Student perceptions of the likelihood of success also

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Student perceptions of the likelihood of success also impact perceptions of the programsand subsequent emotional attachment to the program and institution. Many students makedecisions about staying or leaving based on perceptions of this likelihood.Institutions normally seek to identify students to target for acquisition and retention,which is similar to trying to identify the best target market for a university. As evidence, therehave been studies that suggest non-selective institutions, or those with open admission policies,tend to experience lower retention rates (Astin & Oseguera, 2005). This would seem to indicatean ineffective selection process or a poor match exists between student skills, desires, andmotivations, and the institution‘s offerings.Reactions to service failure are probably going to differ as well. For example, one studentmay respond to what is perceived as an unfair grade with an "Oh well, no big deal"- type ofreaction. Another may become extremely angry and demand immediate "justice." The sameholds true for a student who loses a scholarship due to the failure of a support staff member. Onemay not be upset where another feels badly violated.Another mediating factor is the severity of the service recovery failure. When an unfairgrade is the one that ultimately leads to a student being dismissed from the university, it willhave a much greater impact. A student who is dropped from classes due to a failure to pay tuitionthat is actually a clerical error by a staff member may be enraged by worries about damage to hisor her credit rating as well as the inconvenience of having to be reinstated in each course.Finally, students who believe a service failure is the result of some form ofdiscrimination, whether it is racial, based on gender, or on some other factor, are likely to viewthe failure as a much graver issue.OutcomesWhen a service failure incident has occurred, those in the provider organization willeither respond utilizing service recovery techniques or they will not. In general, the presence ofquality service recovery techniques should have a positive impact on subsequent outcomes,which can be categorized as: (1) satisfaction with the provider, (2) positive future intentions,and/or (3) negative future intentions.Previous research indicates that when a person receives redress for a service failure in asatisfactory manner, the individual is more likely to expresssatisfaction withthe serviceprovider. At the same time, the person may be more cautious and tentative about future dealingswith that organization. On balance, however, satisfaction with a college or university experiencehas long term implications for the individual and the institution.The mostpositive future intentionwould be the willingness to return to the college oruniversity for the next semester. Beyond that, a positive future intention is to ultimately graduatefrom the university. This changes the student role to that of an alumnus, one who might support

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Term
Summer
Professor
Bobbie Dickerson
Tags
Southern Association of Colleges and Schools, Association of Public and Land Grant Universities, American Association of State Colleges and Universities, Association of Collegiate Marketing Educators

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