Turn on hit highlighting for speaking browsers by selecting the Enter button
Abstract
Full text
- this link will open in a new window
Listening to the customer's voice: examining perceived service value among business college students
LeBlanc, Gaston; Nguyen, Nha. The International Journal of Educational ManagementHYPERLINK "http://search.proquest.com/indexingvolumeissuelinkhandler/29800/The+International+Journal+of+Educational+Management/01999Y01Y01$231999$3b++Vol.+13+$284$29/13/4?accountid=31524"13.4 (1999): 187-198.
Abstract (summary)
Translate
The objectives of this study are to gain more insights into the dimensions used by business students when they consider value and to identify which cues are more important to them in their judgement of value. The study investigates differences in students' assessments of service value based on gender and study level. Recommendations for designing strategies that promise to foster value and positively effect the students' retention decisions are given. The results show that functional value, in the form of students' perception of the price/quality relationship that exists at the business school, is an important driver of value. Similarly, value judgements are found to be related to the acquisition of knowledge, the image projected by the business school, emotional value and social value. Moreover, gender is found to impact on value perceptions where female students give less importance to social value. Interestingly, the results show that as female students progress in their area of specialization, they tend to believe that the price/quality relationship deteriorates at the business school.
Full Text
Translate
Gaston LeBlanc: University of Moncton, Moncton, New-Brunswick, Canada
Nha Nguyen: University of Moncton, Moncton, New-Brunswick, Canada
ACKNOWLEDGMENT: The authors would like to acknowledge the financial support received from the Faculty of Graduate Studies (FESR), Universite de Moncton, through which this study was made possible.
Introduction
In services marketing, many studies have relied mainly on customer satisfaction and services quality to describe customer evaluations of services (Bolton and Drew, 1994). Indeed, numerous researchers have focused their attention on measuring levels of customer satisfaction (Churchill and Surprenant, 1982; Myers, 1991; Oliver and DeSarbo, 1988; Peterson and Wilson, 1992; Tse and Wilton, 1988), and on identifying the dimensions used by customers in their evaluation of services quality (Carman, 1990; Gronroos, 1990; LeBlanc and Nguyen, 1997; Parasuraman et al., 1988, 1991, 1994). More recently, marketing scholars have attempted to grasp and better understand the dynamics of the relationship that exists between satisfaction and service quality and their impact on customer purchase intentions (Bitner, 1990; Bolton and Drew, 1991a,b; Cronin and Taylor, 1992; Taylor and Baker, 1994). This decade, the concept of value has also emerged as an important hi ...
Turn on hit highlighting for speaking browsers by selecting the .docxwillcoxjanay
Turn on hit highlighting for speaking browsers by selecting the Enter button
Abstract
Full text
- this link will open in a new window
Publisher logo. Links to publisher website, opened in a new window.
Listening to the customer's voice: examining perceived service value among business college students
LeBlanc, GastonView Profile; Nguyen, NhaView Profile. The International Journal of Educational Management13.4 (1999): 187-198.
Abstract (summary)
Translate
The objectives of this study are to gain more insights into the dimensions used by business students when they consider value and to identify which cues are more important to them in their judgement of value. The study investigates differences in students' assessments of service value based on gender and study level. Recommendations for designing strategies that promise to foster value and positively effect the students' retention decisions are given. The results show that functional value, in the form of students' perception of the price/quality relationship that exists at the business school, is an important driver of value. Similarly, value judgements are found to be related to the acquisition of knowledge, the image projected by the business school, emotional value and social value. Moreover, gender is found to impact on value perceptions where female students give less importance to social value. Interestingly, the results show that as female students progress in their area of specialization, they tend to believe that the price/quality relationship deteriorates at the business school.
Full Text
Translate
Gaston LeBlanc: University of Moncton, Moncton, New-Brunswick, Canada
Nha Nguyen: University of Moncton, Moncton, New-Brunswick, Canada
ACKNOWLEDGMENT: The authors would like to acknowledge the financial support received from the Faculty of Graduate Studies (FESR), Universite de Moncton, through which this study was made possible.
Introduction
In services marketing, many studies have relied mainly on customer satisfaction and services quality to describe customer evaluations of services (Bolton and Drew, 1994). Indeed, numerous researchers have focused their attention on measuring levels of customer satisfaction (Churchill and Surprenant, 1982; Myers, 1991; Oliver and DeSarbo, 1988; Peterson and Wilson, 1992; Tse and Wilton, 1988), and on identifying the dimensions used by customers in their evaluation of services quality (Carman, 1990; Gronroos, 1990; LeBlanc and Nguyen, 1997; Parasuraman et al., 1988, 1991, 1994). More recently, marketing scholars have attempted to grasp and better understand the dynamics of the relationship that exists between satisfaction and service quality and their impact on customer purchase intentions (Bitner, 1990; Bolton and Drew, 1991a,b; Cronin and Taylor, 1992; Taylor and Baker, 1994). This decade, the concept of value has also emerged as an important higher order construct linked to quality and price (Zeithaml, 1988), and to the survival of man ...
Abstract (summary)TranslateThe objectives of this study ar.docxannetnash8266
Abstract (summary)
Translate
The objectives of this study are to gain more insights into the dimensions used by business students when they consider value and to identify which cues are more important to them in their judgement of value. The study investigates differences in students' assessments of service value based on gender and study level. Recommendations for designing strategies that promise to foster value and positively effect the students' retention decisions are given. The results show that functional value, in the form of students' perception of the price/quality relationship that exists at the business school, is an important driver of value. Similarly, value judgements are found to be related to the acquisition of knowledge, the image projected by the business school, emotional value and social value. Moreover, gender is found to impact on value perceptions where female students give less importance to social value. Interestingly, the results show that as female students progress in their area of specialization, they tend to believe that the price/quality relationship deteriorates at the business school.
Full Text
· Translate
·
Gaston LeBlanc: University of Moncton, Moncton, New-Brunswick, Canada
Nha Nguyen: University of Moncton, Moncton, New-Brunswick, Canada
ACKNOWLEDGMENT: The authors would like to acknowledge the financial support received from the Faculty of Graduate Studies (FESR), Universite de Moncton, through which this study was made possible.
Introduction
In services marketing, many studies have relied mainly on customer satisfaction and services quality to describe customer evaluations of services (Bolton and Drew, 1994). Indeed, numerous researchers have focused their attention on measuring levels of customer satisfaction (Churchill and Surprenant, 1982; Myers, 1991; Oliver and DeSarbo, 1988; Peterson and Wilson, 1992; Tse and Wilton, 1988), and on identifying the dimensions used by customers in their evaluation of services quality (Carman, 1990; Gronroos, 1990; LeBlanc and Nguyen, 1997; Parasuraman et al., 1988, 1991, 1994). More recently, marketing scholars have attempted to grasp and better understand the dynamics of the relationship that exists between satisfaction and service quality and their impact on customer purchase intentions (Bitner, 1990; Bolton and Drew, 1991a,b; Cronin and Taylor, 1992; Taylor and Baker, 1994). This decade, the concept of value has also emerged as an important higher order construct linked to quality and price (Zeithaml, 1988), and to the survival of many organisations (Grewal et al., 1998). Indeed, in the present competitive environment, the offering of value-added products and services has become a key ingredient for success (Barich and Kotler, 1991; Rust and Oliver, 1994) where value is considered to be a determining force guiding the customers' retention decisions (Gassenheimer et al., 1998).
Despite the importance of perceived service value as a major form of customers' ass.
Final ExamRSCH 300 – September – December 2014 Name Instr.docxmydrynan
Final Exam
RSCH 300 –
September – December 2014
Name:
Instructions:
There are seven questions in the exam. Five questions are worth 5 points and two questions are worth 2.5 points.
Read each question and follow the guidelines.
Submit your exam using the Turnitin link. Deadline is: 9 am on December 11 (Thursday).
Attend class at 9 am on Thursday and hand in a hard copy of your Exam.
Question 1, 2 & 3 refer to the article
LeBlanc, G & Nguyen, N (1999). Listening to the customer’s voice: examining perceived service value among business college students, The International Journal of Educational Management, 13(4), 187-198.
Q1: (5 points) What methodologies are used in the study published by LeBlanc and Nguyen (1999)? (5 points)
List them. Identify the procedure that was followed for sample selection as well as the sample size. Do not copy-paste the answer from the article, summarize it and present it in your own words. There is no word limit for this answer but 80 to 100 words should be enough.
Q2. (2.5 points) Considering the types of literature review discussed in class: What type of Literature Review is used in the project by LeBlanc and Nguyen (1999)?
Q3: (5points) Read the literature review again and identify one sentence that use an evaluation verb, another sentence that uses a positive stance and a sentence that uses a reporting verb. Use quotation marks and page number, if you are using a print-out of the article use the page number in the printed version. See the example of a reporting sentence:
“Epistemic Value is defined by Sheth, et al (1991) as the ability of a product/service to provided novelty and/or satisfy a desire for knowledge” (LeBlanc and Nguyen 1999, p. 3).
Q4. (5 points)
Identify the types of internet research that do not require ethics assessment Provide a summary in a maximum of 250 words.
Q5. (5 points) Is the following alternative hypothesis set for a two-tailed or a one-tailed test? What would be the null hypotheses?
H1:There is a difference in the GPA of male and female students
Q6: (5 points) Mention five primary data collection methods and describe three of them.
Q7. (2.5 points) Mention two sources of secondary data in Canada. Include links to the websites, if you need help you can visit the Library.
1
_______________________________________________________________
_______________________________________________________________
Report Information from ProQuest
06 December 2014 15:41
_______________________________________________________________
06 December 2014 ProQuest
Table of contents
1. Listening to the customer's voice: examining perceived service value among business college students.. 1
Bibliography...................................................................................................................................................... 14
06 December 2014 ii ProQuest
Document 1 of 1
Listening to the customer's voice: examining perceived service ...
Understanding Consumer Perception of Price-Quality- Value RelationshipIJARIIT
In India as the level of competition keep on increasing day by day for automobile market, it is essential for
every automobile company to understand customer insight in order to provide best value judgement. Thus, they need
to understand how consumer compares price-quality-value of an automobile. Therefore, the objectives of this
research is to study the relationships of perceived quality, perceived value and perceived price that will affect
consumers purchase decision towards cars. Survey using convenience sampling was done at Ludhiana city.
Questionnaires were distributed to 320 respondents at the sampling location. Finally a sample of 280 used for final
analyses. The study revealed a positive impact of perceived price over perceived quality; perceived quality over
perceived value and a negative impact of perceived price over perceived value. The results from this research provide
a platform for Ludhiana automobile makers to appreciate consumer value judgement and how it affects their
purchase decision. In order to ensure that the findings are illustrative and convincing, future research should
include more constructs like brand image of an automobile, customer experience, culture etc.
Turn on hit highlighting for speaking browsers by selecting the .docxwillcoxjanay
Turn on hit highlighting for speaking browsers by selecting the Enter button
Abstract
Full text
- this link will open in a new window
Publisher logo. Links to publisher website, opened in a new window.
Listening to the customer's voice: examining perceived service value among business college students
LeBlanc, GastonView Profile; Nguyen, NhaView Profile. The International Journal of Educational Management13.4 (1999): 187-198.
Abstract (summary)
Translate
The objectives of this study are to gain more insights into the dimensions used by business students when they consider value and to identify which cues are more important to them in their judgement of value. The study investigates differences in students' assessments of service value based on gender and study level. Recommendations for designing strategies that promise to foster value and positively effect the students' retention decisions are given. The results show that functional value, in the form of students' perception of the price/quality relationship that exists at the business school, is an important driver of value. Similarly, value judgements are found to be related to the acquisition of knowledge, the image projected by the business school, emotional value and social value. Moreover, gender is found to impact on value perceptions where female students give less importance to social value. Interestingly, the results show that as female students progress in their area of specialization, they tend to believe that the price/quality relationship deteriorates at the business school.
Full Text
Translate
Gaston LeBlanc: University of Moncton, Moncton, New-Brunswick, Canada
Nha Nguyen: University of Moncton, Moncton, New-Brunswick, Canada
ACKNOWLEDGMENT: The authors would like to acknowledge the financial support received from the Faculty of Graduate Studies (FESR), Universite de Moncton, through which this study was made possible.
Introduction
In services marketing, many studies have relied mainly on customer satisfaction and services quality to describe customer evaluations of services (Bolton and Drew, 1994). Indeed, numerous researchers have focused their attention on measuring levels of customer satisfaction (Churchill and Surprenant, 1982; Myers, 1991; Oliver and DeSarbo, 1988; Peterson and Wilson, 1992; Tse and Wilton, 1988), and on identifying the dimensions used by customers in their evaluation of services quality (Carman, 1990; Gronroos, 1990; LeBlanc and Nguyen, 1997; Parasuraman et al., 1988, 1991, 1994). More recently, marketing scholars have attempted to grasp and better understand the dynamics of the relationship that exists between satisfaction and service quality and their impact on customer purchase intentions (Bitner, 1990; Bolton and Drew, 1991a,b; Cronin and Taylor, 1992; Taylor and Baker, 1994). This decade, the concept of value has also emerged as an important higher order construct linked to quality and price (Zeithaml, 1988), and to the survival of man ...
