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Purpose – This study aims to, first, identify how service perception can differ depending on the customers’ cultural background during intercultural encounters and, second, provide useful and specific directions of more culturally competent service interaction to restaurant managers and servers in US restaurants. Effective exchanges between service providers and international customers are important to ensure the success of restaurants. While frequently and explicitly checking in on customers is common in the USA, this may not be preferable to people from different cultures. Design/methodology/approach – Study 1 (n = 975) utilized a survey, and Study 2 (n = 145) used an experimental design to, first, examine cultural differences between American and Japanese participants in their preferences about restaurant servers’ check-back style and, second, examined the moderating effect of culture (i.e. American and Japanese culture) on the relationship between the servers’ check-back behavior and the evaluations of service effectiveness, emotional response and the intention to return to a restaurant. Findings – The results showed that the frequency of a server’s visits had a positive effect on evaluations of service effectiveness, emotional response and intent to revisit for the Americans, but not for the Japanese. Practical implications – This research has practical implications for restaurant managers and servers who are expected to interact with international customers. They can apply the findings of this research to examine culturally appropriate check-back styles, which are an important attribute of effectiveness in intercultural service encounters in US restaurants. Originality/value – The current study indicates that providing standardized service to all customers, regardless of cultural differences, might not be ideal.

Most students come to today's classrooms with technological dependence and a desire for instant gratification. As faculty struggle to engage and teach this generation of students, there is an increase in technology use in classrooms. One tool commonly used to engage these learners is the electronic response system (ERS), which allows students to answer questions anonymously during class and to receive instant feedback. This study examined ERS implications in a large classroom setting within the content area of social science. Although test scores did not improve significantly, benefits to educators and students are identified.

Child nutrition programs (CNPs) including federal programs such as the National School Lunch Program (NSLP) and School Breakfast Program (SBP) have an overall goal to serve nutritious and appealing foods to help safeguard the health and well-being of the nation’s children. This study developed a performance criteria model for achieving the overall CNP goal for school foodservice by applying an analytic hierarchy process (AHP). A total of 39 performance criteria were identified and structured into a hierarchy of five major categories and 34 subcategories and criteria. Of the five major categories, the customer satisfaction category was rated as most important in achieving the overall CNP goal, followed by financial management, meal quality, program management, and operations management. Relative importance of subcategories and criteria were estimated. In addition, managerial implications of using the performance criteria model are discussed and future research ideas using AHP are suggested.