ASSESSING THE INFLUENCE OF SERVICE RECOVERY STRATEGIES ON DISTRIBUTIVE JUSTICE IN HIGHER EDUCATION INSTITUTIONS
Journal Title: Problems of Education in the 21st Century - Year 2019, Vol 77, Issue 4
Abstract
In recent times, students in higher education institutions have raised their expectations and are becoming less tolerant to poor service. The reality is that service failures are bound to happen. However, effective service recovery strategies could minimise the impact of service failure. The aim of this research was to analyse the influence of service recovery strategies on distributive justice in higher education institutions. A total of 430 students from three public universities in South Africa participated in this research as respondents. The research adopted a quantitative, descriptive and cross-sectional approach. The findings of this research showed that compensation and explanation have a positive and significant influence on distributive justice. Furthermore, the results showed a positive and insignificant influence of apology on distributive justice. The findings of this research are a wake up call to higher education institutions to focus on the two strategies of service recovery, namely explanation and compensation to achieve distributive justice. Thus, higher education institutions should firstly, focus on the use of an explanation to achieve distributive justice because it is offered at no cost compared to compensation which normally wears a financial face. This is based on the fact that higher education institutions are non profit making institutions such that they cannot afford to offer financial compensation on regular basis to address student problems. Ultimately, higher education institutions are advised to consider the severity of service failure before offering any form of service recovery to avoid double deviation.
Authors and Affiliations
Steven K. Msosa, Jeevarathnam P. Govender
Keywords
Related Articles
- EP ID EP622219
- DOI 10.33225/pec/19.77.478
- Views 98
- Downloads 0
INVESTIGATING THE EFFECTS OF SELF-DIRECTED LEARNING AND COLLABORATIVE METHODS ON JUNIOR SECONDARY SCHOOL STUDENTS SOCIAL STUDIES LEARNING OUTCOMES IN OYO STATE, NIGERIA
Learner-centred methods of teaching are rarely used in most Nigerian classrooms. Pedagogic practices at the basic level of education encourage teacher-dominated methods that do not allow for students’ active participatio...
TWENTY-FIRST CENTURY LEARNING AND TECHNOLOGY EDUCATION NEXUS
The new Knowledge (or Conceptual) Age of this millennium is creating a globalised economy that requires a much more diverse range of skills and dispositions yet many countries’ education systems still promote an outdated...
CONFRONTING EFFECT OF ONLINE TEACHER AND PEER FEEDBACK ON THE STUDENTS’ WRITING PERFORMANCE
This research explored the combination of these three aspects, namely: teacher feedback, peer feedback, and Schoology, and looked at the effect on the students’ writing performance. Schoology is an online learning manage...
PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY
The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational pr...
EDUCATION OF PROPER WASTE MANAGEMENT BASED ON NON-FORMAL AND INFORMAL EDUCATION
The present work gives methods on how available information can be presented to as many people as possible in a way that will allow them to assimilate that knowledge. The most appropriate forms of education for the concr...