Progress 09/01/03 to 08/31/07
Outputs
This project sought to advance students' knowledge of services management and use of web-based technology for learning. Objectives were to: develop services management instructional modules for web-based delivery; evaluate adoption of the modules by University of Tennessee students and faculty; revise instructional modules based on faculty, student and industry input; disseminate instructional modules to regional institutions in Tennessee; and assess student and faculty outcomes. All project objectives were achieved. Five web-based services management instructional modules were developed. Students and faculty at the University of Tennessee adopted the modules for inclusion in an undergraduate course, Issues and Trends in Customer Service. The modules were revised based on faculty, student, and industry input. The instructional modules were disseminated to three regional institutions in Tennessee for use by students in human sciences programs. A series of pilot tests
was conducted. Evaluation spanned three semesters and used multiple approaches ranging from tests of cognitive knowledge to assessments of critical thinking. The web-based instructional modules contain research-based and industry affirmed information. Each module includes an introduction and objectives, content related to each objective, student activities and manager tasks based on industry problems, a pre- and posttest and an anonymous participant survey. The modules provide opportunities to practice and enhance problem-solving and critical thinking skills using real-world problems and scenarios. A website, http://edtech.tennessee.edu/usda/, for students and faculty was developed to provide an accessible location for the service management modules. A set of power point presentations was designed to introduce the modules and provide summaries following each module. Students at the University of Tennessee (n=176), Carson Newman College (n=27), Tennessee Tech (n=14), and the University
of Memphis (n=34) used and evaluated the web-based modules. Faculty chose one or more of the modules for their classes. Faculty evaluations were positive on all evaluation factors including quality of content, module structure, ease of use, and effectiveness as a learning tool. A cohort of University of Tennessee students (n=54) completed all of the modules. Cognitive knowledge was assessed for each module using researcher designed knowledge tests. Responses to manager tasks were assessed for level of critical thinking using the Holistic Critical Thinking Scoring Rubric. Results for this cohort were significant in terms of knowledge gain. Critical thinking improved as evidenced by increased scores on manager tasks from Modules 1 through 5. Partnerships were developed with industry and university colleagues. Industry partners shared competencies needed by managers in the service industry. Faculty partners identified opportunities for improving the modules and using them in a range of
courses. Future initiatives include continued use of the web-based instructional modules with undergraduates and for continuing education and training programs with private businesses in the service industry.
PRODUCTS: A conceptual model, Managing Customer Service, was developed to guide content development for the five web-based instructional modules. Modules focused on critical thinking skills, customer relationship management, the service environment, customer service and satisfaction, organization profitability, leadership, and training and development of people within the context of a service company in the retail and hospitality industry. The module content and activities were designed to help students gain knowledge and then move toward higher levels of cognitive learning. Each web-based module includes an introduction and objectives, content related to each objective, student activities and manager tasks based on industry problems, a pre- and posttest and an anonymous participant survey. The modules provide opportunities to practice and enhance problem-solving and critical thinking skills using real-world problems and scenarios. A website, http://edtech.tennessee.edu/usda/, for
students and faculty was developed to provide an accessible location for the service management modules. A set of power point presentations was designed to introduce the modules and provide summaries following each module.
OUTCOMES: Students' knowledge of services management was enhanced through the use and evaluation of the five web-based modules on managing customer service. The instructional modules allowed students to use web-based instruction to gain service management competencies, stimulate a higher level of critical thinking, and integrate real-world problems into undergraduate curricula. Student data indicated increased cognitive knowledge and critical thinking improvements as evidenced by increased scores on manager tasks from Modules 1 through 5.
DISSEMINATION ACTIVITIES: To generate interest in the use of the web-based instructional modules, investigators contacted all regional institutions in Tennessee with programs with undergraduate courses relevant to services management. A presentation on developing the web-based modules was made at the Marketing Management Association annual meeting and included in the proceedings of the conference. Two papers were presented at the International Textile and Apparel Association annual meeting to share data on student perceptions of the web-based modules and results of the critical thinking assessments. Two presentations were made to industry partners participating in advisory board meetings for the Retail, Hospitality and Tourism Management department at the University of Tennessee. This included over 25 industry representatives. A manuscript is in review and additional manuscripts are in development. Continuing education workshops sponsored by the UT Institute of Service Excellence
will provide additional dissemination.
