Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol10.Issue4.1996:

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Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 0 / 4 [1996] 1 5 –2 0 © MCB Unive rsity Pre ss [ISSN 0951-354X]

Customer compatibility management: an alternative

perspective on student-to-student support in higher

education

Jennifer E. Rowley

He ad, Sc ho o l o f Manage me nt and So c ial Sc ie nc e s, Edge Hill Unive rsity Co lle ge , Ormskirk, UK

Emphasizes the controllability of customer-to-customer interaction in the higher education environment. Argues that students’ satis-faction or dissatissatis-faction with their experience of a univer-sity may be signifi cantly infl uenced by their experi-ence of other students. Cus-tomer compatibility manage-ment supplemanage-ments other approaches to quality man-agement, such as TQM. Tutors and managers of the educational environment have always recognized that some features of student-to-student interaction need to be man-aged. Borrows some concepts from the services marketing literature and proposes a more focused and compre-hensive customer compatibil-ity management programme. Uses the theatrical metaphor to illustrate the roles and functions that need to be adapted in a compatibility management programme.

Introduction

As t h e st u dy of t h e ser v ice exp er ien ce w it h in a w id e r a n ge of ser v ice en v ir on m en t s h a s d evelop ed , t h er e h a s b een a n in cr ea sin g r ecogn it ion t h a t cu s t om er s’ s a t is fa ct ion is oft en d e p en d en t u p on t h eir d ir ect or in d ir ect in t er a ct ion s a s t h ey sh a r e t h e ser v ice fa cil-it y ’s p h y sica l en v ir on m en t . Cu st om er -t o-cu st om er in t er a ct ion ca n eit h er en h a n ce or im p over ish t h e ser v ice exp er ien ce. For exa m -p le, a k in d wor d or a -p lea s a n t s m ile fr om a fellow cu s t om er m ay m a k e t h e ser v ice exp er i-en ce m or e i-en joya ble, w h er ea s r ow dy a n d ob n oxiou s b eh av iou r is lik ely t o h ave t h e op p os it e effect . In d eed , in ed u ca t ion a l en v ir on m en t s s u ch a s cla s ses a n d ot h eir in ca m p u s loca t ion s, st u d en t s m ay oft en v iew s t u -d en t -t o-s t u -d en t con t a ct a s a w elcom e s ec-on d a r y ob ject ive. In a d d it iec-on , t u t or s h ave lon g r ecogn ized t h a t st u d en t t os t u d en t in t er -a ct ion c-a n b e -a v-a lu -a ble t ool in s u p p or t in g effect ive lea r n in g.

Sin ce cu s t om er -t o-cu s t om er in t er a ct ion m ay s ign ifi ca n t ly a ffect cu s t om er s a t is fa ct ion a n d t h er eby t h e lik elih ood of a r et u r n v isit , it is im p or t a n t for s er v ice m a n a ger s t o b e sen s i-t ive i-t o cu s i-t om er -i-t o-cu s i-t om er r ela i-t ion sh ip s, a n d t h e b eh av iou r s t h a t st r en gt h en a n d w ea k en t h es e r ela t ion sh ip s. M or e s p ecifi ca lly, t u t or s n eed t o a p p r ecia t e w h a t ca n b e d on e t o m a n a ge or p osit ively in fl u en ce t h e w ay in w h ich s t u d en t s a ffect on e a n ot h er a n d t h e m ech a n is m s by w h ich t h ey ca n su p p or t on e a n ot h er ’s exp er ien ce of h igh er ed u ca t ion .

T h is a r t icle r ev iew s t h e con ce p t s a s socia t ed w it h cu s t om er com p a t ib ilit y m a n a gem en t . Sp ecifi ca lly, it r ev iew s t h e r oles in volved in cu st om er com p a t ib ilit y m a n a gem en t p r o-p os ed by P r a n t er a n d M a r t in [1] a n d con s id er s t h eir a p p lica b ilit y t o cu st om er com p a t ib ilit y m a n a gem en t in t h e s t u d en t lea r n in g exp er i-en ce in h igh er ed u ca t ion .

T h e a r t icle t a k es a b r oa d p er sp ect ive on t h e st u d en t exp er ien ce of h igh er ed u ca t ion , in k ee p in g w it h a t ot a l ser v ice p er s p ect ive r a t h er t h a n focu sin g s p ecifi ca lly on t h e lea r n -in g exp er ien ce -in t h e s en se of for m a l lea r n -in g in a s p ecifi ca lly t u t or -m a n a ged en v ir on m en t . T h is p er s p ect ive is r e ga r d ed a s a p p r op r ia t e sin ce t h er e is con s id er a ble ev id en ce t h a t t h e “et h os of t h e st u d en t en v ir on m en t ” d oes h ave

a n im p a ct on st u d en t a ch ievem en t (see e.g. [2]).

