Purpose-The purpose of this paper is to explore the relationship between firm service characteristics and customer satisfaction as moderated by firm competitive strategy. Specifically, this research utilizes Porter's depiction of generic competitive strategy to explain the strength of the relationship between a service's particular servicescape choices and customer satisfaction. Design/methodology/approach-The empirical data for this research were obtained from 1,287 customers of ten service organizations representing three industry segments. Multiple regression analysis is utilized to test three hypotheses that propose firm competitive strategy moderates the strength of the relationship between service characteristics and customer satisfaction. Findings-The results support the assertion that firm competitive strategy has an impact on the strength of the relationship between customer satisfaction and servicescape characteristics. Of note, these findings indicate that the payoff for investment in physical surroundings differs depending on firm competitive strategy. Practical implications-The results point to the importance of aligning firm strategy and operational decisions when seeking to maximize customer satisfaction. Decision makers benefit from understanding how strategy matters in service operational choices. Originality/value-The paper makes connections across academic disciplines to highlight the importance of linking firm competitive strategy with service operation choices to enhance customer satisfaction. The model developed here, supported with empirical results, provides insights for both researchers and practitioners regarding the value of investment in service-related activities.

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Purpose: The purpose of this research is to examine the impact of several factors beyond the professor's control and their unique impact on Student Teaching Evaluations (STEs). The present research pulls together a substantial amount of data to statistically analyze several academic historical legends about just how vulnerable STEs are to the effects of: class size, course type, professor gender, and course grades.Design/methodology/approach: This research is utilizes over 30,000 individual student evaluations of 255 professors, spanning six semesters, during a three year time period to test six hypotheses. The final sample represents 1057 classes ranging in size between 10 and 190 students. Each hypothesis is statistically analyzed, with either analysis of variance or a Regression model. Findings:This study finds support for 5 out of 6 hypotheses. Specifically, these data suggest STEs are likely to be closest to "5" (using a 1-5 scale with 5 being highest) in small elective classes, and lowest in large required classes taught by females. As well we find support for the notion that higher expected course grades may lead to higher STEs. Practical implications:The practical significance of this research is important. First this research utilized a large data set spanning several years and hundreds of professors and thousands of students and rigorous statistical analysis to assert several important findings. Indeed STEs are impacted significantly by class type, class size, the gender of the professor and the expected course grade. With these findings we suggest a more comprehensive mechanism is in order for evaluation of teaching effectiveness. Social implications:This research could have great social implications if widely read across academic circles. Indeed the tail is wagging the dog; or the student is influencing teaching across America's universities. It is time to examine teaching effectiveness through a different lens, because using teaching evaluations to determine promotion and tenure, sparse bonus allocation, and teaching awards may be short sighted. Research limitations:While this research is statistically accurate, it is limited by the notion that the data was collected from one large area. As such, care should be taken in generalizing these results to other areas that may have different demographic composition, funding etc. Originality/value:To the best of the authors' knowledge this research is the first of its kind to statistically analyze such a large body of data and provide a useful guide to help evaluate professors utilizing what information is available.

Purpose-The purpose of this paper is to explore whether socially responsible firms recognize the potential conflicts that come with higher levels of executive compensation, and thus limit executive pay relative to what is being paid in other firms. In the process, the relationships between executive compensation and financial performance, and corporate social performance and financial performance are examined to determine whether potential compensation and social performance links are coming at the expense of company financial performance. Design/methodology/approach-The empirical data for this research were obtained from a stratified sample of Fortune 1000 companies pulled from across more than 15 industries. Multiple regression analysis is utilized to test three hypotheses. Findings-In line with the hypotheses, results indicate that companies identified as good corporate social performers do in fact have lower levels of executive compensation and there is some support found for a positive relationship between social and financial performance. Practical implications-The results provide support for the view that firms concerned about social responsibility can put restrictions on executive compensation and still achieve good financial performance, and make a case that executive compensation should in fact be a concern of all socially responsible firms. Originality/value-There are few studies that examine the direct link between executive compensation and corporate social responsibility. This study addresses this gap in the literature and adds to the discussion as to whether socially responsible firms might seek to better balance compensation across the firm and emphasize that profit, both individual and corporate, must be earned within a system that is fair and balanced for all.