Purpose -The purpose of this paper is to investigate the effects of organizational justice-based recovery strategies and the mode of communication used following a service failure on key organizational variables including customer satisfaction, loyalty, and complaining behavior. Design/methodology/approach -A scenario-based experiment was used to depict a service failure and recovery experience involving a fictitious cellular phone provider. The scenario manipulated the type of organizational justice-based recovery strategy and the mode of communication used during the recovery process. Surveys were used to measure participants' reactions to the experience. Findings -The results of the study suggest no difference between the effect of justice-based strategies on overall customer satisfaction or loyalty. However, participants who communicated in-person or with a toll-free number were more satisfied with the communication than those who used e-mail. Customers were more likely to engage in informal negative word-of-mouth behavior than formally complaining to the company. Research limitations/implications -Future research should investigate the length of the recovery process, whether or not the problem was successfully solved, and the effect of customers' communication mode preference. Scenario-based experiments need to be replicated using real life service encounters/simulations. Practical implications -Implications for organizations developing recovery strategies include: the cost of the recovery effort; utilizing multiple channels to increase formal complaining; and differences between in-person and technological strategies. Originality/value -The present study investigated both service recovery and communication mode using an experimental manipulation.

The MAP (Model Advisement Procedure) is a comprehensive, systematic approach to developmental student advisement. The MAP was implemented to improve advisement consistency, improve student preparation for internships/senior projects, increase career exploration, reduce career uncertainty, and, ultimately, improve student satisfaction with the postgraduate preparation offered by the program. The MAP structures each advisement session with a set of advisement questions, handouts, activities to complete between advisement sessions, and a place to record information for future advisement sessions. The present report is intended to describe the development of the MAP and the resources it offers. Further, we report on preliminary post-implementation assessment of the new advisement procedures. Although the effects were largely non-significant, the results indicated that students' career exploration was more likely to be the result of the encouragement of advisors after the implementation of the MAP. Moreover, narrative data indicate that students are pleased with the new advisement procedures and the information/tools provided to them.

Service recovery is related to many important organizational outcomes such as customer satisfaction, loyalty, and profitability. Within the theoretical framework of organizational justice, an experiment using a simulated "live" service failure was used to assess the effects of justice-based service-recovery strategies on customer satisfaction, loyalty, positive word-of-mouth intentions, and negative word-of-mouth intentions. Analysis indicated that strategies including interactional justice, distributive justice, and a combination of these were equally effective in maintaining customer satisfaction, loyalty, and positive word of mouth, and minimizing negative word of mouth after a service failure. No support for the service recovery paradox, that is, increased satisfaction following service failure and recovery compared to never having a problem, was found. Satisfaction and loyalty for those in the failure conditions were equal to, although not higher than, in the no-failure control condition. Practical implications for organizational practices are discussed.

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Instructors adjust pace, methods, and other aspects of instruction based on their perceptions of student interest and learning. The current study is an exploratory investigation of the congruence between faculty and student perceptions within a single class session. The study examined the degree to which faculty could predict each student's self-reported interest, perceived learning and actual learning. Overall, instructors are more accurate in reading their students' level of interest than their perceived or actual learning. There is, however, great inconsistency between faculty in their ability to accurately predict interest and learning. Personal characteristics of the instructor may significantly impact predictive accuracy. Results suggest that faculty should assess the accuracy of their own student perceptions in the classroom.