FUTURE INITIATIVES: Future initiatives include the use of the web-based instructional modules for industry professional development and training through the UT Institute of Service Excellence. Modules will be made available to universities nationwide and it is expected that other institutions will adopt these modules for their instructional programs. Collaborative partnerships will emerge beyond the project as the web-based modules are used by other universities for teaching, research, and service and by private businesses for professional development.
Impacts
This project introduced new instructional programs and products -reusable web-based instructional modules in services management--, future graduates will be prepared to contribute to as well as function in a competitive business environment. A primary impact is the use of the web-based instructional modules by students in human sciences to increase their knowledge of services management. Students will be better prepared in regard to services management, critical thinking, and use of instructional technology, students will be more effective in their future association with the services industry, and faculty using the Internet/Web as an alternative instructional instrument in teaching services management will be more effective. An unexpected impact was increasing the instructional capacity of the doctoral students participating in the development and delivery of these modules.
Publications
- Jolly, L. D., Fairhurst, E., Costello, C., Lee, H. (2006) Developing web-based modules for teaching customer service management, Proceedings of the Marketing Management Association, September 2006.
- Jolly, L. D., Fairhurst, E., Costello (2006). Student perceptions of web-based customer service modules, Proceedings of the International Textile and Apparel Association Annual meeting.
- Jolly, L. D., Fairhurst, E., Costello, C., Lee, H. & Kumar, A. (2006). Using the Holistic Critical Thinking Scoring Rubric to assess student responses to customer service manager tasks, Proceedings of the International Textile and Apparel Association Annual meeting. (Received Best Paper Award, Retail Management Track)
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Progress 09/01/04 to 08/31/05
Outputs
Development of competencies in services management using web-based instructional modules for university students in human sciences is the goal of this project. Specific objectives are to: (1) develop an integrated set of Services Management instructional modules for Web-based delivery, (2) evaluate adoption of Web-based instructional modules by UT students and faculty, and (3) revise instructional modules based on faculty, student and industry input, (4) disseminate instructional modules to regional institutions in Tennessee, (5) assess student and faculty outcomes. Objectives 2 and 3 were the focus of efforts for the time frame September 1, 2004 through August 31, 2005. Planned project accomplishments for this timeframe included implementation and evaluation of the web-based modules at UT and evaluation and analysis of data for revision of instructional modules. Actual project accomplishments include 1) development and pilot testing of five web-based instructional
modules, 2) development and pilot testing of pre-post content knowledge tests, 3) development and piloting of a student assessment of the web-based modules and, 4) development of the student and instructor websites. Based on the module pilot testing with UT students and faculty, modules were revised. Instructors at regional institutions in Tennessee were contacted to participate in pilot testing the modules during the 2005-2006 academic year.
PRODUCTS: The project will advance student knowledge of services management and use of web-based technology as a tool for learning. Expected products include: five web-based instructional modules focused on the key competencies needed for success in the services industry; an instructor web-site with guidelines for using the modules, resources for teaching the concepts, and tools for evaluating student performance; and a student web site for access to the modules.
OUTCOMES: Matching funds from the University of Tennessee supported 432 hours of faculty time for this project. Five undergraduate students completed independent study projects related to the project objectives. The instructional modules will allow students to use web-based instruction to gain service management competencies, stimulate a higher level of critical thinking, and integrate real-world problems into undergraduate curricula.
DISSEMINATION ACTIVITIES: A conceptual model and plans for developing the web-based module were presented to members of the Consumer Services Management Advisory Board. A poster was presented at the CSREES/SERD Project Director's Conference in New Orleans, LA. Future plans call for academic journal publications and presentations at national professional meetings.