Abstract (summary)TranslateThe objectives of this study ar.docxannetnash8266
Abstract (summary)
Translate
The objectives of this study are to gain more insights into the dimensions used by business students when they consider value and to identify which cues are more important to them in their judgement of value. The study investigates differences in students' assessments of service value based on gender and study level. Recommendations for designing strategies that promise to foster value and positively effect the students' retention decisions are given. The results show that functional value, in the form of students' perception of the price/quality relationship that exists at the business school, is an important driver of value. Similarly, value judgements are found to be related to the acquisition of knowledge, the image projected by the business school, emotional value and social value. Moreover, gender is found to impact on value perceptions where female students give less importance to social value. Interestingly, the results show that as female students progress in their area of specialization, they tend to believe that the price/quality relationship deteriorates at the business school.
Full Text
· Translate
·
Gaston LeBlanc: University of Moncton, Moncton, New-Brunswick, Canada
Nha Nguyen: University of Moncton, Moncton, New-Brunswick, Canada
ACKNOWLEDGMENT: The authors would like to acknowledge the financial support received from the Faculty of Graduate Studies (FESR), Universite de Moncton, through which this study was made possible.
Introduction
In services marketing, many studies have relied mainly on customer satisfaction and services quality to describe customer evaluations of services (Bolton and Drew, 1994). Indeed, numerous researchers have focused their attention on measuring levels of customer satisfaction (Churchill and Surprenant, 1982; Myers, 1991; Oliver and DeSarbo, 1988; Peterson and Wilson, 1992; Tse and Wilton, 1988), and on identifying the dimensions used by customers in their evaluation of services quality (Carman, 1990; Gronroos, 1990; LeBlanc and Nguyen, 1997; Parasuraman et al., 1988, 1991, 1994). More recently, marketing scholars have attempted to grasp and better understand the dynamics of the relationship that exists between satisfaction and service quality and their impact on customer purchase intentions (Bitner, 1990; Bolton and Drew, 1991a,b; Cronin and Taylor, 1992; Taylor and Baker, 1994). This decade, the concept of value has also emerged as an important higher order construct linked to quality and price (Zeithaml, 1988), and to the survival of many organisations (Grewal et al., 1998). Indeed, in the present competitive environment, the offering of value-added products and services has become a key ingredient for success (Barich and Kotler, 1991; Rust and Oliver, 1994) where value is considered to be a determining force guiding the customers' retention decisions (Gassenheimer et al., 1998).
Despite the importance of perceived service value as a major form of customers' ass.
Final ExamRSCH 300 – September – December 2014 Name Instr.docxmydrynan
Final Exam
RSCH 300 –
September – December 2014
Name:
Instructions:
There are seven questions in the exam. Five questions are worth 5 points and two questions are worth 2.5 points.
Read each question and follow the guidelines.
Submit your exam using the Turnitin link. Deadline is: 9 am on December 11 (Thursday).
Attend class at 9 am on Thursday and hand in a hard copy of your Exam.
Question 1, 2 & 3 refer to the article
LeBlanc, G & Nguyen, N (1999). Listening to the customer’s voice: examining perceived service value among business college students, The International Journal of Educational Management, 13(4), 187-198.
Q1: (5 points) What methodologies are used in the study published by LeBlanc and Nguyen (1999)? (5 points)
List them. Identify the procedure that was followed for sample selection as well as the sample size. Do not copy-paste the answer from the article, summarize it and present it in your own words. There is no word limit for this answer but 80 to 100 words should be enough.
Q2. (2.5 points) Considering the types of literature review discussed in class: What type of Literature Review is used in the project by LeBlanc and Nguyen (1999)?
Q3: (5points) Read the literature review again and identify one sentence that use an evaluation verb, another sentence that uses a positive stance and a sentence that uses a reporting verb. Use quotation marks and page number, if you are using a print-out of the article use the page number in the printed version. See the example of a reporting sentence:
“Epistemic Value is defined by Sheth, et al (1991) as the ability of a product/service to provided novelty and/or satisfy a desire for knowledge” (LeBlanc and Nguyen 1999, p. 3).
Q4. (5 points)
Identify the types of internet research that do not require ethics assessment Provide a summary in a maximum of 250 words.
Q5. (5 points) Is the following alternative hypothesis set for a two-tailed or a one-tailed test? What would be the null hypotheses?
H1:There is a difference in the GPA of male and female students
Q6: (5 points) Mention five primary data collection methods and describe three of them.
Q7. (2.5 points) Mention two sources of secondary data in Canada. Include links to the websites, if you need help you can visit the Library.
1
_______________________________________________________________
_______________________________________________________________
Report Information from ProQuest
06 December 2014 15:41
_______________________________________________________________
06 December 2014 ProQuest
Table of contents
1. Listening to the customer's voice: examining perceived service value among business college students.. 1
Bibliography...................................................................................................................................................... 14
06 December 2014 ii ProQuest
Document 1 of 1
Listening to the customer's voice: examining perceived service ...
Understanding Consumer Perception of Price-Quality- Value RelationshipIJARIIT
In India as the level of competition keep on increasing day by day for automobile market, it is essential for
every automobile company to understand customer insight in order to provide best value judgement. Thus, they need
to understand how consumer compares price-quality-value of an automobile. Therefore, the objectives of this
research is to study the relationships of perceived quality, perceived value and perceived price that will affect
consumers purchase decision towards cars. Survey using convenience sampling was done at Ludhiana city.
Questionnaires were distributed to 320 respondents at the sampling location. Finally a sample of 280 used for final
analyses. The study revealed a positive impact of perceived price over perceived quality; perceived quality over
perceived value and a negative impact of perceived price over perceived value. The results from this research provide
a platform for Ludhiana automobile makers to appreciate consumer value judgement and how it affects their
purchase decision. In order to ensure that the findings are illustrative and convincing, future research should
include more constructs like brand image of an automobile, customer experience, culture etc.
Assessment of Service Quality in Higher Education: Case Study in Private Univ...inventionjournals
Service quality is one factor that is considered in managing an educational institution. Student satisfaction is the result of perceived service quality of students during the educational process. The purpose of this study is to explore the student's perspective on the service quality received during the learning process. Data collected from students and the questionnaires collected were 95 respondents. IPA analysis is used in order to identify the attributes of service quality from the students’ perspective of level of importance and the perceived performance. Result show that there is a gap between importance and performance attributes of service quality. Based on the cartesius diagram there are two attributes in quadrant I are top priority for improvement. These attributes are fast service and student exchange programs.Based on the customer satisfaction index results showed that the service quality that has been given by university in the criteria of reasonable satisfactory. The results of this analysis are expected to assist management in improving the quality of service to the students in terms of both academic and non-academic, because private universities received the largest inflowfrom students. Recommendations are also discussed to obtain more comprehensive results in measuring student satisfaction
Enhancing Service Quality in Higher Educationiosrjce
The service sector is now playing an increasingly important role in the economy of many nations
including India. The success of any service industry depends heavily on service quality. Higher educational
institutions also represent a crucial component of the service sector hence service quality is crucial to their
survival in a competitive marketplace. Measuring service quality in higher education institutions is a
challenging endeavor, and many commonly used institutional measures of quality may be of limited importance
to students. Moreover, many higher education institutions in India erroneously feel that students are a captive
audience and the demand for their educational services is inelastic. This paper draws attention to the fact that
as competition intensifies between private, public, and online education providers, this attitude will have to
change and they will have to lay greater emphasis on improving service quality. This essentially means that they
will have to develop techniques to measure the quality of educational services which are different from those
currently prevalent and which are focused on their primary stakeholders –the students. This paper discusses the
importance of the five factors of service quality which are deemed critical from the customers’ point of view
namely core service or service product, human and non-human element of service delivery, tangibles and social
responsibility, and argues that each one of these factors is as applicable to the higher education sector as they
are to other service sectors. Higher educational institutions whether at undergraduate or postgraduate level
must formulate a distinctive service proposition—a proposal regarding how they will choose to serve students,
and implement it through a strategy of policies, practices, and procedures which are oriented towards the
student as a customer so as to survive in the current competitive scenario.
Perception and Expectation of Students Towards Service QualityAsma Muhamad
Current study of service quality from perspective of students at one of Malaysian research university.
The article is also available here
http://mojem.um.edu.my/current
O R I G I N A L P A P E RCSR and Customer Value Co-creatio.docxvannagoforth
O R I G I N A L P A P E R
CSR and Customer Value Co-creation Behavior: The Moderation
Mechanisms of Servant Leadership and Relationship Marketing
Orientation
Trong Tuan Luu1
Received: 28 September 2015 / Accepted: 27 February 2017 / Published online: 9 March 2017
� Springer Science+Business Media Dordrecht 2017
Abstract Corporate social responsibility (CSR) is a force
to ‘‘pull’’ customers to the organizational mission and
values, and influence them to contribute to the organiza-
tion. The primary purpose of the research is to assess how
CSR contributes to customer value co-creation. The
research also seeks evidence on the moderation mecha-
nisms of servant leadership and relationship marketing
orientation for the effect of CSR on customer value co-
creation behavior. The data were collected from 873
employees and 873 customers in software industry in
Vietnam context. The data analysis supported the positive
effect of CSR on customer value co-creation behavior.
Servant leadership and relationship marketing orientation
were also found to play moderating roles for the CSR–
customer value co-creation linkage.
Keywords Corporate social responsibility � Customer
value co-creation behavior � Servant leadership �
Relationship marketing orientation � Vietnam
Introduction
Organizations have been facing stronger and stronger for-
ces from the market, especially customer forces such as the
increasing fragmentation of consumer markets; rapidly
changing customer buying patterns and life styles; more
sophisticated and demanding customers; and their higher
expectations in terms of customization, newness, quality,
and price (Ernst et al. 2011). Customer forces can be
challenges for passive organizations, but may be assets or
resources for organizations with sustainable strategic pos-
ture, which can transform customer forces into values for
themselves. Service-dominant logic perspective—the
foundation for the study of value creation within service
systems (Vargo et al. 2008)—unveils the value co-creating
role of customers (Vargo and Lusch 2004) in addition to
their traditional role as carriers of needs. Co-creation
entails a unique, strategic partnership between the organi-
zation and the customer (Zhang et al. 2015). In Vargo and
Lusch’s (2004) words, customers are partners and co-pro-
ducers of value, services, and products. Co-creation blurs
the boundaries of the organization by ‘‘outsourcing’’
innovation and value creation to customers. As such, cus-
tomer forces are not merely demanding but contributive by
nature as well.
In light of service-dominant logic (Vargo and Lusch
2004), customer is also operant resource (i.e., source of
knowledge and skills, Vargo and Lusch 2008; Gohary and
Hamzelu 2016) for value co-creation. Yet, the conversion
of this operant resource into value co-creation behavior
may not occur without customers’ social identification
with the organization in light of social identity theo ...
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docxwillcoxjanay
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
More Related Content
Similar to Turn on hit highlighting for speaking browsers by selecting the En.docx
Assessment of Service Quality in Higher Education: Case Study in Private Univ...inventionjournals
Service quality is one factor that is considered in managing an educational institution. Student satisfaction is the result of perceived service quality of students during the educational process. The purpose of this study is to explore the student's perspective on the service quality received during the learning process. Data collected from students and the questionnaires collected were 95 respondents. IPA analysis is used in order to identify the attributes of service quality from the students’ perspective of level of importance and the perceived performance. Result show that there is a gap between importance and performance attributes of service quality. Based on the cartesius diagram there are two attributes in quadrant I are top priority for improvement. These attributes are fast service and student exchange programs.Based on the customer satisfaction index results showed that the service quality that has been given by university in the criteria of reasonable satisfactory. The results of this analysis are expected to assist management in improving the quality of service to the students in terms of both academic and non-academic, because private universities received the largest inflowfrom students. Recommendations are also discussed to obtain more comprehensive results in measuring student satisfaction
Enhancing Service Quality in Higher Educationiosrjce
The service sector is now playing an increasingly important role in the economy of many nations
including India. The success of any service industry depends heavily on service quality. Higher educational
institutions also represent a crucial component of the service sector hence service quality is crucial to their
survival in a competitive marketplace. Measuring service quality in higher education institutions is a
challenging endeavor, and many commonly used institutional measures of quality may be of limited importance
to students. Moreover, many higher education institutions in India erroneously feel that students are a captive
audience and the demand for their educational services is inelastic. This paper draws attention to the fact that
as competition intensifies between private, public, and online education providers, this attitude will have to
change and they will have to lay greater emphasis on improving service quality. This essentially means that they
will have to develop techniques to measure the quality of educational services which are different from those
currently prevalent and which are focused on their primary stakeholders –the students. This paper discusses the
importance of the five factors of service quality which are deemed critical from the customers’ point of view
namely core service or service product, human and non-human element of service delivery, tangibles and social
responsibility, and argues that each one of these factors is as applicable to the higher education sector as they
are to other service sectors. Higher educational institutions whether at undergraduate or postgraduate level
must formulate a distinctive service proposition—a proposal regarding how they will choose to serve students,
and implement it through a strategy of policies, practices, and procedures which are oriented towards the
student as a customer so as to survive in the current competitive scenario.
