A longitudinal study of learning for a group of indigenous Australian university students: Dissonant conceptions and strategies

Conceptions of learning and strategies used by 15 indigenous students in three Australian universities were studied longitudinally over three years. Their academic achievements were good, but at a high cost in terms of time and effort. In spite of the fact that almost half of the students expressed higher-order (qualitative) conceptions of learning in the first year and more in the second and third years, all of the students reported using highly repetitive strategies to learn. That is, they did not vary their way of learning, reading or writing in the beginning of their studies and less than half of them did so at the end of the three years. It is argued that encountering variation in ways of learning is a prerequisite for the development of powerful ways of learning and studying.

Understanding service failure and recovery: A customer-based phenomenographic approach

To date, researchers have largely considered service failure and recovery as a combination of individual constructs, often in isolation, rather than viewing failure and recovery holistically. Consequently, our understanding is fragmented. Furthermore, while some attempt has been made to gain a better understanding of service failure and recovery from both the customer and the employee’s perspective (cf. Bitner et al.1990; McColl-Kennedy and Sparks 2003), no study has employed an interpretative perspective that potentially offers a rich, in-depth approach to this important area of research. Given this gap, our paper presents the value of taking a customer-based interpretive approach to obtaining a fuller understanding of the way customers view service failure and recovery. In this paper we report the findings of our phenomenography study of twenty in-depth interviews. Not only do we argue the benefits of adopting this fresh approach to studying service failure and recovery, we also present an innovative conceptual framework derived from our phenomenographic research findings, which has significant theoretical and practical implications.