Strategic and bonding effects of enhancing the student feedback process

In order to produce distinctiveness that leads to competitive advantage, higher education institutions must remain cognizant that students are co-creators. Thus, to create genuine value in educational service delivery, there is a need for a more highly developed understanding of the student-institut...

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Bibliographic Details
Published inJournal of marketing for higher education Vol. 26; no. 1; pp. 20 - 40
Main Authors Robinson, Nadine M., Celuch, Kevin G.
Format Journal Article
LanguageEnglish
Published New York Routledge 01.01.2016
Taylor & Francis Ltd
Subjects
College Students
Colleges & universities
commitment
customer engagement
customer orientation
Factor Analysis
Feedback
Feedback (Response)
Higher Education
Likert Scales
market orientation
Marketing
perceived usefulness
Questionnaires
Structural Equation Models
Student Attitudes
Student College Relationship
Student Satisfaction
United States (Midwest)
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Summary:In order to produce distinctiveness that leads to competitive advantage, higher education institutions must remain cognizant that students are co-creators. Thus, to create genuine value in educational service delivery, there is a need for a more highly developed understanding of the student-institutional intersection. The present research contributes to the marketing of higher education by developing and testing a model related to the antecedents of a broader conception of student feedback as part of student/customer orientation and co-creation. Conceived as customer feedback, student feedback to an educational institution can be positive (compliment), negative (complaint), or be an idea for an improvement to any person, or service group of the institution. Perceived ease of the feedback process and perceived usefulness, customer orientation and affective commitment are found as antecedents to intention to provide feedback. The result is a model with conceptual and managerial implications for strategically bonding students to universities.
ISSN:0884-1241
1540-7144
DOI:10.1080/08841241.2016.1146386