FUTURE INITIATIVES: The web-based instructional modules will be useful beyond the University of Tennessee. Based on core competencies generated by industry, these modules could be used for industry professional development and training. In addition, programs at other institutions can incorporate these modules into their curriculum. Module topics have applicability for multiple audiences.
Impacts
Results that will strengthen human sciences higher education are: students of racial, ethnic, and gender diversity will be better prepared in regard to services management, critical thinking, and use of instructional technology; students will be more effective in their future association with the services industry; and faculty using the web-based modules as an alternative instructional instrument in teaching services management will be more effective in a more cost effective manner.
Publications
- Jolly, L., Fairhurst, A., Costello, C. Services Management for the 21st Century: leveraging Technology to Improve Critical Thinking Skills, CSREES/SERD Project Director's Conference, March 30, 2005, New Orleans, LA.
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Progress 09/01/03 to 08/31/04
Outputs
Development of competencies in services management using web-based instructional modules for university students in human sciences is the goal of this project. Specific objectives are to: (1) develop services management instructional modules for Web-based delivery, (2) evaluate adoption of the modules by University of Tennessee students and faculty, (3) revise instructional modules based on faculty, student and industry input, (4) disseminate instructional modules to regional institutions in Tennessee and (5) assess student and faculty outcomes. Objective 1, to develop services management instructional modules for Web-based delivery, was the focus of efforts for the timeframe September 1, 2003- August 31, 2004. Planned project accomplishments for this timeframe included project start-up, instructional module and web site development, and the development of evaluation and assessment instruments. Actual project accomplishments include 1) a conceptual model to guide
content development for the five web-based instructional modules, 2) student learning objectives, content outlines, and learning resources for each web-based module, 3) one web-based learning module as a template for future module development, 4) a pilot assessment of one instructional module, 5) format and content outlines for the student and instructor websites in production, and 6) incorporation of feedback from industry partners on the conceptual model for the web-based instructional modules. Although the original plan called for the initial development of the five web-based instructional modules, accompanying instructor and student websites, and evaluation and assessment tools, significant progress was made toward the plan. In collaboration with campus partners in the Innovative Technology Center, the project team focused a larger block of time on the instructional design of the five web-based modules and identifying the content, learning resources and critical thinking
activities for the modules than originally planned. This decision to extend the module and website planning timeframe will expedite the development of the four remaining instructional modules, final production of the instructor and student websites, and assessment tools during Fall 2004.
PRODUCTS: The project will advance student knowledge of services management and use of web-based technology as a tool for learning. Expected products include: five web-based instructional modules focused on the key competencies needed for success in the services industry; an instructor web-site with guidelines for using the modules, resources for teaching the concepts, and tools for evaluating student performance; and a student web site for access to the modules.
OUTCOMES: Matching funds from the University of Tennessee supported 648 hours of faculty time for this project. Four undergraduate students completed independent study projects related to the project objectives. The instructional modules will allow students to use web-based instruction to gain service management competencies, stimulate a higher level of critical thinking, and integrate real-world problems into undergraduate curricula.
DISSEMINATION ACTIVITIES: A conceptual model and plans for developing the web-based module were presented to members of the Consumer Services Management Advisory Board. In addition, a brief article describing the project was included in the College newsletter. Future plans call for academic journal publications and presentations at national professional meetings.
FUTURE INITIATIVES: The web-based instructional modules will be useful beyond the University of Tennessee. Based on core competencies generated by industry, these modules could be used for industry professional development and training. In addition, programs at other institutions can incorporate these modules into their curriculum. Module topics have applicability for multiple audiences.
Impacts
Results that will strengthen human sciences higher education are: students of racial, ethnic, and gender diversity will be better prepared in regard to services management, critical thinking, and use of instructional technology; students will be more effective in their future association with the services industry; and faculty using the web-based modules as an alternative instructional instrument in teaching services management will be more effective in a more cost effective manner.
Publications
- No publications are reported this period, September 2003 - August 2004.
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