Perception and Expectation of Students Towards Service QualityAsma Muhamad
Current study of service quality from perspective of students at one of Malaysian research university.
The article is also available here
http://mojem.um.edu.my/current
O R I G I N A L P A P E RCSR and Customer Value Co-creatio.docxvannagoforth
O R I G I N A L P A P E R
CSR and Customer Value Co-creation Behavior: The Moderation
Mechanisms of Servant Leadership and Relationship Marketing
Orientation
Trong Tuan Luu1
Received: 28 September 2015 / Accepted: 27 February 2017 / Published online: 9 March 2017
� Springer Science+Business Media Dordrecht 2017
Abstract Corporate social responsibility (CSR) is a force
to ‘‘pull’’ customers to the organizational mission and
values, and influence them to contribute to the organiza-
tion. The primary purpose of the research is to assess how
CSR contributes to customer value co-creation. The
research also seeks evidence on the moderation mecha-
nisms of servant leadership and relationship marketing
orientation for the effect of CSR on customer value co-
creation behavior. The data were collected from 873
employees and 873 customers in software industry in
Vietnam context. The data analysis supported the positive
effect of CSR on customer value co-creation behavior.
Servant leadership and relationship marketing orientation
were also found to play moderating roles for the CSR–
customer value co-creation linkage.
Keywords Corporate social responsibility � Customer
value co-creation behavior � Servant leadership �
Relationship marketing orientation � Vietnam
Introduction
Organizations have been facing stronger and stronger for-
ces from the market, especially customer forces such as the
increasing fragmentation of consumer markets; rapidly
changing customer buying patterns and life styles; more
sophisticated and demanding customers; and their higher
expectations in terms of customization, newness, quality,
and price (Ernst et al. 2011). Customer forces can be
challenges for passive organizations, but may be assets or
resources for organizations with sustainable strategic pos-
ture, which can transform customer forces into values for
themselves. Service-dominant logic perspective—the
foundation for the study of value creation within service
systems (Vargo et al. 2008)—unveils the value co-creating
role of customers (Vargo and Lusch 2004) in addition to
their traditional role as carriers of needs. Co-creation
entails a unique, strategic partnership between the organi-
zation and the customer (Zhang et al. 2015). In Vargo and
Lusch’s (2004) words, customers are partners and co-pro-
ducers of value, services, and products. Co-creation blurs
the boundaries of the organization by ‘‘outsourcing’’
innovation and value creation to customers. As such, cus-
tomer forces are not merely demanding but contributive by
nature as well.
In light of service-dominant logic (Vargo and Lusch
2004), customer is also operant resource (i.e., source of
knowledge and skills, Vargo and Lusch 2008; Gohary and
Hamzelu 2016) for value co-creation. Yet, the conversion
of this operant resource into value co-creation behavior
may not occur without customers’ social identification
with the organization in light of social identity theo ...
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Thomasena Shaw, Journal of Public Relations Education, Vol. 3, Issue 2, 59-77
Abstract
"Internships have significant early career advantages for undergraduates including less time finding a first employment position, increased monetary compensation and greater overall job satisfaction. Considerable professional and scholarly evidence highlights the important role of undergraduate internships, as well as gaps that exist between students and supervisors regarding the relative importance of specific job skills and professional characteristics. While previous studies have explored the underlying feelings and expectations of the two groups in professional and academic contexts, this exploratory case study uses coorientation as the theoretical framework to examine the levels of agreement, congruency and accuracy that exist between them in relation to key jobs skills and professional characteristics linked with career success; it also provides insight into the extent to which respondents perceive that the internship improved students’ college-learning outcomes. The key findings of this study indicate that the majority of respondents believed that the experience improved performance in relation to college learning outcomes. The study also found that students and supervisors are accurately cooriented with one another in relation to job skills items, but less so when it comes to professional characteristics. This could be particularly problematic for student interns as misperceptions and misunderstanding can potentially lead to missed opportunities for collaboration and integration, and/or a self-fulfilling prophecy where supervisors’ lack of coorientation damages the possibility of a cooperative relationship with current and future student interns, and the academic programs that bring them together."
Similar to Turn on hit highlighting for speaking browsers by selecting the En.docx (20)
Critical Response Rubric:
Category 0 1 1.5 2
Timeliness
late On time
Delivery of Critical
Response
Utilizes poor
spelling and
grammar; appear
“hasty”
Errors in
spelling and
grammar
evidenced
Few
grammatical or
spelling errors
are noted
Consistently uses
grammatically
correct response
with rare
misspellings
Organization
Unorganized. A
summary of the
chapter.
Unorganized in
ideas and
structure.
Some evidence
of organization.
Unorganized in
either ideas or
structure.
Primarily
organized with
occasional lack
of organization
in either ideas
or structure.
Clear
organization.
Ideas are clear
and follow a
logical
organization.
Structure of the
response is easy
to follow.
Relevance of
Response
(understanding the
chapter)
Lacks clear
understanding of
the chapter
Occasionally off
topic; short in
length and offer
no further
insight into the
topic. Lacking 2
or more of the
following: (1)
The text
assumptions (2)
implications of
the assumptions
(3) what the
author is
arguing for (4)
how the author
constructs their
argument
Related to
chapter
content; lacks
one of the
following: (1)
The text
assumptions (2)
implications of
the
assumptions (3)
what the author
is arguing for
(4) how the
author
constructs their
argument
Clear
understanding of
chapter content
and includes all of
the following:(1)
The text
assumptions (2)
implications of the
assumptions (3)
what the author is
arguing for (4)
how the author
constructs their
argument
Expression within
the response
(evidence of
critical thinking)
Does not express
opinions or ideas
about the topic
Unclear
connection to
topic evidenced
in minimal
expression of
opinions or
ideas
Opinions and
ideas are stated
with occasional
lack of
connection to
topic
Expresses
opinions and
ideas in a clear
and concise
manner with
obvious
connection to
topic
Story 2
Naming, walking and magic
By Carlos Gonzalez
The words you speak become the house you live in.—Hafiz (Ladinsky, 1999, p. 281)
Brazilian lyricist and novelist, Paulo Coelho, says that magic is a kind of bridge between the visible and invisible (2014). My work as a teacher and my students’ experiences in the learning spaces I help create sometimes reflect Coelho’s definition. In class, I often make the argument that language is the ultimate form of magic. Without it we don't really understand the world about us. It is that bridge between what is known and what wants to be known or is currently invisible.
In our sessions, because most of my students are familiar with and culturally rooted in the Bible, I mention a passage where God tells Adam to name the animals in the Garden of Eden. For me, this story works as a powerful reminder that the impulse to name is an integral part of what it means to be human. The naming of the animals implies that the way we relate to the world has something to do wi.
Critical Response Rubric- Please view the videos provided on Asha De.docxwillcoxjanay
Critical Response Rubric- Please view the videos provided on Asha Degree. The first, Trace Evidence, is a descriptive trace of the evidence in the case. The second video is the FBI clip hat includes Asha's parents. The Third clip is an experimental walk of the route Asha is claimed to have took that night. SAY HER NAME EXAMPLE- Simply provide a name an incident where violence was inflicted on a Black Female Body (since we've acknowledged Breonna Taylor, please research and find someone else that the class can be made aware of.
One page double space (thoughts)/response
.
https://www.youtube.com/watch?v=Ih5RUlzJjZI
https://www.youtube.com/watch?v=Y-9FtGTRWnk
https://www.youtube.com/watch?v=f30w54xfxiI
.
Critical Reflective AnalysisIn developing your genogram and learni.docxwillcoxjanay
Critical Reflective Analysis
In developing your genogram and learning plan you were required to collect significant personal data that has influenced your lifestyle and consequently your personal health and wellness. Looking at this information and your personal learning plan a meaningful event must have come to mind. This event would have been an incident that probably impacted your lifestyle in a negative fashion; as an example a divorce, an accident or a sudden death of a family member from familial links. How did this affect your overall health using the six dimensions of wellness? How does the research support the findings? What does this mean for you? With the knowledge you have gained how has this changed your perspective? Why? What changes will you make?Using the LEARN
headings
write a critical analyses highlighting the abstract ideas underlying your reflection. Use specific details and at least
three references
to defend your conclusions.
Criteria for Evaluation and GradingFormat:
5 pages (excluding title and reference page)
12 font Arial or Times New Roman
Double spaced
Minimum of 3-4 references
APA format (link)
Submit in a Word.doc document
LEARN HEADINGS
Look Back
Present a meaningful event
Outline event concisely
Elaborate
Summarize event in detail (what happened, who was involved, where the event occurred, your involvement)
Describe personal feelings and perceptions of self and others
Analyze
Identify
one key
issue to analyze
Use literature as a guide with at least 3 evidence based journal articles
Compare and contrast the event with knowledge acquired in reading
Discuss the new perspective (view) you have acquired through the literature
Revise
Refer back to your acquired knowledge and analysis
Explain how you would preserve or change your perspective
Discuss rationale for considering the change in your life
Suggest alternative strategies you are presently using as a result of this analysis
New Perspective
Identify recommendations for future revision of your lifestyle
Guidelines to assist reflective writing:
Occasion for reflection: (an experience – seen, read, heard)
Presents experience through use of concrete, sensory language, quotations and narrative accounts
Shows depth of thought
Indicates creativity
Reflection ( exploration and analyzes)
Reveals feelings and thoughts through presentation of the experience
Conveys evidence of a personal response to the experience
Enables reader to understand the abstract ideas underlying the reflection through use of specific detail
Demonstrates good meta-cognition
Writing Strategies
Uses convincing language and scenarios to detail reflection
Uses comparison and imagery
Enhances reflection through contrasting and explaining possibilities
Makes inferences
Develops new ways of reflecting upon nursing and nursing practice
Coherence and style:
Demonstrates insight through natural flow of ideas
P.
Critical Reflection Project
z
z
z
z
Major parts
Orient the reader
Identify the focus/purpose of the book
Outline the scope of your paper
Topic sentence 1
Discuses the theme (theme 1) with supporting details
Concluding sentence
Topic sentence 2
Discuses the theme (theme 2) with supporting details
Concluding sentence
Conclude by restating the thesis, summarizing the argument, and making application
Address the themes from biblical point of view
Paragraphs
Outline
Introduction
Body
Conclusion
z
Introduction (Example)
I am a White privileged, American, who is loved, and who is attending the college of her dreams. I live with three younger siblings who do not fit that description. We live in the same house; they are American, loved, attending an amazing high school, privileged, but what is missing? The answer is the color of their skin; I am White and they are Black. My three youngest siblings are adopted from various parts of the United States as well as Africa, and their lives are worlds apart from mine; yet, we live feet apart. I am never afraid to walk home from school or get arrested by the cops, and yet I will be walking home with my 6’0, line man sized, African American little brother and people will cross to the other side of the street. Whole families have crossed in the middle of the road to avoid passing next to us. I know for a fact most of my friends do not worry about their little brother coming home safe because he has the build of the boys you hear about on television being beaten to death—because he has the skin color of the boys on television.
The New York Times best seller, “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” by Michelle Alexander works to give an explanation for the phenomenon that has been splashed across the news left and right. This movement is known as the “Black Lives Matter” movement that has the purpose of fighting back against the racism in our society: the human rights and dignity many people of color feel they are denied. There is a problem in our society that needs to be addressed because lives are on the line; and, I feel that the Black Lives Matter movement is not effectively or gracefully working to solve this problem as God intended. My purpose for this paper is to argue that our society is not seeing the new racism that is running rampant; that God did not intend for any sort of racism; and, finally conclude with our society should be called into action, especially the believers. For this paper, it will be broken up into three different sections: Michelle Alexander’s book, the corresponding Bible passages, and concluded with the application section.
z
Body (example)
“The New Jim Crow: Mass Incarceration in the Age of Colorblindness” is a book by Michelle Alexander, whose main argument is “that mass incarceration is, metaphorically, the New Jim Crow.” Some background to explain this statement is Jim Crow laws were a set of laws that barred African Americans from ha.
Critical reflection on the reading from Who Speaks for Justice, .docxwillcoxjanay
Critical reflection on the reading from
Who Speaks for Justice,
Part 5: Culture pages 161-219.
Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior. Some things to think about Why instead of the What and When. What culture do you practice? Where did it come from? Are you paying attention to how culture impacts your behavior, actions and thinking? How does your culture impact others around you? Cultural and social foundations provide no clear answers or guidance in why things are the way they are and requires students to become mindful of beliefs and patterns of behavior.
.
Critical Reflection ExerciseStudents are expected to have co.docxwillcoxjanay
Critical Reflection Exercise
Students are expected to have completed the assigned readings each week and be prepared to comment critically.
