Effectiveness of Relationship Marketing Tactics in a University Setting

Autor/inn/en	Trocchia, Philip J.; Finney, R. Zachary; Finney, Treena Gillespie
Titel	Effectiveness of Relationship Marketing Tactics in a University Setting
Quelle	In: Journal of College Teaching & Learning, 10 (2013) 1, S.29-38 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	College Students; Interpersonal Relationship; Student School Relationship; Satisfaction; Student Attitudes; Student Participation; Student Characteristics; Comparative Analysis; Teacher Student Relationship; Questionnaires; Student Surveys; Tables (Data) + Suchen Sie Ihr Suchwort? Collegestudent; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schüler-Lehrer-Beziehung; Zufriedenheit; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Fragebogen; Schülerbefragung; Tabelle
Abstract	We test the correlation between student perception of three university relationship-building tactics--commercial friendships, preferential treatment, and tangible rewards--with university student satisfaction. We also test whether two student characteristics--enduring involvement with education and sense of entitlement--have a moderating effect on the aforementioned relationship between university relationship-building behaviors and student satisfaction. Results revealed positive correlations between perceived relationship tactics and overall satisfaction. Correlations between the relationship-building behaviors and satisfaction were also greater among high involvement students than among their lesser-involved cohorts. Students who felt a sense of entitlement were more likely to believe that they were recipients of relationship-building behaviors, but they didn't always appreciate them more than students who felt less entitled. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10