professors to portray during service recovery encounters. The research reveals that the key attributes desired by both groups of students include being approachable, listening actively, showing empathy and providing an explanation. Among a wide range of benefits, students link these attributes to enhanced teacher-student relationship, better academic performance and at a more abstract level, to desired end-states such as harmony and wellbeing.

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Section: Service Recovery Expectations Of British Students (Ladderingsupporting

confidence: 90%

Section: Service Failure and Recovery In Higher Educationmentioning

confidence: 99%

Section: The Role Of Professors In Service Recovery Encounters In Higmentioning

confidence: 99%

“…However, to better understand students, professors need to be aware of how students expect them to behave in such encounters (Swanson & Davis, 2000).…”

Section: The Role Of Professors In Service Recovery Encounters In Higmentioning

confidence: 99%

Section: Implications For Higher Education Institutionsmentioning

confidence: 99%

See 3 more Smart Citations