Rather than providing mere summaries of course readings, students will be asked to analyze and synthesize information from the assigned readings while reflecting on their own lived experiences using personal examples, situations they observe in organizations and within their communities, and current events.
Students will submit a
three
page, double-spaced critical reflection of the assigned readings.
Assigned Readings: *
For the Second Reading, just Chapter 1 & 2
.
Critical Reading StrategiesThe University of Minnesota published.docxwillcoxjanay
Critical Reading Strategies
The University of Minnesota published a guideline on critical reading, called Critical Reading Strategies.
Click here (Links to an external site.)Links to an external site. for the document.
These guidelines suggest reading in an active and engaged way in order to analyze, evaluate, and understand texts. They recommend:
1. Identifying what you're reading for. Answer the following questions:
1. Why am I reading this text? Is it for general content? To complete a written assignment? To research information?
2. Allowing yourself enough time to read. I recommend giving yourself about one hour for every 25 pages of reading.
1. Note: Get comfortable with the feeling of struggling to read. Many of the texts we encounter this semester are very old. These readings may be obscure, difficult to understand, while reflecting cultural values that may be alien to you. I recommend paying attention to these feelings of discomfort as you read, and then using them to investigate the text further.
1. Example: You notice there is a lot of repetition in the Epic of Gilgamesh so you decide to look into it. You find out that the translation history of Epic of Gilgamesh involves a great deal of transcription from fragmented cuneiform tablets into our written text system.
3. Previewing the text. Does the text have any headings or sub-headings? If so, what are they? Does it include an introduction? If so, what does the introduction have to say? What does the text look like on the page? Literally--does it take up a lot of space? Bigger/smaller margins? Use block writing or stanzas?
4. Engaging. I cannot stress it enough: get in the habit of reading with a pen or pencil in hand. Write in the margins. Circle things you find important. Develop a notation system that reflects your thoughts or feelings as you read.
1. You may draw an angry face next to the section where Gilgamesh insults the goddess Ishtar. You might underline the stanza in which Gilgamesh and Enkidu confront the monster, Humbaba.
2. What the texts says vs what it does. Take time to summarize the text says. What is the main idea? How is the main idea supported? Now ask yourself: how does it do that? Does it use imagery? Metaphor? Repetition? Simple or complicated language?
What is World Literature?
David Damrosch is known for his extensive work in world literature and comparative literature. He is also the director of Harvard's The Institute for World Literature (Links to an external site.)Links to an external site.. In "Introduction: Goethe Coins a Phrase," Damrosch provides a brief history of world literature as a literary field, and also defines world literature in terms of translation and circulation. See below for the PDF.
Damrosch, David (Introduction--Goethe Coins a Phrase).pdf
· The concept of "world literature" as a literary field comes into the Western World through Goethe's term, weltliteratur. It's important to note that Goethe was not the first to use weltlite.
Critical Qualitative Research Designpages 70–76Related to un.docxwillcoxjanay
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
Critical InfrastructuresThe U.S. Department of Homeland Security h.docxwillcoxjanay
Critical Infrastructures
The U.S. Department of Homeland Security has identified what is determined to be critical infrastructure assets that are designated as potentially being of terrorist interest. Although the final responsibility and mission for protecting those assets and sectors of each remains with the DHS, the initial accountability rests with local ownership and authorities.
The DHS has formulated a National Infrastructure Protection Plan to explain and describe the national responsibility. A very significant majority of the infrastructure elements are under private or corporate ownership and maintenance and must share the bulk of responsibility for protection and security under their own mission plans for security.
Assignment Guidelines
Address the following in 3–4 pages:
What is the National Infrastructure Protection Plan (NIPP)?
When was it created?
Who created it?
Why was it created? Explain.
How important is the private sector with regard to critical infrastructure protection? Why?
What types of strategies can be used for critical infrastructure protection (CIP)?
What strengths currently exist in the United States with regard to CIP? Explain.
What weaknesses still need to be addressed? Why?
How can federal agencies effectively cooperate with private sector organizations? Explain.
What types of information should be disseminated to private sector organizations that are responsible for key assets? Explain.
What types of information, if any, should be withheld from the private sector? Why?
ASSIGNMENT DUE TONIGHT 10/20/13 BY 12 CLOCK
.
Critical Infrastructure Protection
Discussion Questions: How has the federal government responded to possible terrorist attacks (mitigation) where civil liberties have not been endangered? Considering that so much of the nation’s critical infrastructure is privately owned, how has the government-regulated possible civil liberties issues related to private sector employers/employees? Can a balanced policy be implemented regarding critical infrastructure without eroding privacy, freedom of information or other civil liberties?
Minimum of 350 words
APA Style with quotation and references
.
Critical InfrastructuresIn terms of critical infrastructure and ke.docxwillcoxjanay
Critical Infrastructures
In terms of critical infrastructure and key resources (CIKR), an
asset
is a person, structure, facility, information, material, or a process that has value. For example, in the transportation sector, a bridge would be an asset.
A
network
is a group of related components that interact with each other or share information to perform a function. For example, a light rail system that crosses multiple jurisdictions in a large metropolitan area would be considered a network.
A
system
is any combination of facilities, personnel, equipment, procedures, and communications integrated for a specific purpose. For example, the U.S. interstate highways comprise a system within the transportation sector.
A
sector
consists of a logical collection of interconnected assets, systems, or networks that provide a common function to society, the economy, or the government. For example, the transportation sector consists of vast, open, accessible, interconnected systems, which include the aviation, maritime, pipeline, highway, freight rail, and mass-transit systems.
Address the following in 3–4 pages:
For each of the 18 CIKR sectors, identify 1
–
2 local examples of critical infrastructure.
Briefly describe the examples, and explain how they are operated and utilized.
Provide any information that you feel is unique to each sector.
In your local community, research the infrastructure, and identify one particular element that may be of particular interest to a terrorist or vulnerable to natural or manmade disaster.
Are there any protective measures in place to ensure its safety?
.
Critical Infrastructure Case StudyPower plants are an important .docxwillcoxjanay
Critical Infrastructure Case Study
Power plants are an important part of critical infrastructures and local, state, and national economies. Therefore, power plants need deep and multilayered access controls due to concerns over physical security. There are a number of sensitive areas that must be secured, and various employees need different levels of access to these locations. At a plant in the upper Midwest, this access is handled with identity badges that include images of the user and an RFID with their access rights. The RFID handles access through multiple levels. There is a security checkpoint at the entrance to the parking lot, and at the entrance. Both points require a badge to enter. From there the badge allows personnel to enter the facilities they are authorized to enter. It also acts as "something you have" for multipoint authentication onto secure systems. These are all standard functions for an RFID badge system. The badges also have an automatic deactivation feature, which is useful for certain personnel. Maintenance personnel, for example, do not have enhanced access and do not require access to secured areas of the site. However, the maintenance team may need access to any area of the facility regardless of its sensitivity, in the case of a breakdown or special project. To allow for this, the badges can be granted access rights that decay over time. This allows for temporary access to secure areas that is then automatically revoked over a number of hours or days. This lowers administrative time, and reduces the risk of human error in rights assignment.
.
Critical Infrastructure and a CyberattackPresidential Decisi.docxwillcoxjanay
Critical Infrastructure and a Cyberattack
Presidential Decision Directive 21 (PDD-21) identifies 16 critical infrastructures. PDD-21 lays out the national policy to maintain secure, functioning and resilient critical infrastructure. Select a critical infrastructure sector from the list below and discuss the impact that a cyberattack could have on that system or service:
Communication Sector (voice communications, digital communications, or navigation)
Energy Sector (electric power grid)
Water and Wastewater Systems Sector (water supply or sewage)
Healthcare and Public Health Sector (hospitals)
Transportation Systems Sector (rail or air)
Financial Services Sector (banking )
It is the third and fourth order effects from the cyberattack on the chosen critical infrastructure that shows the far reaching and devastating effect of a cyberattack. To demonstrate the interconnectedness of critical infrastructure, explain the cascading effects on other critical infrastructure. Then, discuss the measures DHS has taken to ensure resiliency of the selected infrastructure and the measures that need to be implemented in the future.
The Critical Infrastructure and a Cyberattack assignment
Must be three to four pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)
.
Must include a
cover page (Links to an external site.)
with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introductory paragraph with a succinct thesis statement. The thesis must be in both the introduction and the conclusion.
Must use at least three scholarly sources or official government sources in addition to the course text.
Must
document all sources in APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Must include a separate
references page that is formatted according to APA style (Links to an external site.)
as outlined in the Ashford Writing Center.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
.
Critical Incident Protection (CIP)Plans need to have your name o.docxwillcoxjanay
Critical Incident Protection (CIP)
Plans need to have your name on them and need to include at least 2 pages describing:
•The importance of the document
•How it pertains to your residency company
•How your role in the company can help the plan be successful
Note:ASAP FORMAT
references and citations required
.
Critical Evaluation of Qualitative or Quantitative Research Stud.docxwillcoxjanay
Critical Evaluation of Qualitative or Quantitative Research Study
Read:
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Critically evaluate either Study 3 or Study 4. Evaluate the credibility of professional citation, research design, and procedures in a research article. Include a discussion on how this study contributes to evidence-based practice.
Study 3 -
Patients’ and partners’ health-related quality of life before and 4 months after coronary artery bypass grafting surgery
Study 4 -
Striving for independence: a qualitative study of women living with vertebral fracture
Suggested Reading
Schreiber, M. L. (2016). Evidence-Based Practice.
Negative Pressure Wound Therapy
.
MEDSURG Nursing, 25
(6), 425-428.
Stevens, K., (2013)
The impact of evidence-based practice in nursing and the next big ideas
.
OJIN: The Online Journal of Issues in Nursing
,
18
,(2), Manuscript 4. doi: 10.3912/OJIN.Vol18No02Man04
Wakefield, A. (2014). Searching and critiquing the research literature.
Nursing Standard
,
28
(39), 49-57. doi:10.7748/ns.28.39.49.e8867
Chapter 6 (pp. 131-153), Chapter 7 (pp. 157-185), Chapter 8 (pp. 189-226) Chapter 12 (pp.323-350)& Chapter 13 (pp. 351-380) In Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning
Qualitative Specific Resources
Houser, J. (2018).
Nursing research: Readings, using & creating evidence
(4th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 9, p. 229-252
Chapter 14, p. 385-416
Chapter 15, p. 419-442
Additional Instructions:
All submissions should have a title page and reference page.
Utilize a minimum of two scholarly resources.
Adhere to grammar, spelling and punctuation criteria.
Adhere to APA compliance guidelines.
Adhere to the chosen Submission Option for Delivery of Activity guidelines.
Submission Options:
Choose One:
Instructions:
Paper
4 to 6-page paper. Include title and reference pages.
.
Critical Analysis of Phillips argument in her essay Zombie Studies.docxwillcoxjanay
Critical Analysis of Phillips' argument in her essay "Zombie Studies Gain Ground on College Campuses"
Compose a fully-developed paragraph to critically analyze Phillips' argument. Use the points you learned in the "Reading with a Critical Eye" text for your analysis. (500 words)
What are the main points Erica Phillips uses to support her argument that zombies are gaining ground on college campuses?
Who are the authorities that she presents to provide credibility to her argument.
Does she present you with facts or opinions? Is her information current?
Does her background give her any authority on the subject?
What are the strengths and weaknesses of her argument?
.
Critical Appraisal Process for Quantitative ResearchAs you cri.docxwillcoxjanay
Critical Appraisal Process for Quantitative Research
As you critically appraise studies, follow the steps of the critical appraisal process presented in Box 18-1. These steps occur in sequence, vary in depth, and presume accomplishment of the preceding steps. However, an individual with critical appraisal experience frequently performs multiple steps of this process simultaneously. This section includes the three steps of the research critical appraisal process applied to quantitative studies and provides relevant questions for each step. These questions are not comprehensive but have been selected as a means for stimulating the logical reasoning and analysis necessary for conducting a study review. Persons experienced in the critical appraisal process formulate additional questions as part of their reasoning processes. We cover the identification of the steps or elements of the research process separately because persons who are new to critical appraisal often only conduct this step. The questions for determining the study strengths and weaknesses are covered together because this process occurs simultaneously in the mind of the person conducting the critical appraisal. Evaluation is covered separately because of the increased expertise needed to perform this final step.
Step I: Identifying the Steps of the Quantitative Research Process in Studies
Initial attempts to comprehend research articles are often frustrating because the terminology and stylized manner of the report are unfamiliar. Identification of the steps of the research process in a quantitative study is the first step in critical appraisal. It involves understanding the terms and concepts in the report; identifying study elements; and grasping the nature, significance, and meaning of the study elements. The following guidelines are presented to direct
you in the initial critical appraisal of a quantitative study.
Guidelines for Identifying the Steps of the Quantitative Research Process
The first step involves reviewing the study title and abstract and reading the study from beginning to end (review the key principles in Box 18-2). As you read, address the following questions about the research report: Was the writing style of the report clear and concise? Were the different parts of the research report plainly identified (APA, 2010)? Were relevant terms defined?