Customer-to-customer interaction

in higher education

St u d en t -t o-s t u d en t in t er a ct ion s m ay t a k e p la ce in h igh er ed u ca t ion in a va r iet y of d if-fer en t con t ext s, for exa m p le:

• cla s sr oom – in clu d in g lect u r e, gr ou pwor k , et c.;

• st u d en t a ssign m en t s – in d iv id u a l or gr ou p ; • coffee b a r / d in in g r oom ;

• lib r a r y ;

• socia l even t s a n d clu b s; • h a lls of r esid en ce; • IT wor k sh op ;

• u n iver s it y sh op s a n d b a n k s.

Clea r ly, in som e of t h ese in st a n ces, t h e st u -d en t -t o-st u -d en t in t er a ct ion m ay b e p osit ive b eca u se eit h er :

• it a s sist s t h e st u d en t t o lea r n m or e effec-t ively ; or

• t h e st u d en t en joy s t h e s ocia l exch a n ge for it s ow n s a k e.

P ot en t ia lly p osit ive in t er a ct ion s in clu d e t h e follow in g:

• On e st u d en t h elp s a n ot h er st u d en t t o u se a r efer en ce sou r ce in t h e lib r a r y.

• Two st u d en t s w h o a r e n eigh b ou r s gr eet ea ch ot h er in t h e u n iver sit y s h op.

• Two st u d en t s w h o a r e com p let in g se p a r a t e a ssign m en t s exch a n ge v iew s on h ow t o com p let e t h e a ssign m en t .

• On e st u d en t a dv is es a n ew st u d en t on t h e loca t ion of t h e coffee b a r.

• On e st u d en t w elcom es a n ot h er st u d en t t o a clu b or socia l even t .

• On e st u d en t w a t ch es a n ot h er st u d en t u se t h e CD-ROM a n d t h er eby lea r n s h ow t o op er a t e t h is.

• A gr ou p of s t u d en t s p la n a n ou t in g t oget h er. • A gr ou p of s t u d en t s en ga ge in a gr ou p

a ssign m en t .

In ot h er in st a n ces t h e exch a n ge m ay b e n e ga -t ive, su fficien -t ly so -t h a -t i-t over r id es o-t h er elem en t s of t h e exp er ien ce t h a t m ay b e m or e t h a n sa t isfa ct or y.

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Je nnife r E. Ro wle y

Custo me r c o mpatibility man-age me nt: an alte rnative pe rspe c tive o n stude ntto -stude nt suppo rt in highe r e duc atio n

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 0 / 4 [1 9 9 6 ] 1 5 –2 0

• A gr ou p of st u d en t s d is cu s s t h eir n ext a s s ign m en t n oisily in t h e lib r a r y.

• On e s t u d en t h a s a lr ea dy b or r ow ed t h e b ook r eq u ir ed by a n ot h er s t u d en t .

• T h er e is a q u eu e for a ccess t o com p u t er s in t h e IT wor k s h op.

• In a gr ou p a s sign m en t , on e st u d en t d oes n ot m a k e a n a d eq u a t e con t r ibu t ion .

• A s t u d en t is offen s ively d ir t y a n d s m elly. • St u d en t s a r e u n t idy in t h e coffee b a r a n d

leave lit t er.

• Som e s t u d en t s a r e n oisy a n d d is r u p t ive d u r in g a lect u r e.

• On e s t u d en t p lay s lou d m u sic in h is r oom u n t il 3.00 a .m .

It is im p or t a n t t o n ot e t h a t su ch exp er ien ces ca n on ly b e cla s s ifi ed a s p ot en t ia lly n e ga t ive or p ot en t ia lly p os it ive, s in ce t h e a ct u a l n a t u r e of t h e exp er ien ce is in fl u en ced by t h e p er ce p t ion of t h e s t u d en t .

T h e in s t in ct ive r ea ct ion of ser v ice p r ov id er s is t o a ss u m e t h a t cu s t om er -t ocu s t om er in t er a ct ion s a r e b eyon d t h eir con -t r ol a n d in d eed , in en v ir on m en -t s s u ch a s r et a ilin g a n d b a n k in g w h er e t h e t im e p er iod d u r in g w h ich t wo p eop le m igh t b e in t h e s er v ice en v ir on m en t is r ela t ively sh or t , t h e s er v ice p r ov id er n eed s t o focu s on t h e s t u -d en t / s er v ice a gen t in t er a ct ion . How ever, in m a n y leisu r e a n d ed u ca t ion a l en v ir on m en t s w h er e t h e cu s t om er s p en d s a lon ger p er iod of t im e in t h e en v ir on m en t a n d p er iod s of 30 m in u t es a n d u p t o a few h ou r s a r e t y p ica l, t h e s ign ifi ca n ce of st u d en t -t o-s t u d en t in t er a ct ion is gr ea t er a n d m ay b e m or e s ign ifi ca n t t h a n t h e cu st om er -t o-ser v ice a gen t in t er a ct ion .

