Service Recovery Encounters in the Classroom

Abstract

This paper explores the nature of service recovery encounters, particularly the qualities and behaviours that male and female students expect from professors in personal service recovery encounters. For this purpose, 40 semi-standardized laddering interviews were conducted (with 20 male and 20 female respondents) in order to gain a deeper understanding of student expectations and the values that drive these expectations. The analysis and findings enrich the existing limited stock of knowledge on desired attributes of professors in service recovery encounters in higher education by developing a deeper understanding of the attributes of professors that dissatisfied female and male students’ desire, as well as the underlying values for these expectations. Results show that the professor’s active listening skills, expertise, friendliness, concern for students, and being empathetic were important to both male and female students. However, gender differences are important in a service-recovery encounter in a classroom, which suggests differential treatment. While men place more importance on a quick problem solution, women seem to prefer a more communal approach.

A Tracer Study of the Business Graduate Programs of a Catholic University in the Philippines

“…Countries like China, India, and Brazil have restructured their tertiary education systems to enhance their reach and efficacy. In Indonesia, the low level of labor productivity, the lack of coordination between the labor market and education, the changing socio-economic system and global political impact on the labor market, and the fast evolution of science and technology have all resulted in elemental changes in terms of qualifications, competencies, and conditions for joining the workforce (Chandra et al, 2013).…”