You might underline the terms you do not understand and determine their meaning from the glossary at the end of this textbook. Read the article a second time and highlight or underline each step of the quantitative research process. An overview of these steps is presented in Chapter 3. To write a critical appraisal identifying the study steps, you need to identify each step concisely and respond briefly to the following guidelines and questions:
I. Introduction
A. Describe the qualifications of the authors to conduct the study, such as research expertise, clinical experience, and educational preparation. Doctoral .
Criteria
Excellent
Superior
Good
Work needed
Failing
Introduction
20 points
Engages reader's attenion. Strong, assertive stance. Gives title of story and author. Key points are presented in thesis. Has individual and creative slant
18 points
Clear thesis with key points. Gives title and author. Takes a stance on analysis of story.
16 points
Thesis general but analytical. Reader is aware from first paragraph of the author's perspective of the story.
14 points
Thesis too broad or not clear as analysis.
0 points
Needs thesis which will analyze story. Reader not clear about what to expect.
Body
20 points
Key points developed with details and examples from text. Refers to thesis concepts. Reflects authorial stance
18 points
Gives details and examples from text to analyze thesis concept.
16 points
Uses some examples from the story without much plot summary. Focuses on thesis concept.
14 points
Plot summary. Does not tie into thesis concept.
0 points
Plot summary or biography of author. Thesis not developed with details or key points.
Conclusion
15 points
Summarizes key points made in essay. Restates thesis concept in different words. Provides a sense of closure and unification.
13 points
Summarizes points made. Restates thesis concept.
11 points
Summarizes points made in body of essay. Unifies the essay without new topics introduced.
9 points
Ends abruptly. Introduces new topic into conclusion. Does not reflect information in introduction, thesis, and body.
0 points
Lacks summary of points or sense of unity in essay.
Academic tone
10 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout. No cliches, slang, or colloquialisms used.
8 points
Semi-formal, academic tone with clear sentence structure and phrasing. Third person used throughout.
6 points
Clear tone but may contain usage of first person, or occasional informal usage.
4 points
Too informal, usage of first person, and language usage does not reflect the academic reader.
0 points
Does not reflect the tone of academic writing.
Citations
25 points
Uses in-text citations accurately after examples from text. Provides Work Cited list with accurate citation(s).
22 points
Accurate in-text and Works Cited citation(s).
19 points
In-text and end citations may have errors, but show patterns given in our textbook.
17 points
Inadequate information to allow reader to find sources. Usage of URL as main citation. In-text citations missing or not accurate.
0 points
Missing or invalid.
Mechanics
10 points
Free of errors in punctuation, spelling, grammar, and sentence structure
8 points
Few errors in spelling, punctuation or grammar. Complete sentences with conventional phrasing.
7 points
Errors are too frequent, but few sentence construction problems--fragments, run on sentences or comma splices.
6 points
Too many errors. Problems with sentence constructions: fragments, fused senten.
Critical analysis of primary literature - PracticePurposeThis.docxwillcoxjanay
Critical analysis of primary literature - Practice
Purpose:
This purpose of this assignment is to critically analyze each section of one research paper, in order to gain experience dissecting, summarizing, and evaluating primary literature.
Skills:
As a result of completing this assignment, you will gain skills required to analyze and evaluate information from any source, and to apply the process of science to analyze and evaluate primary sources, including:
· Identifying and rewording hypotheses and predictions
· Evaluating experimental methods within the context of the hypotheses and predictions
· Analyzing statistical tests and describing their meaning
· Analyzing, interpreting, and summarizing Results and Interpretations, including the meaning and descriptive value of figures and tables
Tasks and Rubric:
· Select and read one of the provided papers that reports on original experimental research.
· Consider watching the Intro To Stats video lecture for help understanding the methods.
· Begin a Collaboration with me through our Canvas site (so that I may access and comment on it at any time), and complete the following analyses of the journal article:
Commentary Part 1
Focus on the Abstract and Introduction of the publication:
1. Explain in your own words why the researchers conducted this study; what is the value in studying their system? What background information is included to inform you of the relevance, importance or potential implications of the study?
2. Restate the researcher’s hypothesis and their predictions in your own words; Identify where they stated their hypothesis and predictions, and whether it was stated explicitly or implied. Did the researchers choose appropriate experiments or observations to test their hypothesis? Explain why you think so.
Commentary Part 2
Focus on the Materials and Methods:
1. In your own words, summarize the experimental methods (if there are multiple, summarize what you believe is the most important experiment).
2. Explainthe statistical method or test used to analyze their most important results: on what dataset is the statistical test applied? What is the test statistic measuring? What are the confidence limits, p-value, or R2 value, etc. and the significance level associated with the test statistic?
Commentary Part 3
Focus on the Results and Discussion:
1. Evaluate two figures or tables that visually explain the most important result: Explain what each one attempts to show. Explainhow the figures and tables do or do not help clarify the written results.
2. Evaluate the Results & Discussion: Do they match the predictions and therefore support the hypothesis, or do the results falsify the hypothesis...or do they suggest a way in which the hypothesis (or predictions) should be modified? Explain.
Additional criteria and tips. To receive 15 points, you must:
· Use no smaller than 11 point font, 0.75 inch borders.
· Use correct grammar and punctuation and adhere to Standard English sentence st.
Critical analysis of one relevant curriculum approach or model..docxwillcoxjanay
Critical analysis of one relevant curriculum approach or model.
Recommended Reading
Arce, E., & Ferguson, S. (2013). Curriculum for young children: An introduction (2n ed.). Wadsworth, CA: Cengage Learning.
Brady, L & Kennedy, K (2013). Curriculum construction (5th ed.). Australia: Pearson.
Cohen, L., & Waite-Stupiansky, S. (2013). Learning across the early childhood curriculum, UK: Emerald.
Curtis, C. (2011). Reflecting children's lives: a handbook for planning your child-centered curriculum (2nd ed.), St Paul, Minnesota: Redleaf Press.
Elias, C., & Jenkins, L. (2011). A practical guide to early childhood curriculum, 9th edn, NJ: Pearson Education.
Eliason, C., & Jenkins, L. (2012). A Practical Guide to Early Childhood Curriculum, 9th ed. New Jersey: Pearson Education
File N., Mueller, J., & Wisneski, D. (2012). Curriculum in early childhood education: re-examined, rediscovered, renewed New York: Routledge.
Fleer, M. (2013). Play in the early years, UK: Cambridge University.
Gronlund, G. (2010). Developmentally appropriate play: guiding young children to a higher level. St Paul, MN: Redleaf
Hunter, L., & Sonter, L. (2012). Progressing play: practicalities, intentions and possibilities in emerging co-constructed curriculum. Warner, QLD, Australia: Consultants at play.
Ingles, S. (2015). Developing critical skills: Interactive exercises for pre-service teachers. Kendall Hunt.
Irving, E., & Carter, C. (2018 in Press). The Child in Focus: Learning and Teaching in Early Childhood Education, Melbourne: Oxford University Press (particularly Chapter 4: Play and Play-based learning and Chapter 5: Curriculum and Pedagogy)
Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Boston, MA: Pearson Education
Page, J.,& Taylor, C. (Eds). (2016). Learning & Teaching in the Early Years. Melbourne: Cambridge University Press.
Department of Education, Employment and Workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework for Australia
. Australian Capital Territory, Australia: Commonwealth of Australia.
Pugh, G., & Duffy, B. (2014). Contemporary issues in the early years (6th ed.), Sage Publications, London.
Van Hoorn, J., Nourat, P.M., Scales, B., & Alward, K.R. (2015). Play at the center of curriculum (6th ed.). New Jersey, U.S.: Prentice Hall.
Wood, E. (2013). Play, learning and the early childhood curriculum (3rd ed.). London, England: Sage.
.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Turn on hit highlighting for speaking browsers by selecting the En.docx
1. Turn on hit highlighting for speaking browsers by selecting the
Enter button
Abstract
Full text
- this link will open in a new window
Listening to the customer's voice: examining perceived service
value among business college students
LeBlanc, Gaston; Nguyen, Nha. The International Journal of
Educational ManagementHYPERLINK
"http://search.proquest.com/indexingvolumeissuelinkhandler/29
800/The+International+Journal+of+Educational+Management/0
1999Y01Y01$231999$3b++Vol.+13+$284$29/13/4?accountid=3
1524"13.4 (1999): 187-198.
Abstract (summary)
Translate
The objectives of this study are to gain more insights into the
dimensions used by business students when they consider value
and to identify which cues are more important to them in their
judgement of value. The study investigates differences in
students' assessments of service value based on gender and
study level. Recommendations for designing strategies that
promise to foster value and positively effect the students'
retention decisions are given. The results show that functional
value, in the form of students' perception of the price/quality
relationship that exists at the business school, is an important
driver of value. Similarly, value judgements are found to be
related to the acquisition of knowledge, the image projected by
2. the business school, emotional value and social value.
Moreover, gender is found to impact on value perceptions where
female students give less importance to social value.
Interestingly, the results show that as female students progress
in their area of specialization, they tend to believe that the
price/quality relationship deteriorates at the business school.
Full Text
Translate
Gaston LeBlanc: University of Moncton, Moncton, New-
Brunswick, Canada
Nha Nguyen: University of Moncton, Moncton, New-Brunswick,
Canada
ACKNOWLEDGMENT: The authors would like to acknowledge
the financial support received from the Faculty of Graduate
Studies (FESR), Universite de Moncton, through which this
study was made possible.
Introduction
In services marketing, many studies have relied mainly on
customer satisfaction and services quality to describe customer
evaluations of services (Bolton and Drew, 1994). Indeed,
numerous researchers have focused their attention on measuring
levels of customer satisfaction (Churchill and Surprenant, 1982;
Myers, 1991; Oliver and DeSarbo, 1988; Peterson and Wilson,
1992; Tse and Wilton, 1988), and on identifying the dimensions
used by customers in their evaluation of services quality
(Carman, 1990; Gronroos, 1990; LeBlanc and Nguyen, 1997;
Parasuraman et al., 1988, 1991, 1994). More recently, marketing
scholars have attempted to grasp and better understand the
dynamics of the relationship that exists between satisfaction and
service quality and their impact on customer purchase intentions
(Bitner, 1990; Bolton and Drew, 1991a,b; Cronin and Taylor,
1992; Taylor and Baker, 1994). This decade, the concept of
value has also emerged as an important higher order construct
3. linked to quality and price (Zeithaml, 1988), and to the survival
of many organisations (Grewal et al., 1998). Indeed, in the
present competitive environment, the offering of value-added
products and services has become a key ingredient for success
(Barich and Kotler, 1991; Rust and Oliver, 1994) where value is
considered to be a determining force guiding the customers'
retention decisions (Gassenheimer et al., 1998).
Despite the importance of perceived service value as a major
form of customers' assessment of services, the services
marketing literature reveals that there has been limited work
undertaken on understanding the precise nature of the construct
and its impact on customer behaviour (Holbrook, 1994).
Understanding how customers evaluate value during their
service consumption experience remains a key issue facing the
academy, and empirical work on the identification of the cues
that signal value appears warranted (Sheth et al., 1991). A case
in point is business schools which are faced with a major
funding crisis, rising tuition fees, and criticism directed at
curricula, teaching methods, and academic research (Cannon
and Jagdish, 1994). Given this situation, administrators and
faculty alike are attempting to revise operating procedures and
review teaching methods in an effort to deliver services that
promise to add value to students and industry. A focus on value
and a better understanding of the process by which students
evaluate and derive value from their educational experience
appears justified in light of these realities (Stafford, 1994).
Indeed, understanding value from the customers' perspective
can provide useful information to management for allocating
resources and designing programs that promise to better satisfy
students (Seymour, 1992) and for adapting the business school's
environment to the needs of students (Hampton, 1993). As a
consequence, this should elicit positive emotional responses
from students with regard to their business school and generate
positive word of mouth (Fitzgerald Bone, 1995; Hirschman and
Holbrook, 1982). Hence, the objectives of this study are to gain
more insights into the dimensions used by business students
4. when they consider value and to identify which cues are more
important to them in their judgement of value. The study
investigates differences in students' assessments of service
value based on gender and study level. Recommendations for
designing strategies that promise to foster value and positively
effect the students' retention decisions are given.
This article is organized in four sections. First, a review of the
literature related to the service value construct is presented. The
multidimensional and situational nature of the construct are
discussed. Second, the methods employed are explained. Third,
the results of the study are presented and discussed. Finally, the
managerial and research implications of the reported research
are explained. In summary, the results show that functional
value, in the form of students' perception of the price/quality
relationship that exists at the business school, is an important
driver of value. Similarly, value judgements are found to be
related to the acquisition of knowledge, the image projected by
the business school, emotional value and social value.
Moreover, gender is found to impact on value perceptions where
female students give less importance to social value.
Interestingly, the results show that as female students progress
in their area of specialisation, they tend to believe that the
price/quality relationship deteriorates at the business school.