N ot e, a ls o, t h a t t h er e w ill b e occa sion s on w h ich , in a n exp er ien ce w h ich in volves st u -d en t -t o-s t u -d en t in t er a ct ion , s om e p a r t ies m ay p er ceive t h e in t er a ct ion t o b e p os it ive w h ile ot h er s m ay p er ceive it t o b e n e ga t ive. To t a k e a sim p le exa m p le, a s on e st u d en t a s sis t s a n ot h er s t u d en t w it h ch a n ge for t h e p h ot o-cop ier, t h ese t wo m igh t v iew t h e exp er ien ce a s s u p p or t ive a n d p osit ive. Ot h er s w a it in g in t h e q u eu e for t h e p h ot ocop ier m ay v iew t h e d elay ca u s ed by t h is t r a n s a ct ion a s u n w a r r a n t ed , a n d yet ot h er cu s t om er s m ay fi n d t h e exch a n ge d ist r a ct in g.

The broader perspective:

customer compatibility and quality

T h e ob ject ive of effect ive cu s t om er com p a t i-b ilit y m a n a gem en t is a n en h a n cem en t of t h e “ser v ice exp er ien ce”. In ot h er wor d s, a p p r o-p r ia t e m a n a gem en t of st u d en t -t o-s t u d en t in t er a ct ion con t r ibu t es t o t h e q u a lit y of t h e s t u d en t ’s exp er ien ce of h igh er ed u ca t ion , a n d ca n b e v iew ed a s a com p on en t in a t ot a l q u a l-it y m a n a gem en t (TQM) p r ocess. A u s efu l

d efi n it ion of “q u a lit y of ed u ca t ion ” is offer ed by Gor d on a n d P a r t in gt on [3]:

T h e su ccess w it h w h ich a n in s t it u t ion p r o-v id es ed u ca t ion a l en o-v ir on m en t s w h ich en a ble st u d en t s effect ively t o a ch ieve wor k -a ble le-a r n in g go-a ls, in clu d in g -a p p r op r i-a t e a ca d em ic s t a n d a r d s.

T h is d efi n it ion in cor p or a t es t h e t er m “ed u ca -t ion a l en v ir on m en -t ”; su ch a n en v ir on m en -t m u st in clu d e t h e ot h er p a r t icip a n t s.

Most h igh er ed u ca t ion in st it u t ion s h ave a n im p licit or exp licit m ission , t o offer a h igh q u a lit y lea r n in g exp er ien ce t o a ll of t h eir st u d en t s. In s eek in g t o en h a n ce t h e q u a lit y of t h e t ot a l exp er ien ce, a n u m b er of in st it u t ion s h ave st a r t ed t o in vest iga t e a p p r oa ch es t o q u a lit y sy s t em s. For exa m p le, H a r t a n d Sh oolb r ed [4] cit e Wolver h a m p t on Un iver sit y a s seek in g r e gist r a t ion u n d er BS 5750 a n d a n u m b er of ot h er u n iver sit ies a s t a k in g t h e TQM p a t h , in clu d in g Ast on , Sou t h b a n k , Rob er t Gor d on s a n d Wolver h a m p t on . Ot h er con t r ibu t ion s w h ich d escr ib e con t r ibu t ion s in t h is a r ea in clu d e Ma r ch ese[5], E w ell[6] a n d Cor n esk y [7]. A n u m b er of ot h er a u t h or s cit e exa m p les of fa cu lt y or d e p a r t m en t -b a sed im p lem en t a t ion of TQM . For exa m p le Bolt on [8] d es cr ib es t h e im p lem en t a t ion of TQM in t h e Ma n a gem en t Sch ool of La n ca st er Un iver s it y.

TQM is d efi n ed a s m a n a gin g t h e en t ir e or ga n iza t ion so t h a t it excels in a ll d im en -sion s of p r od u ct s a n d ser v ices w h ich a r e im p or t a n t t o t h e cu s t om er s[9]. E xcellen ce in a TQM or ga n iza t ion is d efi n ed by cu st om er r eq u ir em en t s a n d n eed s. Im p lem en t a t ion of TQM r eq u ir es t h e cr ea t ion of a n or ga n iza -t ion -w id e s-t r u c-t u r a l s y s-t em -t h a -t a llow s a ll m em b er s of t h e or ga n iza t ion t o p a r t icip a t e in p la n n in g a n d im p lem en t in g con t in u ou s im p r ovem en t in a ll a sp ect s of it s op er a t ion s. TQM is a p eop le-cen t r ed a p p r oa ch t o m a n a ge-m en t [10]:

TQM is a b ou t p eop le w it h in t h e or ga n iza -t ion a n d p eop le ou -t s id e. I-t is a b ou -t p eop le w it h in t h e or ga n iza t ion wor k in g t o t h eir fu ll p ot en t ia l, r es u lt in g in in cr ea sed cu st om er sa t isfa ct ion ou t s id e t h e or ga n iza t ion .

