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HOW THE CUSTOMER FEEDBACK PROCESS CONTRIBUTES TO PERCEIVED CUSTOMER ORIENTATION AND AFFECTIVE COMMITMENT IN THE HIGHER EDUCATIONAL SERVICE CONTEXT
Abstract
Given the current dynamics in service industries organizations are attempting to strategically create distinctiveness that leads to competitive advantage. Higher education is a unique experiential service where customer engagement implies engagement in not only the academic domain but also engagement in the total educational experience. Therefore, in order to create value in educational service delivery, there is a need for more highly developed understanding of the student-institutional intersection. The present research aims to contribute to the service marketing literature by developing and testing a model related to a broader conception of a student feedback process as a critical component of desired service outcomes. Conceived as customer feedback, student feedback to an educational institution can be positive (compliment), negative (complaint), or take the form of a suggestion or idea for an improvement to any aspect of the service provided to a person, department, or service group of the institution using multiple communication modalities. In this model perceived usefulness of the feedback process and perceived ease of use are posited to interact to influence the perceived customer orientation of the institution. Customer orientation, in turn, is posited to mediate the influence of feedback system perceptions on student affective commitment toward the institution. Model relationships are supported which have conceptual and managerial implications for strategically bonding students to universities.References
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Orientated Perform Better,” The International Journal of Public Sector Management,
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the Role of the Student in a Changing Higher Education Servicescape,” Journal of
Marketing for Higher Education, Vol. 25 (1), 1-4.
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Education,” Quality in Higher Education, Vol. 9 (1), 69-85.
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Asymmetric Impact of Poor Versus Excellent Execution, Journal of the Academy of
Marketing Science, Vol. 28 (3), 374-386.
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and College Sector of Higher Education,” International Journal of Public Sector
Management, Vol. 4 (2), 23-35.
Crouch, C.H. and E. Mazur (2001), “Peer Instrction: Ten Years of Experience and
Results, American Journal of Physics, Vol. 69 (9), 970-977.
Cyr, S. and C.W. Choo (2010), “The Individual and Social Dynamics of Knowledge Sharing: An
Exploratory Study,” Journal of Documentation, Vol. 66 (6), 824-846.
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of Consumer Satisfaction, Dissatisfaction, & Complaining Behavior,” Journal of
Consumer Satisfaction, Dissatisfaction and Complaining Behavior, Vol. 28, 5-25.
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Complaining Behavior: So Much More to Come,” Journal of Consumer Satisfaction,
Dissatisfaction and Complaining Behavior, Vol. 25, 1-6.
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Technology: A Comparison of Two Theoretical Models,” Management Science,
Vol. 35 (8), 982 - 1003.
Day, S. (1994), “The Capabilities of Market-Driven Organizations,” Journal of Marketing,
Vol. 58 (4), 37-61.
Dean, A. M. (2007), “The Impact of the Customer Orientation of Call Center Employees on
Customers’ Affective Commitment and Loyalty,” Journal of Service Research, Vol. 10
(2), 161-173.
Delucchi, M. and K. Korgen (2002), “We’re the Customer – We Pay the Tuition: Student
Consumerism Among Undergraduate Sociology Majors,” Teaching Sociology, Vol. 30,
100-7.
Dolinsky, A. L. (1994), “A Consumer Complaint Framework with Resulting Strategies: An
Application to Higher Education,” The Journal of Services Marketing, Vol. 8, 27-39.
Donavan, D.T., T.J. Brown, and J.C. Mowen (2004), “Internal Benefits of Service-Worker
Customer Orientation: Job Satisfaction, Commitment, and Organizational Citizenship
Behaviors,” Jounal of Marketing, Vol. 68 (January), 128-146.
Douglas, J., R. McClelland, and J. Davies (2008), “The Development of a Conceptual Model of
Student Satisfaction with Their Experience in Higher Education,” Quality Assurance in
Education, Vol. 16 (1), 19-35.
Finn, J.D. (1993), School engagement and students at risk. Washington, DC: National Center for
Education Statistics.
Fleischman, D., M. Raciti, and M. Lawley (2015), “Degrees of Co-Creation: An Exploratory
Study of Perceptions of International Students’ Role in Community Engagement
Experiences,” Journal of Marketing for Higher Education, Vol. 25 (1), 85-103.
Fornell, C. and D.F. Larcker, (1981), “Evaluating Structural Equation Models with Unobservable
Variables and Measurement Error,” Journal of Marketing Research, Vol. 18 (1), 39-50.
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Canadian Journal of Administrative Sciences, Vol. 22 (2), 97-110.
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Between the Brand Promise of Russell Group, University Alliance, and Million+
Universities,” Journal of Marketing for Higher Education, Vol. 24 (1), 99-121.
Garbarino, E. and M.S. Johnson (1999), “The Different Roles of Satisfaction, Trust, and
Commitment in Customer Relationships,” Journal of Marketing, Vol. 63 (2), 70-87.
Grisaffe, D. B. and H.P. Nguyen (2011), “Antecedents of Emotional Attachment to Brands,”
Journal of Business Research, Vol. 64 (10), 1052-1059.
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analaysis, 6th ed., Pearson, Upper Saddle River, NJ.
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student engagement. Ed. L, 41-42.
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Employees: An Empirical Investigation,” Journal of Marketing, Vol. 60 (4), 52-70.
Hayes, A. F. (2013), Introduction to meditation, moderation, and conditional process analysis,
Builford Press, New York, NY.
Hemsley-Brown, J.V. I. Oplatka (2010), “Market Orientation in Universities: A Comparative
Study of Two National Higher Education Systems,” International Journal of Educational
Management, Vol. 24 (3), 204-220.
Hennig-Thurau, T., M.F. Langer, and U. Hansen (2001), “Modeling and Managing Student
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