What Matters to Students? A SCARF-Based Model of Educational Service Recovery

Autor/inn/en	Aplin-Houtz, Matthew; Munoz, Laura; Fergurson, J. Ricky; Fleming, David E.; Miller, Rich J.
Titel	What Matters to Students? A SCARF-Based Model of Educational Service Recovery
Quelle	In: Marketing Education Review, 33 (2023) 4, S.320-340 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Munoz, Laura) ORCID (Fergurson, J. Ricky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8008
DOI	10.1080/10528008.2023.2241450
Schlagwörter	Undergraduate Students; Teaching Methods; Ethics; Student Attitudes; Expectation; Barriers; Student Motivation; Educational Experience; Universities; COVID-19; Pandemics; Educational Change; College Faculty; Faculty Development; Educational Cooperation; Teacher Collaboration; Models; Self Determination; Neurosciences; Long Range Planning; Teacher Student Relationship; Services + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ethik; Schülerverhalten; Expectancy; Erwartung; Schulische Motivation; Bildungserfahrung; University; Universität; Bildungsreform; Fakultät; Education; cooperation; Kooperation; Lehrerkooperation; Analogiemodell; Selbstbestimmung; Neuroscience; Neurowissenschaften; Neurowissenschaft; Langfristige Planung; Teacher student relationships; Lehrer-Schüler-Beziehung; Dienstleistung
Abstract	Universities found themselves unprepared for the dynamic disruption in their delivery of educational services caused by the COVID-19 pandemic. The rapid transition by universities to move all classes to an online format posed unexpected challenges and highlighted the lack of preparation. One of these challenges was service failure in several university offerings while not addressing the students' perceived expectations. Within this context, the authors use the SCARF model to examine how motivational factors impact service recovery and value co-recovery in the face of dynamic changes to the students' learning experience. Stemming from its nature in facilitating and improving collaborations and interactions with others, the SCARF model is considered a successful framework for improving collaboration and engagement in academia. Using PLS-SEM, the data supported Status, Certainty, Relatedness, and Fairness as relevant to having a service recovery that rectified, amended, and restored the student's interrupted classroom experience. Overall, the results have some essential initial implications for teaching faculty who want to be prepared to recover in case of another educational service delivery failure like the COVID-19 forced transition experienced. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01