T h e m a in elem en t s of TQM a s su m m a r ized by Tay lor a n d H ill[11,12] a r e:

• t h e con ce p t u a liza t ion of q u a lit y a s cu s-t om er s’ p er ce p s-t ion s;

• t h e n ot ion of in t er n a l a s w ell a s ext er n a l cu st om er s ;

• t h e con cen t r a t ion on p r even t ion t o elim i-n a t e w a st e, r ed u ce cos t s a i-n d a ch ieve er r or fr ee p r ocesses;

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• t h e id ea of con t in u ou s s elf-im p r ovem en t , cla s sify in g TQM or ga n iza t ion s a s lea r n in g sy s t em s;

• t h e n eed for t im ely m ea s u r es of, a n d feed -b a ck on , p er for m a n ce t h r ou gh su p er ior q u a lit y in for m a t ion s y st em s a n d m ea s u r es of t h e cos t of n on -con for m a n ce;

• t h e in volvem en t a n d com m it m en t of a ll em p loyees in q u a lit y m a t t er s a n d con t in u -ou s or ga n iza t ion a l im p r ovem en t .

Lin [13] id en t ifi es t wo d ist in ct con t ext s in w h ich TQM ca n b e im p lem en t ed in h igh er ed u ca t ion : a d m in is t r a t ion , a n d t h e cla s s -r oom . In t h e con t ext of a d m in ist -r a t ion , TQM m u s t em p h a size t h e fa ct t h a t im p r ov in g t h e sy s t em is p a r t of t h e job d escr ip t ion of a ll em p loyees a n d a ca d em ic st a ff, a n d n ot ju st a d m in is t r a t ion . T h e a d m in is t r a t or ’s r ole is t o cr ea t e a n en v ir on m en t in w h ich s t a ff, in d iv id -u a lly or in t ea m s, ca n d o t h eir b est . T h ey n eed t o b e in volved in TQM a s p a r t icip a n t s, coa ch es, fa cilit a t or s, com m u n ica t or s, d is-m a n t ler s of b a r r ier s a n d iis-m p ed iis-m en t s. In t h e con t ext of TQM in t h e cla s s r oom , Lin p r o-p os es t h e u s e of t h e TQM con ce o-p t “q u a lit y a t sou r ce”. E a ch wor k er is r es p on s ible for p a ss-in g good q u a lit y d ow n t h e lss-in e t o su cceed ss-in g op er a t ion s. T r a n sla t ed in t o h igh er ed u ca t ion t er m s, ea ch m em b er of a ca d em ic st a ff is r esp on s ible for en su r in g t h a t st u d en t s leav -in g t h eir cou r s e “con for m t o r eq u ir em en t s ”. T h e ess en ce of TQM is sh ow in g p eop le t h e v is ion , p r ov id in g t h em w it h t h e t ools, r esou r ces a n d feed b a ck , a n d t h en get t in g ou t of t h eir w ay a n d let t in g t h em d o t h eir job s.

Wh ile b ot h a r e ver y d is t in ct ly p eop le a n d in d eed cu s t om er or ien t ed , t h e gu lf b et w een TQM a n d cu st om er com p a t ib ilit y m a n a ge-m en t r es t s w it h t h e r ole of t h e cu s t oge-m er. In TQM, t h e cu st om er ’s r eq u ir em en t s d r ive t h e p u r s u it for im p r oved q u a lit y. In cu st om er ca p a b ilit y m a n a gem en t , t h e cu st om er is en cou r a ged t o p a r t icip a t e in t h e con t in u a l im p r ovem en t p r ocess, n ot on ly by p r ov id in g feed b a ck on t h eir r eq u ir em en t s, bu t a lso by offer in g m u t u a l s u p p or t t o ot h er cu s t om er s. T h is is p a r t icu la r ly im p or t a n t in a n y s er v ice en v ir on m en t w h er e cu st om er s s p en d a n ext en d ed p er iod of t im e in a com m on ser v ice en v ir on m en t , a n d m ay t h er eby d evelop t h eir ow n su b cu lt u r e.

J oh n s t on [14] s t r es s ed t h e im p or t a n ce of t h e cu st om er ’s r ole in ser v ice op er a t ion s a n d su ggest ed t h a t cu s t om er m a n a gem en t s h ou ld b e a p p r oa ch ed in a s im ila r w ay t o em p loyee m a n a gem en t . H e id en t ifi ed t h e follow in g cu st om er r oles:

1 p r ov is ion of exp licit s er v ices in t h e follow -in g for m s :

• self s er v ices a s in su p er m a r k et s ;

• s er v ices t o ot h er con su m er s, a s in p a r t ic-ip a t ion in a sem in a r or sy n d ica t e gr ou p ; • s er v ices p r ov id ed for t h e or ga n iza t ion ,

lik e r et u r n in g.

