The Concept and Assessment of Customer Satisfaction

Ograjenšek, Irena; Gal, Iddo

doi:10.1002/9781119961154.ch7

Cited by 14 publications

(13 citation statements)

References 36 publications

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“…This in turn led to a reduction of the model to five distinct factors that have served as a basis for hundreds of studies and further applied work all over the world (Ladhari, ). For further examples of combined application of qualitative and quantitative methods in the area of customer satisfaction and service quality, see Gremler () and Ograjenšek and Gal ().…”

Section: About Qualitative Research Methodsmentioning

confidence: 99%

Enhancing Statistics Education by Including Qualitative Research

Ograjenšek

Gal

2015

Int Statistical Rev

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Summary In this paper, we propose to re‐examine the role of qualitative thinking in the early stages of learning statistics and, where relevant, integrate selected elements of qualitative research methods into statistics curricula. We believe that this can help to improve statistics education, deepen desired student understanding of the role of statistics in providing answers to real‐world problems and address recurring concerns about student motivation. The paper clarifies the logic underlying our proposal, examines existing connections between qualitative and quantitative research during instruction that often go unacknowledged and can be built upon, explores practical implementation issues and discusses advantages as well as limitations of the proposed approach.

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Section: About Qualitative Research Methodsmentioning

confidence: 99%

Enhancing Statistics Education by Including Qualitative Research

Ograjenšek

Gal

2015

Int Statistical Rev

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“…At the most general level, perceived service quality and customer satisfaction are evaluation variables that relate to customers' judgement about a product or service (Ograjenšek & Gal, 2012). Results of empirical studies have shown that these are two distinct constructs (Taylor & Baker, 1994;Oliver, 1997) and that there exists a causal relationship between them (Cronin & Taylor, 1992;Gotlieb et al, 1994;Salini & Kenett, 2009;Spreng & Mackoy, 1996).…”

Section: Introductionmentioning

confidence: 99%

Functional form of connections between perceived service quality, customer satisfaction and customer loyalty in the automotive servicing industry

Ažman¹,

Gomišček

2014

Total Quality Management & Business Excellence

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“…Our own academic work in part belongs in the domain of service management. 18,19 From this perspective, we believe that "quality" or "effectiveness" in a megaclass should be viewed not just from the traditional instruction perspective focused on academic variables or aspects (ie, skills and knowledge, and various dispositions), but also from a service management/marketing perspective. This is because any megaclass is a rather complex service production system with multi-faceted learning communities and interactions among virtual and tangible factors and processes.…”

Section: The Emergence Of Megaclasses and New Research Needsmentioning

confidence: 99%

“…Our own academic work in part belongs in the domain of service management . From this perspective, we believe that “quality” or “effectiveness” in a megaclass should be viewed not just from the traditional instruction perspective focused on academic variables or aspects (ie, skills and knowledge, and various dispositions), but also from a service management/marketing perspective.…”

Section: Introduction and Goalsmentioning

confidence: 99%

The megaclass as a service production system and the challenge of facilitating its continuous quality improvement: Towards a research agenda in a complex domain

Ograjenšek

Gal

2018

Quality & Reliability Eng

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This paper aims to fill a gap in the literature on continuous quality improvement in higher education, regarding factors that may contribute to the effectiveness of megaclasses. We argue for the need to view megaclasses as a complex service production system, using introductory statistics classes as an example. Given the multiple virtual and tangible factors and processes and diverse learning communities involved in the megaclass, we believe that there is a need to better understand both its academic learning outcomes (ie, formation of knowledge, attitudes, and beliefs) and outcomes of service processes (ie, satisfaction levels of stakeholders and service metrics). We propose directions for a research agenda in this rapidly developing arena, using a model of 6 research areas influencing the above outcomes: (1) teaching methods; (2) cognition, learning, and assessment; (3) emotions, attitudes, and beliefs; (4) self‐management and metacognition; (5) social interaction and inquiry patterns; and (6) technology‐based interactions. We examine 7 traditional and emerging research methods that may jointly contribute to a better understanding of outcomes in megaclasses and Massive Open Online Classes and discuss their implications.

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The Concept and Assessment of Customer Satisfaction

Cited by 14 publications

References 36 publications

Enhancing Statistics Education by Including Qualitative Research

Enhancing Statistics Education by Including Qualitative Research

Functional form of connections between perceived service quality, customer satisfaction and customer loyalty in the automotive servicing industry

The megaclass as a service production system and the challenge of facilitating its continuous quality improvement: Towards a research agenda in a complex domain

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