Review of the literature
The search for a precise definition of value has proven to be an
arduous task for many researchers. Value is considered to be a
key outcome of the consumption experience (Holbrook, 1986),
and conceptualizations of the construct can vary according to
the context of a given study (Dodds et al., 1991). According to
Schechter (1984), customers may derive value from all
qualitative and quantitative factors which make up the
consumption experience. In the literature, many researchers
have described customers' evaluation of value as a function of
the monetary and nonmonetary costs, such as the sacrifices
associated with utilizing the product/service and the benefits or
utility received in exchange (Doyle, 1984; Hauser and
5. Urban,1986; Sawyer and Dickson, 1984). From this perspective,
value is both situational and personal and can take on different
meanings at various phases of the service consumption process
(Holbrook and Corfman, 1985; Zeithaml, 1988). This view is
shared by Kotler and Dubois (1993) who propose a conceptual
framework that identifies a series of potential determinants of
service value such as monetary costs, contact personnel, service
offering, image, and the energy and psychological effort
associated with obtaining the product/service.
In an extensive review of the literature, Zeithaml (1988) reports
four customer definitions of perceived value: i.e. "value is low
price, value is want satisfaction, value is the quality I get for
the price I pay, and value is what I get for what I give". Several
researchers have defined the value construct in terms of the
customer's concern with the quality received in comparison to
the price paid for the product/service (Tellis and Gaeth, 1990).
According to Rao and Monroe (1989), this value
operationalisation is often applied in studies predicting
consumer choice. Kiefer and Kelly (1995), for their part, found
that when customers do not like their consumption experience,
they remember price as being higher than it was and feel they
did not get good value. Berry and Yadav (1996) argue that the
key to improved services pricing is to clearly relate the price
that customers pay to the value that they receive.
Babin et al. (1994) argue that value represents the tradeoffs
between costs and benefits and arises from both quality and
price. Rust and Oliver (1994), in their work on service value,
indicate that value should increase as quality increases and
price decreases. Although value can be conceptualized as
depending on price and quality, they note that it is not yet well
understood how these two variables interact to form value. In
their study of long distance telephone services, Bolton and
Drew (1991b), for their part, report that the most important
determinant of value is quality. The authors note that perceived
service value is different than quality and is a more
comprehensive form of customer evaluation of service.
6. Similarly, in another study of small business customers, Bolton
and Drew (1992) found that service value was related positively
to behavioural intentions. In a similar vein, Anderson and
Sullivan (1993) note that other factors such as switching costs
and switching benefits affect repurchase intentions. As such,
value can be conceptualized as the overall evaluation of the
service consumption experience (Holbrook, 1986, 1994); and,
like quality and satisfaction, value can be encounter specific or
a more enduring global evaluation (Rust and Oliver, 1994).
Sheth et al. (1991) have developed an important theory that
explains the basic consumption values that guide consumers
when they make the choices that they do. The authors view
choice as a function of multiple independent consumption
values that can vary in importance in various situations. Five
consumption values - namely, functional value, social value,
emotional value, epistemic value, and condition value - underlie
the theory. Functional value is related to economic utility, the
benefits associated with possessing the product/service (the
economic person theory), and underlies the performance of the
object on a series of salient attributes such as price, reliability
and durability. Interestingly, in many studies, these cues have
been identified as being determinants of quality (Peterson and
Wilson, 1985; Parasuraman et al., 1988, 1991). Social value
concerns the utility derived from the customers' association
with certain social groups. The notice of friends and customers'
association with members of reference groups (Park and Lessig,
1977) are deemed to play an important role in the consumer
evaluation of product/services. Emotional value, for its part, is
described as the ability of a product/service to arouse feelings
or affective states and is measured on an ensemble of feelings
toward the object. In marketing, affect is related to attitude
formation in the familiar multi-attribute attitude paradigm and
its role in customer evaluation of objects is generally thought to
be under-researched (Hirschman and Holbrook, 1982; Young,
1996). Epistemic value is defined by Sheth et al. (1991) as the
ability of a product/service to provide novelty and/or satisfy a
7. desire for knowledge. Epistemic value is considered to be a key
function of value and can influence behavioural intentions and
switching behaviour (Zeithaml et al., 1996). Finally, conditional
value is described as the set of situations that the customer
faces when making a choice. In this context, situational
variables are deemed to have an impact upon the customer's
assessment of the utility of the product/service (Belk, 1974).
For example, the size of a business school and the parents'
views with regard to its programs are situational variables
which have the potential to influence the value of the
educational experience.
This body of literature formed the basis for an exploratory study
of perceived service value in a business education setting. The
objectives of the study were to identify the cues that signalled
value to students and to determine the relative importance of
these cues in their evaluation of their educational experience. In
addition, the study sought to determine the extent to which
value judgements were influenced by gender and study level,
i.e. the number of years the student had been in the business
program.
Methodology
The literature review, a focus group interview held with a total
of 16 students, along with discussions on the value of business
education held with students in a services marketing class
provided the basis for developing the questionnaire used in this
study. For the group interview, participants from both sexes
were selected, representing each year of the business program
offered by the business school. Since students pay for their
education and are experiencing the various aspects of the
service delivery system on a continuous basis, it was felt that
they formed the logical group to use for generating value items.
To this end, the general guidelines recommended for these
interviews were followed (Fern, 1982). During these interviews,
participants were questioned on various aspects concerning the
services and facilities offered by the business school, and on
how they evaluated the value of their education.
8. The questionnaire contained 33 consumption value dimensions
each measured on a seven-point Likert type agreement scale that
varied from 1=completely disagree to 7=completely agree. The
items were related to different aspects of the business school's
service offering, the quality of service, tuition fees, image, the
perceived value of a business degree, emotional value, and
social value. The 33 items used for measuring perceived service
value are presented in the Appendix. After an initial pre-test,
the questionnaire was distributed to a convenience sample of
students. To select the sample, classes across the business
school were stratified on the basis of department and class
level, and questionnaires were administered in class near the
end of the winter semester. The sampling yielded 402 usable
questionnaires, which represents 65 per cent of the business
school's student population.
A principal component factor analysis with varimax rotation
was conducted on the 33 variables related to perceived service
value. The analysis yielded a six factor solution that explained
63.1 per cent of variance. All factor loadings greater than 0.50,
and all factors whose eigenvalue was greater than one were
retained in the factor solution (Tabachnick and Fidell, 1989). To
assess the reliability of measures, Cronbach's alpha was
calculated for the variables retained for each factor, and
coefficients greater than or equal to 0.70 were considered
acceptable and a good indication of construct reliability
(Nunnally, 1978). The six factors were then used in a regression
analysis, where the dependent variable, measured on a seven-
point Likert type scale, was the students' overall evaluation of
the value of services offered by the business school, and the
independent variables were the standardized factor scores
created for each individual, corresponding to the six factors. An
analysis of variance was then undertaken on each factor in order
to determine if gender and study level had a significant impact
on the students' value judgements. In this case, the mean factor
scores were the dependent variables while gender and year of
study were the independent variables. In this instance, when the
9. analysis of variance provided significant results (F prob.<
0.05), Scheffe's test for significant contrasts between groups
were conducted to identify for the differences in value
perceptions based on year of study.
Results
Of the 402 students who responded to the questionnaire, 57 per
cent were male and 54 per cent were enrolled in the second and
third year of the business program. A total of 44 per cent of
respondents were in the general business program, while 15 per
cent were accounting majors and another 15 per cent marketing
majors. As for the degree of satisfaction with the services
offered by the business school, 61 per cent said they were
satisfied with the services received, and 66 per cent indicated
they would definitely recommend the business school to others.
Table I reports the profile of respondents in terms of the
variables sex, year of program, and students' area of
specialisation.
Table II reports the results of the factor analysis in terms of
factor name, the variables loading on each factor, and the
variance explained by each factor. The results of Cronbach's
reliability coefficient are also shown. The six factors identified
in Table II can be described as follows: Factor 1, "Functional
value, want satisfaction", consists of items that are related to
the economic utility associated with a business degree and its
worth to students with regard to gaining future employment and
attaining career aspirations. Factor 2, "Epistemic value", relates
to the business school's capacity to offer quality educational
services to students through the knowledge and guidance
provided by faculty. For its part, Factor 3, "Image", is loaded
with variables that represent the students' belief that the image
projected by their business school is closely linked to the value
of their diploma. Factor 4, "Emotional value", is concerned with
the affective states of students in the form of the positive
feelings they have toward their field of study. Factor 5,
"Functional value: price/quality", involves dimensions related
to the utilitarian function of business education in the form of
10. what students believe they are getting for what they pay; it
relates to the economic person theory and to the relationship
that exists between price and quality when they consider value.
Factor 6, "Social value", constitutes the utilities that students
derive from having friends in their classes, as well as the group
and social activities which add value to their learning
experience. The eigenvalues for the six factors were
respectively 9.64, 1.99, 1.87, 1.38, 1.10, and 1.03. The results
presented in Table II are related to the determinants of service
value and support the existing knowledge. Indeed, functional
value (F1 and F5) has been proposed as an important value
dimension (Berry and Yadav, 1996; Sheth et al., 1991; Tellis
and Gaeth, 1990; Zeithaml, 1988). Epistemic value (F2), for its
part, is related to the quality of education, and quality has been
identified by Bolton and Drew (1991b) as the most important
determinant of services value. Emotional value (F4), and social
value (F6) underlie the consumption values presented by Sheth
et al. (1991) in their theory of consumption values. Image (F3)
is proposed by Kotler and Dubois (1993) as an important value
indicator.
Table III presents the results of regression analysis and shows
in order of importance the factors that explain service value,
based on standardized beta coefficients. Results indicate that
perceived value is derived mainly from price/quality (F5), a
factor that is closely tied to the business school's capacity to
offer sufficient services to students and convince them that they
are receiving quality services in exchange for what they give by
means of their tuition fees. Epistemic value (F2), in the form of
the quality of education, along with the functional value (F1)
associated with students' future earnings and career goals, also
have an impact on value judgements. Results indicate that image
(F3) also influences perceived value. Indeed, students tend to
believe that the image projected by the business school, what
others say about the institution, and its reputation have an effect
on the value of their degree. Other factors such as emotional
value (F4) and social value (F6) are also significant service
11. value factors. In this instance, when students have a positive
affect toward the business school and are happy with their
referent others, they believe they are getting value from the
school.
The results of the analysis of variance are summarized in Table
IV and Figure 1. Results show that the year of program is
significant for three of the six factors. The significant contrasts
are identified (Scheffe, 0.05). In general, results show that as
students progress in their studies, they are less likely to believe
that their business degree has functional value (F1), i.e. that
their degree will guarantee them a good salary and career
advancements. In this instance, significant differences were
noted between first and third-year students, along with first and
fourth, and second and fourth-year students. Results also show
that perceptions of image as a value indicator (F3) vary between
first and second-year students, more specifically, students seem
to have a favourable image of the business school at the start of
their program but their perceptions are less than favourable
during the second year of study, where a deterioration of image
occurs. Moreover, significant differences in emotional value
(F4) were also noted. In this instance, students are more likely
to say that they like the courses that they choose as they
progress in their field of specialisation. Results also show
significant differences on social value judgements (F6) based on
sex of respondents. Compared to their female counterparts,
males are more likely to agree that they are happy when friends
are in their classes and that social activities make their studies
the more interesting. In addition, the significant contrasts on
(F5), the functional value: price/quality factor, when the effect
of sex and year of program are taken into consideration can be
observed. In this case, price/quality perceptions deteriorate for
female students as they advance in their studies, in particular
significant contrasts are observed between first and fourth-year
female students and between second and fourth year. With
regard to male students, significant differences are observed
between the first and second year of studies where evaluations
12. decrease, and between the second and fourth year of studies, in
this case more favourable evaluations are given to the
price/quality ratio by fourth year students. Significant contrasts
between males and females can be observed in Figure 1. In this
case, a significant contrast on price/quality is noted between
male students in their first year of the program and female
students in their fourth year; more specifically, fourth-year
female students give less favourable evaluations to price, i.e.
what they are getting for tuition, than first year male students.
Moreover, second-year male students give less favourable
evaluations to price when compared to females in their first and
second year of the program. A significant contrast is also
observed between sexes in the fourth year of the business
program; once again less favourable evaluations are given to
price by female students.
Discussion and conclusion
In order to survive in the present environment, business schools
need to add value to their services if they are to meet the
challenges posed by funding cuts, rising tuition fees, and
students' expectations with regard to service. Although the
importance of perceived service value as a major form of the
customers' assessment of services has been acknowledged in the
literature (Zeithaml, 1988; Rust and Oliver, 1994; Holbrook,
1994), limited work has been undertaken on understanding the
precise nature of this construct in business education. This lack
of research formed the basis of this exploratory study on
customers' perceptions of service value in a business education
setting. As such, the study identified the factors that have an
impact on perceived service value and that have implications for
formulating strategies that add value for students during their
learning experience.