2 Cr ea t ion of t h e en v ir on m en t in con t ext s w h er e t h e a t m osp h er e is p a r t ly d u e t o ot h er cu st om er s.

3 T r a in in g ot h er cu s t om er s – s in ce

cu s t om er s ob s er ve on e a n ot h er ’s con d u ct . 4 P r ov ision of in for m a t ion in s p ecify in g

t h eir r eq u ir em en t s a n d p r ov id in g feed -b a ck a -b ou t sa t isfa ct ion .

J oh n s t on [14] fu r t h er a r gu ed t h a t cu st om er m a n a gem en t m igh t en com p a ss d ecid in g on t h e t y p e of cu st om er w h o is w a n t ed a n d h ow t o go a b ou t cu st om er select ion . Ser v ice or ga -n iza t io-n s a lso -n eed t o h ave p r oced u r es for “d ea lin g w it h ” cu st om er s w h o d o n ot “fi t ”.

Pragmatic considerations

Ma r t in a n d P r a n t er [15] n ot e t h e in cr ea sin g isola t ion of in d iv id u a ls a s t h e d ivor ce r a t e in cr ea ses, fa m ily u n it sizes d ecr ea se, a n d in d iv id u a ls sp en d a gr ea t er p r op or t ion of t h eir t im e a t wor k . If in n a t e n eed s for a ffilia -t ion h ave n o-t su b sid ed , con s u m er s m ay b e in cr ea sin gly t u r n in g t o m a r k et p la ce, wor k a n d ed u ca t ion a l en v ir on m en t s t o su p p lem en t in t er p er son a l r ela t ion sh ip s t r a d it ion a lly n u r t u r ed w it h in t h e h om e a n d fa m ily. Ot h er t r en d s, s u ch a s t h e r isin g level of ed u ca t ion a n d t h e low er ava ila b ilit y of leisu r e t im e m ay in cr ea se t h e select iv it y of ot h er in d iv id u a ls w it h w h om con su m er s w ish t o a s socia t e.

In a d d it ion t o t h es e s ocia l t r en d s, in cr ea sed a t t en t ion t o com p a t ib ilit y m a n a gem en t h a s a n u m b er of p ot en t ia l b en efi t s for or ga n iza -t ion s in gen er a l. T h es e a r e:

• As m or e com p et it ion en t er s t h e m a r k et -p la ce, cu st om er s h ave m or e ch oices a n d m ay gr av it a t e t ow a r d s t h ose ser v ice en v ir on m en t s w it h w h ich t h ey a ir e m ost com -p a t ible.

• T h e r et en t ion of exist in g cu st om er s is a ffect ed by cu st om er sa t is fa ct ion . • M a n y ser v ice or ga n iza t ion s b en efi t fr om

m a n a gem en t p r a ct ices t h a t en cou r a ge cu st om er s t o socia lize or a ssim ila t e less exp er ien ced cu st om er s in t o t h e s er v ice. In con sid er in g a ll of t h e p h y sica l con t ext s in w h ich st u d en t s in t er a ct in h igh er ed u ca t ion , som e of w h ich a r e list ed ea r lier, it is ev id en t t h a t m a n y of t h es e ch a r a ct er ist ics a p p ly t o d iffer in g a sp ect s of st u d en t s’ exp er ien ce of h igh er ed u ca t ion a l in st it u t ion s. It is t h er efor e a p p r op r ia t e t o n ot e t h a t in s u ch en v ir on -m en t s :

• T h er e is a w id e r a n ge of d iffer en t t y p es of h igh er ed u ca t ion p r ov ision , w h ich a llow s

In TQM, the c usto me r’ s re quire me nts drive the pursuit fo r impro ve d quality. In c usto me r c apability manage me nt, the c usto me r is e nc o urage d to partic ipate in the c o ntinual

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s t u d en t s t o select in st it u t ion s on t h e b a s is of in s t it u t ion a l p r ofi le. On ce in t h e in st it u -t ion -t h ey a r e lik ely -t o b e h a p p ier if -t h ey m ix com for t a bly w it h ot h er st u d en t s w it h com -p a t ible b eliefs, va lu es a n d m ot iva t ion s. A h igh er ed u ca t ion in st it u t ion offer s p r ov i-s ion for m or e t h a n on e gr ou p of i-st u d en t i-s. For exa m p le, t h er e is a clea r d is t in ct ion b et w een fu ll-t im e a n d p a r t -t im e st u d en t s. F u ll-t im e s t u d en t s a r e oft en , bu t n ot a lw ay s, you n ger t h a n p a r t -t im e st u d en t s. T h ey a r e s eek in g a b a sis fr om w h ich t o s t a r t t h eir ca r eer s, h ave few r esp on s ib ilit ies a n d a r e in t en t on s ocia l in t er ch a n ge w it h sim ila r in d iv id u a ls, for t h e p lea s u r e a n d s en se of id en t it y t h a t it p r ov id es. P a r t -t im e st u d en t s, on t h e ot h er h a n d , a r e oft en seek in g op p or -t u n i-t ies -t o a dva n ce -t h eir ca r eer s, m ay h ave s ign ifi ca n t wor k a n d fa m ily r es p on s ib ili-t ies, a n d b en efi ili-t fr om ili-t h e n eili-t wor k of s ocia l con t r a ct s p r ov id ed by t h e s t u d en t gr ou p. In a d d it ion , p a r t -t im e st u d en t s sp en d less t im e t oget h er. Com p a t ib ilit y m a n a gem en t b ot h w it h in a n d b et w een t h ese t wo ca t e gor ies d es er ves ca r efu l a t t en t ion .

