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Service recovery encounters in the classroom: exploring the attributes of professors desired by male and female students

journal contribution
posted on 11.03.2013, 09:56 by Sneha Chandra, Thorsten GruberThorsten Gruber, Anthony Lowrie
This paper explores the nature of service recovery encounters, particularly the qualities and behaviours that male and female students expect from professors in personal service recovery encounters. For this purpose, 40 semi-standardized laddering interviews were conducted (with 20 male and 20 female respondents) in order to gain a deeper understanding of student expectations and the values that drive these expectations. The analysis and findings enrich the existing limited stock of knowledge on desired attributes of professors in service recovery encounters in higher education by developing a deeper understanding of the attributes of professors that dissatisfied female and male students’ desire, as well as the underlying values for these expectations. Results show that the professor’s active listening skills, expertise, friendliness, concern for students, and being empathetic were important to both male and female students. However, gender differences are important in a service-recovery encounter in a classroom, which suggests differential treatment. While men place more importance on a quick problem solution, women seem to prefer a more communal approach.

History

School

  • Business and Economics

Department

  • Business

Citation

CHANDRA, S., GRUBER, T. and LOWRIE, A., 2012. Service recovery encounters in the classroom: exploring the attributes of professors desired by male and female students. International Journal of Technology and Educational Marketing (IJTEM), 2, pp. 1 - 19, doi: 10.4018/ijtem.2012070101

Publisher

© IGI Global

Version

AM (Accepted Manuscript)

Publication date

2012

Notes

Closed access. This article was published in the International Journal of Technology and Educational Marketing [© IGI Global] and the definitive version is available at: http://dx.doi.org/10.4018/ijtem.2012070101

ISSN

2155-5605

Language

en