The results of this study suggest a significant relationship
between students' overall evaluation of service value and
perceptions of price in the form of the price/quality relationship
that exists at the business school. As such, this finding supports
the price is value literature (Babin et al., 1994; Rust and Oliver,
13. 1994; Sheth et al., 1991; Zeithaml, 1988) and has important
implications for the business school. An evident consequence of
this finding is that management must continuously strive to
offer quality services to students and ensure that tuition fees are
within an acceptable price range. Indeed, prices should be lower
or comparable to other business schools since when prices
among alternatives are perceived as being about similar, the
price cue is less likely to influence decision making (Monroe
and Petroshuis, 1981). Conversely, in the event of higher tuition
fees, management should invest in promotional activities aimed
at promoting its image to students and the various stakeholder
groups it interacts with, since image has been acknowledged to
be a key element in the positioning of an organisation in its
competitive environment (LeBlanc and Nguyen, 1996).
Epistemic value in the form of knowledge and students'
perceptions of the quality of education received from professors
was also found to be an important determinant of value. Given
this finding, a total quality management program should be
implemented at the business school and all personnel should be
encouraged to offer excellent services to students on all facets
of the delivery system (Motwani and Kumar, 1997; Parasuraman
et al., 1988, 1991, 1994). All personnel should ensure quality
services on a continuous basis so that perceptions of quality do
not deteriorate over time, such as at the end of the winter
semester when the students' are usually thinking of summer
employment and are believed to be more sensitive to price.
Given that the employee-customer interface is considered to be
a key component of customers' perceptions of service quality
(Hartline and Ferrell, 1996; Babin and Boles, 1998), in the
delivery of service, faculty should understand their role as
relationship managers (Crosby et al., 1990); and, by
continuously focusing on the importance of strong relationship
marketing, management should increase the probability of
student satisfaction with services (Swartz and Brown, 1989).
Indeed, the creation of a strong organisational climate for
service and the motivation of personnel with regard to the offer
14. of quality service should lead to higher levels of customer
orientation and positively effect value perceptions (Kelley,
1992). Convincing students that what they get, in the form of
quality of education, is greater than what they give should be a
key objective of the business school (Zeithaml, 1988), since
economic and epistemic utilities are important drivers of service
value.
The results of the study also show that functional value, in the
form of the benefits associated with the possession of a degree
in business, has a direct bearing on perceptions of service value.
In this situation, management should continuously inform
students of the needs of industry, the opportunities that exist
with regard to employment, and the possibilities of career
advancements. The building of a strong network with alumni
and business and by encouraging students to participate in
various social and professional functions where influential
referent others are present should prove beneficial to both
students and the business school. Moreover, in order to foster
good liaisons between students and employers, management
should invite prospective employers to the business school on a
continuous basis to inform students and faculty of career
opportunities and of the expectations of industry with regard to
young professionals. Results also reveal that service value is
influenced by perceived image. Given this finding, management
should focus on the building of image with the various
stakeholder groups with which the business school interacts.
The positioning of the business school as innovative, up-to-
date, involved in current issues, and capable of providing
prospective employers with quality people, should allow
management to build a strong reputation (Herbig et al., 1994)
and convince students of the value of its image. Furthermore,
management, in their endeavour, should also consider an
ensemble of elements that contribute to the building of image,
such as management style and leadership, corporate identity,
level and quality of service, contact personnel, and the tangible
cues that are part of the environment where the service is
15. produced and consumed (Bitner, 1992; LeBlanc and Nguyen,
1996). Dimensions related to emotional and social utilities were
also found to affect perceptions of service value. In this case,
management should undertake internal marketing activities
(Barnes, 1989) aimed at increasing the students' affect toward
their program and encouraging word of mouth (Fitzgerald Bone,
1995). For example, in the business school, the use of posters
and other promotional activities which show former business
students who have succeeded should elicit positive emotional
responses and increase affect toward the business degree
(Hirschman and Holbrook, 1982). A focus on the promotion of
team work and increased student participation during the
acquisition of the knowledge and skills required of young
professionals by industry should contribute to social value.
The results provided by analysis of variance in Table IV
indicate that perceptions of value are situational and vary over
the student's consumption experience (Holbrook, 1986). Indeed,
customer perceptions of functional value, i.e. the future value of
a business degree in terms of the guarantee of a good salary and
career advancements, was found to decrease as students
advanced in their studies. Similarly, image perceptions were
found to be less favourable in the second year of the program as
compared to students enrolled in their first year. Moreover,
affective responses were less favourable in the first year of the
business program. To better understand these evaluations, the
results of this study were subsequently presented and discussed
with a group of 30 business students. This method agrees with
Zeithaml et al. (1996) who propose that such qualitative data
should be gathered to better understand the meaning of the hard
data. During the discussions, the students noted that they had
little control over tuition fees and that their expectations of
service value were mostly related to gaining employment at the
end of their studies (F1: functional value). They said, moreover,
that as they advanced in their program, they came to realize
that, in the present business environment, a degree might not
necessarily guarantee them a good job. With regard to the image
16. of the business school (F3: image), the students noted that when
they chose to pursue studies in business administration, their
high school counsellors had influenced their perceptions of the
business school. Thereafter, perceptions of image changed as
they experienced the service. In addition, emotional value (F4)
was also found to be more positive as students advanced in their
studies. In this case, students' positive evaluations with regard
to their program was principally due to their ability to choose
an area of specialisation adapted to their interests and needs. In
light of these results, it is evident that management must work
closely with students in their endeavour to gain future
employment that corresponds to their career aspirations.
Moreover, the introduction of cooperative business programs,
that require students to acquire work experience during their
studies, should add value to the business program and help
students find employment suited to their interests and skills. As
for the finding that image deteriorates during the first year of
the program, management should ensure that students'
expectations with regard to service are closely examined and
analysed so as to set quality standards from their perspective.
Indeed, all promotional activities directed at recruiting new
customers should promise what can actually be delivered and
counsellors should be briefed on the programs and facilities
offered by the business school so as not to set unrealistic
expectations in the minds of students. Moreover, given that
affect increases as students progress in their area of
specialisation, management should encourage students to give
testimonials to high school students and counsellors alike
interested in the programs offered by the business school so as
to build a credible reputation and set realistic expectations.
These results confirm that networking with referent others, the
building of image, and internal marketing activities should be
an integral part of strategies that promise to build service value.
The study shows that there are gender based differences
between business students which may suggest that expectations
toward the business program are not being fulfilled for female
17. students. Indeed, the evidence presented shows that gender
impacts on perceptions of social value (F6) and on evaluations
of price/quality (F5). Although stereotypes of interpersonal
relationship suggest that women tend to be more concerned with
relationships (Gilligan, 1982; Spence and Helmreich, 1980), the
results show that female business students give less importance
to social value than their male counterparts. In addition, the
interaction of sex and year of program was found to impact on
perceptions of price/quality. In this situation, females gave less
favourable scores to this factor than males as both groups
progressed in their business program. A possible explanation of
these findings is that women are more task oriented than their
male counterparts (McQuarrie, 1991), and that their reasons for
choosing the business school are different. Given this finding,
management should further investigate for differences based on
gender and adapt performance levels according to this reality.
For example, the secondary data show that females represent 48
per cent of the student population at the business school but
only 10 per cent of faculty are females. This in itself is a
potential explanation for the differences in students'
perceptions. Indeed, the current stream of research in this area
(Hartline and Ferrell, 1996) acknowledges the role of gender on
the performance of contact personnel during service delivery
and its effect on customers' perceptions of service. More work
is therefore needed at this level.
As for the limitations of this study, the results represent
students' perceptions of service value in a small business
school, and care must be taken not to generalize results to all
institutions. Similarly, the convenience sample of respondents
must be acknowledged as well as the administration of the
questionnaire. The instrument was handed out to students at the
end of the winter semester at a time when students usually have
less funds and the university announces tuition fees for the next
year of study. As such, these elements could have influenced
perceptions of value. Moreover, the study focused mainly on the
consumption values identified by Sheth et al. (1991) and did not
18. include items that form part of the SERVQUAL scale developed
by Parasuraman et al. (1988, 1991, 1994). Future studies should
include these items and investigate how price and quality
interact to create value and how perceptions of value vary over
time. In addition, determining how the various stakeholder
groups that interact with the business school form perceptions
of value appears to be a worthwhile research strategy to pursue.
Empirical work that investigates value from the customers'
perspective and further investigates the effect of gender is
therefore encouraged.
Despite the importance of perceived service value as a major
form of customers' assessment of services, the lack of research
with regard to how customers evaluate value during their
service consumption experience formed the basis of this study
on the cues that signal value to business students. The study
shows that price, quality, want satisfaction, corporate image,
along with affective and social responses are strong drivers of
value in a business education setting. Moreover, the value
construct is found to be both situational and personal. The
results are encouraging and will lead us to further investigate
this key outcome of the service consumption experience.
References
1. Anderson, E.W. and Sullivan, M.W. (1993), "The antecedents
and consequences of customer satisfaction for firms", Marketing
Science, Vol. 12, Spring, pp. 125-43.
2. Babin, B.J. and Boles, J.S. (1998), "Employee behaviour in a
service environment: a model and test of potential differences
between men and women", Journal of Marketing, Vol. 62, April,
pp. 77-91.
3. Babin, B.J., Darden, W.R. and Griffin, M. (1994), "Work
and/or fun: measuring hedonic and utilitarian shopping value",
Journal of Consumer Research, Vol. 20, March, pp. 644-56.
4. Barich, H. and Kotler, P. (1991), "A framework for marketing
image management", Sloan Management Review, Winter, pp.
94-104.
5. Barnes, J.G. (1989), "The role of internal marketing: if the
19. staff won't buy it, why should the customer?", Irish Marketing
Review, Vol. 4, pp. 11-21.
6. Belk, R.W. (1974), "An exploratory assessment of situational
effect in buyer behaviour", Journal of Marketing Research, Vol.
11, May, pp. 156-63.
7. Berry, L. and Yadav, M. (1996), "Capture and communicate
value in the pricing of services", Management Review, Summer,
pp. 41-51.
8. Bitner, M.J. (1990), "Evaluating service encounters: the
effects of physical surroundings and employee responses",
Journal of Marketing, April, pp. 69-82.
9. Bitner, M.J. (1992), "Servicescapes: the impact of physical
surroundings on customers and employeeS", Journal of
Marketing, Vol. 56, April, pp. 57-71.
10. Bolton, R.N. and Drew, J.H. (1991a), "A longitudinal
analysis of the impact of service changes on customer
attitudes", Journal of Marketing, Vol. 55, January, pp. 1-9.
11. Bolton, R.N. and Drew, J.H. (1991b), "A multistage model
of customers' assessments of service quality and value", Journal
of Consumer Research, Vol. 17, March, pp. 375-84.
12. Bolton, R.N. and Drew, J.H. (1992), "Mitigating the effect
of service encounters", Marketing Letters, Vol. 3, pp. 57-70.
13. Bolton, R.N. and Drew, J.H. (1994), "Linking customer
satisfaction to service operation and outcomes", in Oliver and
Rust (Eds), Service Quality: New Directions in Theory and
Practice, Sage, Thousand Oaks, CA, pp. 173-200.
14. Cannon, J.P. and Jagdish, N.S. (1994), "Developing a
curriculum to enhance teaching of relationship marketing",
Journal of Marketing Education, Summer, pp. 3-14.
15. Carman, J.M. (1990), "Consumer perceptions of service
quality: an assessment of the SERVQUAL dimensions", Journal
of Retailing, Vol. 66, pp. 33-55.
16. Churchill, G.A. and Surprenant, C. (1982), "An
investigation into the determinants of customer satisfaction",
Journal of Marketing Research,Vol. 19, November, pp. 491-504.
17. Cronin, J.J. and Taylor, S.A. (1992), "Measuring service
20. quality: a reexamination and extension", Journal of Marketing,
Vol. 56, July, pp. 55-68.
18. Crosby, L.A., Evans, K.R. and Cowles, D. (1990),
"Relationship quality in services selling: an interpersonal
influence perspective", Journal of Marketing, Vol. 54, July, pp.
68-81.
19. Dodds, W.B., Monroe, K.B., and Grewal, D. (1991), "Effect
of price, brand, and store information on buyers' product
evaluations", Journal of Marketing Research, Vol. 28, August,
pp. 307-19.
20. Doyle, M. (1984), "New ways of measuring value",
Progressive Grocer-Value, Executive Report, pp. 15-19.
21. Fern, E.F. (1982), "The use of focus groups for idea
generation: the effects of group size, acquaintanceship, and
moderator on response quantity and quality", Journal of
Marketing Research, Vol. 17, February, pp. 1-13.
22. Fitzgerald Bone, P. (1995), "Word of mouth effects on
short-term and long-term product judgments", Journal of
Business Research, Vol. 32, pp. 213-23.
23. Gassenheimer, J.B., Houston, F.S. and Davis, J.C. (1998),
"The role of economic value, social value, and perceptions of
fairness in interorganizational relationship retention decisions",
Journal of the Academy of Marketing Science, Vol. 26 No. 4,
pp. 322-37.