• All h igh er ed u ca t ion in st it u t ion s a r e con -cer n ed t o m a in t a in low d r op -ou t r a t es. Too oft en s t u d en t s w h o seek t o m ove fr om on e in s t it u t ion t o a n ot h er, d o so b eca u s e t h ey h ave n ot in t e gr a t ed effect ively in t o t h e s t u d en t gr ou p. In a d d it ion , in r ela t ion t o s t u d en t s w h o con t in u e t h eir s t u d ies on a h igh er level cou r se, r et en t ion is im p or t a n t . • T h e u s e of, for in s t a n ce, s econ d yea r u n d er

-gr a d u a t e s t u d en t s in w elcom in g fi r s t yea r u n d er gr a d u a t e s t u d en t s ca n h ave a ver y b en efi cia l effect in es t a blis h in g s t u d en t -t o-s t u d en t in t er a ct ion a n d in r ecogn izin g t h e con t r ibu t ion of s ocia l in t er a ct ion t o sa t is -fa ct ion in a n ed u ca t ion a l en v ir on m en t . M a r t in a n d P r a n t er [15] a ls o id en t ify t h e ch a r -a ct er is t ics of s er v ice en v ir on m en t s w h er e com p a t ib ilit y m a n a gem en t is p a r t icu la r ly im p or t a n t . Su ch en v ir on m en t s a r e ch a r a ct er -ized by a s follow s :

• Cu st om er s a r e in clos e p h y sica l p r oxim it y a n d , in p a r t icu la r, cu st om er s in clos e p r oxim it y m ay h ave a gr ea t er in fl u en ce on sa t is -fa ct ion t h a n t h os e a t a d is t a n ce.

• Ver b a l in t er a ct ion a m on g cu st om er s is lik ely, ow in g t o cu st om er s v is it in g t h es e en v ir on m en t s in gr ou p s.

• Cu st om er s a r e en ga ged in n u m er ou s a n d va r ied a ct iv it ies.

• T h e ser v ice en v ir on m en t a t t r a ct s a h et er o-gen eou s cu st om er m ix a s is p a r t icu la r ly lik ely t o b e t h e ca s e in p u blic s er v ices, s u ch a s p u blic lib r a r ies, t r a n sp or t , leisu r e fa cili-t ies a n d h ea lcili-t h cen cili-t r es.

• T h e cor e s er v ice is t o offer com p a t ib ilit y or s ocia l exch a n ge.

• Cu st om er s m ay h ave t o w a it for t h e ser v ice. • Cu st om er s a r e exp ect ed t o sh a r e t im e,

sp a ce or s er v ice u t en sils w it h on e a n ot h er. In st a n ces of in com p a t ib ilit y ca n u su a lly b e t r a ced t o som e for m of cu s t om er h et er ogen e-it y. Cu s t om er h et er ogen ee-it y ca n a r ise fr om a n u m b er of d iffer en t ser v ices in clu d in g: • Cu st om er s m ay h ave h et er ogen eou s p r efer

-en ces, goa ls or s ou gh t b -en efi t s.

• H et er ogen eit y m ay b e fou n d in t h e con t ext of st er eot y p ica l or p r eju d icia l b eliefs a n d a t t it u d es.

• Differ en ces in p a st exp er ien ce oft en lea d t o in com p a t ible fr a m es of r efer en ce.

• Cu st om er h et er ogen eit y m ay st em fr om va r ia b ilit y in cu st om er s’ p h y sica l ch a r a c-t er isc-t ics a n d m ed ica l con d ic-t ion s.

Ot h er r eleva n t d im en sion s of cu st om er h et -er ogen eit y r ela t e t o d iff-er en t ia l levels of in t el-ligen ce a n d a p t it u d e, va r ied p er ce p t ion s of cr ow d in g, con fl ict in g va lu e sy st em s a n d p er -son a lit y -r ela t ed d iffer en ces in t r a it s su ch a s gen er osit y, s elf-con sciou sn ess, self-est eem a n d p a t ien ce. Ma r t in a n d P r a n t er [15] a lso ob ser ve t h a t cu st om er h et er ogen eit y d oes n ot a lw ay s lea d t o in com p a t ib ilit y.

