Purpose -This study seeks to combine components of service failure recovery and customer relationship management. It aims to develop a model of the antecedents of successful service recovery that proposes relationships between employee empowerment, job satisfaction, self-efficacy, employee ratings of the service firm's service recovery practices, and service technology usage. Design/methodology/approach -An online survey tool was used to collect data. The hypothesized model was tested utilizing structural equation modeling.Findings -Results support the hypothesized relationships between the empowerment of employees and their job satisfaction and perceived selfefficacy, as well as the relationships between job satisfaction and self-efficacy and service recovery. Practical implications -Managers may improve the implementation of service technology and service recovery strategies by increasing employee empowerment. Originality/value -The paper addresses a significant gap in the current literature by linking the well-established constructs of employee empowerment, job-satisfaction, self-efficacy and adaptability with measures of service failure recovery and service technology usage.

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Faculty members wantftedback about ways to improve learning. Midterm assessmentsare more useful than end-ofterm student evaluations. Not all institutions provide faculty development consultants. This chapter presents an innovative process appropriate fOr institutions currently without teaching enhancement centers. The Bare Bones Questions (BBQ) process consists ofempathic trained colleagues facilitatingstudents' evaluative discussions. Students andfamlty members areoverwhelmingly positive about theprocess pilotedfOr thepast three years. Students' suggestions can include simple changes in classroom environment or enhancedsensitivity to culturaldiversity. BBQ may build intra-institutional collegiality by reducing the isolation ofteaching. N ot all institutions support faculty development centers, but their faculty want to improve student learning. This chapter presents an innovative. collegial-based approach to midterm student evaluations that can be available to faculty members without access to trained development specialists. Our innovation. Bare Bones Questions, or BBQ, was developed specifically from faculty development research including the venerable Small Group Instructional Diagnosis (SGID) (Redmond & Clark. 1982) technique of the 1980s and the Group Instructional Feedback Technique (GIFT) (Angelo & Cross, 1993) of

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