24. Gilligan, C. (1982), In a Different Voice: Psychological
Theory and Women's Development, Harvard University Press,
Cambridge, MA.
25. Grewal, D., Monroe, K.B. and Krishnan, R. (1998), "The
effects of price-comparison advertising on buyers' perceptions
of acquisition value, transaction value, and behavioral
intentions", Journal of Marketing, Vol. 62, pp. 46-59.
26. Gronroos, C. (1990), Service Management and Marketing,
Lexington, Toronto.
27. Hampton, G. (1993), "Gap analysis of college student
satisfaction as a measure of professional service quality",
Journal of Professional Services Marketing, Vol. 9, pp. 115-27.
21. 28. Hartline, M.D. and Ferrell, O.C. (1996), "The management
of customer-contact service employees: an empirical
investigation", Journal of Marketing, Vol. 60, October, pp. 52-
70.
29. Hauser, J.R. and Urban, G. (1986), "The value priority
hypotheses for consumer budget plans", Journal of Consumer
Research, Vol. 12, March, pp. 446-62.
30. Herbig, P., Milewicz, J. and Golden, J. (1994), "A model of
reputation building and destruction", Journal of Business
Research, Vol. 31, pp. 23-31.
31. Hirschman, E. and Holbrook, M. (1982), "Hedonic
consumption: emerging concepts, methods and propositions",
Journal of Marketing, Vol. 46, Summer, pp. 92-101.
32. Holbrook, M.B. (1986), "Emotion in the consumption
experience: toward a new model of the human consumer", in
Peterson, R. et al. (Eds), The Role of Affect in Consumer
Behavior: Emerging Theories and Applications, Heath,
Lexington, MA, pp. 17-52.
33. Holbrook, M.B. (1994), "The nature of customer value: an
axiology of services in the consumption experience", in Oliver
and Rust (Eds), Service Quality: New Directions in Theory and
Practice, Sage, Thousand Oaks, CA, pp. 21-71.
34. Holbrook, M.B. and Corfman, K.P. (1985), "Quality and
value in the consumption experience: Phaedrus rides again'', in
Jacoby, J.R.W. and Olson, J.C. (Eds), Perceived Quality,
Lexington Books, Lexington, MA, pp. 31-57.
35. Kelley, S.W. (1992), "Developing customer orientation
among service employees", Journal of the Academy of
Marketing Science, Vol. 20 No. 1, pp. 27-36.
36. Kiefer, N. and Kelly, T.J. (1995), "Price recollection and
perceived value in restaurants", Cornell Hotel and Restaurant
Quarterly, February, pp. 47-50.
37. Kotler, P. and Dubois, B. (1993), "Satisfaire la clientele a
travers la qualite, le service et la valeur", Revue Francaise du
Marketing, pp. 35-52.
38. LeBlanc, G. and Nguyen, N. (1996), "Cues used by
22. customers evaluating corporate image in service firms: an
empirical investigation in financial institutions", International
Journal of Service Industry Management, Vol. 7 No. 2, pp. 44-
56.
39. LeBlanc, G. and Nguyen, N. (1997), "Searching for
excellence in business education: an exploratory study of
customer impressions of service quality'', International Journal
of Educational Management, Vol. 11 No. 2, pp. 72-9.
40. McQuarrie, F.A. (1991), "Student perceptions of
management education: a gender based analysis", Proceedings
of the Administrative Sciences Association of Canada, Business
Education Division, pp. 86-94.
41. Monroe, K.B. and Petroshuis, S.M. (1981), "Buyers'
perceptions of price: an update of the evidence", in Kassarjian,
H. and Robertson, T.S. (Eds), Perspectives in Consumer
Behaviour, 3rd ed., Scott Foresman.
42. Motwani, J. and Kumar, A. (1997), "The need for
implementing total quality management in education",
International Journal of Educational Management, Vol. 11 No.
3, pp. 131-5.
43. Myers, J.H. (1991), "Measuring customer satisfaction: is
meeting expectations enough?", Marketing Research: A
Magazine of Management and Applications, Vol. 3 No. 4, pp.
35-43.
44. Nunnally, J.C. (1978), Psychometric Theory, 2nd ed.,
McGraw-Hill, New York, NY.
45. Oliver, R.L. and DeSarbo, W.S. (1988), "Response
determinants in satisfaction judgments", Journal of Consumer
Research, Vol. 14, March, pp. 495-507.
46. Parasuraman, A., Zeithaml, V.A. and Berry, L.L. (1988),
"SERVQUAL: a multiple item scale for measuring consumer
perceptions of service quality", Journal of Retailing, Vol. 64,
Spring, pp. 12-40.
47. Parasuraman, A., Zeithaml, V.A. and Berry, L.L. (1991),
"Refinement and reassessment of the SERVQUAL scale",
Journal of Retailing, Vol. 67, Winter, pp. 420-50.
23. 48. Parasuraman, A., Zeithaml, and Berry, L.L. (1994),
"Reassessment of expectations as a comparison standard in
measuring service quality: implications for further research",
Journal of Marketing, Vol. 58, January, pp. 111-24.
49. Park, W. and Lessig, P. (1977), "Students and housewives:
differences in susceptibility to reference group influence",
Journal of Consumer Research, September, pp. 101- 14.
50. Peterson, R. and Wilson W. (1985), "Perceived risk and
price-reliance schema and price-perceived-quality", in Jacoby,
J. and Oleson, J. (Eds), Mediators in Perceived Quality,
Lexington Books, Lexington, MA, pp. 247-8.
51. Peterson, R.A. and Wilson, W.R. (1992), "Measuring
customer satisfaction: fact and artifact", Journal of the
Academy of Marketing Science, Vol. 20, pp. 61-71.
52. Rao, A.R. and Monroe, K.B. (1989), "The effect of price,
brand name, and store name on perceptions of product quality:
an integrative review", Journal of Marketing Research, Vol. 26,
August, pp. 351-7.
53. Rust, R.T. and Oliver, R.L. (1994), "Service quality:
insights and managerial implications from the frontier", in
Oliver and Rust (Eds), Service Quality: New Directions in
Theory and Practice, Sage, Thousand Oaks, CA, pp. 1-20.
54. Sawyer, A.G. and Dickson, P. (1984), "Psychological
perspectives on consumer responses to sales promotion", in
Jocz, K. (Ed.), Research on Sales Promotion: Collected Papers,
Marketing Science Institute, Cambridge, MA.
55. Schechter, L. (1984), "A normative conception of value",
Progressive Grocer, Executive Report, pp. 12-14.
56. Seymour, D.T. (1992), On Q: Causing Quality in Higher
Education, MacMillan Press, New York, NY.
57. Sheth, J.N., Newman, B.I. and Gross, B.L. (1991), "Why we
buy what we buy: a theory of consumption values", Journal of
Business Research, Vol. 22, pp. 159-70.
58. Spence, J.T. and Helmreich, R.L. (1980), "Masculine
instrumentality and female expressiveness: their relationships
with sex role attitudes and behaviours", Psychology of Women
24. Quarterly, Vol. 5, pp. 147-63.
59. Stafford, T.S. (1994), "Consumption values and the choice
of marketing electives: treating students like customers",
Journal of Marketing Education, Summer, pp. 26-33.
60. Swartz, T. and Brown, S.W. (1989), "Consumer and
provider expectations and experiences in evaluating
professional service quality", Journal of the Academy of
Marketing Science, Vol. 17 Spring, pp. 189-95.
61. Tabachnick, B.G. and Fidell, L.S. (1989), Using
Multivariate Statistics, 2nd ed., Harper Collins Publishers, New
York, NY.
62. Taylor, S.A. and Baker T.L. (1994), "An assessment of the
relationship between service quality and customer satisfaction
in the formation of consumers' purchase intentions", Journal of
Retailing, Vol. 72, No. 2, pp. 163-78.
63. Tellis, G.J. and Gaeth, G.J. (1990), "Best value, price-
seeking, and price aversion: the impact of information and
learning on consumer choices'', Journal of Marketing, Vol. 54,
April, pp. 34-45.
64. Tse, D.K. and Wilton P.C. (1988), "Models of consumer
satisfaction formation: an extension", Journal of Marketing
Research, Vol. 25, May, pp. 204-12.
65. Young, S. (1996), "The role of affective states and locus of
attribution in evaluations of service", Canadian Journal of
Administrative Sciences, Vol. 13 No. 3, pp. 216-25.
66. Zeithaml, V. (1988), "Consumer perceptions of price,
quality and value: a means-ends model and synthesis of
evidence", Journal of Marketing, Vol. 52, July, pp. 2-22.
67. Zeithaml, V.A., Berry, L.L. and Parasuraman, A. (1996),
"The behavioral consequences of service quality", Journal of
Marketing, Vol. 60, April, pp. 31-46.
Appendix. Items used to measure perceived service value in
business education.
X1: When considering the price I pay for tuition, I believe that
the price/quality ratio is good at my business school.
X2: The knowledge I have acquired at my business school will
25. allow me to get promotions.
X3: I believe that a degree in business administration will
guarantee future employment.
X4: It is better to obtain a post secondary degree than to enter
the work force immediately after high school.
X5: I believe employers would have positive things to say about
my business school.
X6: In my opinion it is worthwhile to invest four years to obtain
a business degree.
X7: I learn new things in many of my courses
X8: A degree in business will allow me to achieve my career
goals.
X9: I believe employers are interested in hiring students from
my business school.
X10: A degree from my business school is a good investment.
X11: A degree in business will allow me to earn a good salary.
X12: I find courses more interesting when friends are in my
classes.
X13: I am happy when friends are in my classes.
X14: Working in groups has a positive effect on the value of my
education.
X15: The areas of specialisation offered by my business school
satisfies my needs.
X16: Social activities at my business school make my studies
more interesting.
X17: My parents believe that my business school offers good
programs.
X18: The value of my education depends on my personal effort.
X19: I am glad that I chose courses in business administration.
X20: I like taking courses in business administration.
X21: I find courses interesting.
X22: The image projected by my business school has an
influence on the value of my degree.
X23: The reputation of my business school influences the value
of my degree.
X24: I have heard positive things about my business school.
26. X25: I believe that my business school can adapt to the needs of
industry.
X26: The number of students in my classes influences the value
of my education.
X27: The size of my business school has an effect on the value
of my education.
X28: The quality of education received from my professors
influences the value of my degree.
X29: Course contents influence the value of my education.
X30: The guidance received from professors has an effect on the
value of my education.
X31: The fact that my business school is small has a positive
effect on the value of my education.
X32: I believe that my business school offers quality services.
X33: When considering the price I pay for tuition, I believe that
my business school offers sufficient services.
Illustration
Caption: Table I; Profile of respondents; Table II; Six service
value factors identified by principal components analysis; Table
III; Regression results based on factor scores; Table IV;
ANOVA results: mean factor scores with sex and year of
program; Figure 1 ; Interactive effects between sex and year of
program on the F5: price/quality factor
Word count: 7662
Copyright MCB UP Limited (MCB) 1999
LeBlanc, G., & Nguyen, N. (1999). Listening to the customer's
voice: Examining perceived service value among business
college students. The International Journal of Educational
Management, 13(4), 187-198. Retrieved from
http://search.proquest.com/docview/229113360?accountid=3152
4
Question 1, 2 & 3 refer to the article
27. LeBlanc, G & Nguyen, N (1999).Listening to the customer’s
voice: examining perceived service valueamong business
college students, The International Journal of Educational
Management, 13(4), 187-198.
Q1: (5 points)What methodologies are used in the study
published by LeBlanc and Nguyen (1999)? (5 points)
List them. Identify the procedure that was followed for sample
selection as well as the sample size. Do not copy-paste the
answer from the article, summarize it and present it in your own
words. There is no word limit for this answer but 80 to 100
words should be enough.
Q2. (2.5 points)Considering the types of literature review
discussed in class: What type of Literature Review is used in
the project by LeBlanc and Nguyen (1999)?
Q3: (5points) Read the literature review again and identify one
sentence that use an evaluation verb, another sentence that uses
a positive stance and a sentence that uses a reporting verb. Use
quotation marks and page number, if you are using a print-out
of the article use the page number in the printed version. See
the example of a reporting sentence:
“Epistemic Value is defined by Sheth, et al (1991) as the ability
of a product/service to provided novelty and/or satisfy a desire
for knowledge” (LeBlanc and Nguyen 1999, p. 3).
Q4. (5 points)
Identify the types of internet research that do not require ethics
assessment Provide a summary in a maximum of 250 words.
Q5. (5 points)Is the following alternative hypothesis set for a
two-tailed or a one-tailed test? What would be the null
hypotheses?
H1:There is a difference in the GPA of male and female
students
28. Q6: (5 points) Mention five primary data collection methods
and describe three of them.
Q7. (2.5 points) Mention two sources of secondary data in
Canada. Include links to the websites, if you need help you can
visit the Library.
1