Ten roles of customer compatibility

management

P r a n t er a n d M a r t in [1] in t r od u ce t h e m et a p h or of t h ea t r ica l r oles a s a d ev ice for m a n a gin g cu st om er com p a t ib ilit y. H er e w e b r iefl y r ev iew t h ese r oles a n d r efl ect on t h eir a p p lica b ilit y t o st u d en t com p a t ib ilit y m a n -a gem en t in h igh er ed u c-a t ion . T h ese r oles m ay, a t d iffer en t t im es a n d in d iffer en t con -t ex-t s, n eed -t o b e a d op -t ed by a ll of -t h e ser v ice p er son n el w it h w h om st u d en t s in t er a ct . Clea r ly, t u t or s n eed t o con s id er t h ese r oles w h en m a n a gin g a lea r n in g en v ir on m en t in w h ich st u d en t -t o-st u d en t in t er a ct ion is im p or t a n t . E q u a lly, lib r a r y m a n a ger s, est a t es m a n a ger s, ca t er in g fa cilit y m a n a ger s a n d ot h er s w h o con t r ibu t e t o t h e ser v ice exp er i-en ce p r ov id ed by t h e u n iver sit y t o it s cu s t om er s, m igh t u sefu lly r efl ect on t h ese p r op osed r oles:

1 R ifl em a n . T h e r ole of r ifl em a n r e p r esen t s t h e n eed t o “sh oot a t ” sp ecifi c t a r get m a r -k et s. Select ed t a r get m a r -k et s a r e by d efi n i-t ion som ew h a i-t h ei-t er ogen eou s a n d i-t h ese a r e d isp osed t o cu st om er ca p a b ilit y. Aca d e-m ic e-m a n a ger s n eed t o id en t ify t a r get gr ou p s a n d t o con sid er t h e im p lica t ion s of m a n a gin g t h e d iffer en t gr ou p s.

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-Je nnife r E. Ro wle y

m en t a l en gin eer con s t r u ct s t h e “scen er y ” a n d d is t r ibu t es “p r op s” in su ch a w ay a s t o m a k e cu s t om er s a n d em p loyees com p a t i-ble a n d t h er efor e lik ely t o p er for m in a n a cce p t a ble w ay. For exa m p le, s ea t in g m ay b e p os it ion ed in r ow s or gr ou p s, in or d er t o fa cilit a t e eit h er in t er gr ou p or in t r a -gr ou p com m u n ica t ion . Décor a n d scen er y m ay a ls o b e u sed t o h id e ot h er cu s t om er s. In ed u ca t ion , cla ss r oom a r r a n gem en t is a m a jor fea t u r e of t h e s cen er y w h ich n eed s t o b e cr it ica lly p os it ion ed in or d er t h a t a n a p p r op r ia t e a t m os p h er e w it h a m ixt u r e of seclu s ion a n d op en n es s ca n b e cr ea t ed . 3 L egisla tor . T h e le gisla t or cr ea t es a com p a t

-ible s er v ice en v ir on m en t t h r ou gh t h e en a ct m en t of r u les a n d p olicies t h a t gu id e t h e b eh av iou r of p a t r on s. Ty p ica lly t h r ee t y p es of b eh av iou r a r e n or m a lly

con t r olled :

• b eh av iou r t h a t ot h er cu s t om er s m ay fi n d offen s ive or d is t a st efu l, su ch a s t a k in g s h oes off in cla s s ;

• b eh av iou r t h a t in fr in ges on t h e r igh t s of ot h er s, su ch a s n ot w a it in g in a q u eu e; • b eh av iou r t h a t p ot en t ia lly jeop a r d izes t h e h ea lt h a n d s a fet y of ot h er s, su ch a s s m ok in g.

4 M a tch m a k er. T h e m a t ch m a k er s eek s t o gr ou p cu st om er s t oget h er in s u ch a w ay a s t o a ch ieve gr ou p h om ogen eit y w it h in gr ou p s. M a t ch m a k in g m ay b e d es ign ed t o m in im ize con fl ict s or ir r it a t ion s b et w een cu s t om er s, by b r in gin g cu s t om er s of lik e t y p e t oget h er.

5 T ea ch er. Tea ch er s p a s s on in for m a t ion t h a t is in t en d ed eit h er t o:

• in s t il exp ect a t ion s or n or m s, s u ch a s n o s m ok in g p olicies or p r a ct ices a ss ocia t ed w it h , say, h a n d in g in a ss ign m en t s on -t im e; or

• ed u ca t e t h e cu st om er w it h r es p ect t o h ow t o u s e t h e ser v ice, a s in , for exa m -p le, a ccess t o t u t or s, or lib r a r y a ccess for s p ecifi c p r oject s.

6 S a n ta Cla u s. T h e Sa n t a Cla u s r ole is a s so-cia t ed w it h r ecogn izin g, r ew a r d in g a n d r ein for cin g d es ir a ble, a n d com p a t ible b eh av iou r a m on g cu s t om er s. T h is r ole is oft en im p lem en t ed in for m a lly, for in -st a n ce, by a t u t or t h a n k in g a s t u d en t for a s s is t in g a n ot h er s t u d en t a n d r ecogn izin g t h e s t u d en t ’s con t r ibu t ion t o t h e gr ou p. On a m or e for m a l level, Sa n t a Cla u s m ay r ew a r d cu st om er s by sp ecia l aw a r d s for “d es ir a ble b eh av iou r ”.

7 Police officer. T h e n eed for t h e p olice officer r ole ca n b e m in im ized by effect ive u s e of t h e t ea ch er a n d Sa n t a Cla u s r oles. Wh en n eces s a r y, t h e p olice officer en for ces st a n -d a r -d s of b eh av iou r. E xa m p les in clu -d e a s k in g r ow dy s t u d en t s t o b e q u iet or in sis t

in g t h a t st u d en t s d o n ot sm ok e in a n on -sm ok in g en v ir on m en t . At t h e ext r em e, t h e r ole in volves a sk in g u n coop er a t ive st u -d en t s t o leave t h e p r em ises. Wh ile t h e r ole of t h e p olice officer s h ou ld b e m in im ized , a ll societ ies n eed r u les, a n d in or d er t h a t t h ese r u les a r e a ck n ow led ged a n d r es-p on d ed t o for t h e m a jor it y of t h e t im e, it is im p or t a n t t o h ave a n a gen t t o en for ce t h ese r u les w h en n ecessa r y.

8 Ch eerlea d er. Ch eer lea d er s en cou r a ge cu s-t om er s s-t o p u ll s-t oges-t h er by con vey in g a sen se of b elon gin g a n d t oget h er n ess. At it s sim p lest t h e ch eer lea d er r ole is in ev i-d en ce w h en a t ea ch er t r igger s con t a ct b et w een t wo s t u d en t s.

9 Detectiv e. T h e d et ect ive n eed s t o id en t ify in for m a t ion on cu st om er com p a t ib ilit y a n d t o a scer t a in w h ich fea t u r es of ot h er cu s t om er s ir r it a t e fellow cu st om er s. T h e d et ect ive h a s a fa ct -fi n d in g r ole w h ich a ssist s ot h er r oles t h u s:

• h elp t h e r ifl em a n t o fi n d com p a t ible t a r get m a r k et s;

• h elp t h e le gisla t or t o d r a ft a p p r op r ia t e cod es of con d u ct ;

• en su r e t h a t t h e m a t ch m a k er u t ilizes t h e op t im u m b a ses for s e gr e ga t ion ;

• m on it or t h e effect iven ess of t h e t ea ch er a n d t h e en v ir on m en t a l en gin eer ; • a ler t t h e p olice officer a n d Sa n t a Cla u s

a s t o w h ich cu st om er ’s b eh av iou r r eq u ir es a t t en t ion .

10 Director . T h e d ir ect or h a s r esp on sib ilit y for m a n a gin g t h e cu st om er com p a t ib ilit y p r ogr a m m e. T h e r ole in volves p olish in g t h e scr ip t , ca st in g t h e ot h er r oles, coa ch in g t h e a ct or s a n d in sp ir in g t h em t o p er -for m w ell, a n d ot h er w ise over seein g cu s-t om er -s-t o-cu ss-t om er en cou n s-t er s.

Conclusion

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T h e t h ea t r ica l m et a p h or is u sed t o illu s -t r a -t e -t h e r oles a n d fu n c-t ion s -t h a -t n eed -t o b e a d a p t ed in a com p a t ib ilit y m a n a gem en t p r o-gr a m m e. T h e im p lem en t a t ion of a cu s t om er com p a t ib ilit y m a n a gem en t p r ogr a m m e is lik ely t o b e m ost s u cces s fu l in a n en v ir on -m en t w h er e t h er e is a lr ea dy a co-m -m it -m en t t o en h a n cin g q u a lit y a n d w h er e p r ocess es for t h e im p r ovem en t of q u a lit y a r e p a r t of t h e or ga n iza t ion a l cu lt u r e. T h e r oles t h a t n eed t o b e ev id en t in a cu s t om er com p a t ib ilit y p r ogr a m m e n eed t o b e a d op t ed by d iffer en t m em -b er s of s t a ff in d iffer en t con t ext s. F u r t h er in ves t iga t ion con cer n in g t h e w ay in w h ich t h ese r oles ca n b e em b ed d ed in a h igh er ed u -ca t ion in s t it u t ion , p r ob a bly t h r ou gh a ser ies of ca s e s t u d ies cover in g d iffer en t t y p es of in st it u t ion , wou ld b e va lu a ble.

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