A View from the Podium: Classroom Successes, Failures, and Recovery Strategies

Abstract

The intangibility of the teaching process makes it one of the most “pure” service encounters. Interestingly, prior research has examined satisfactory and unsatisfactory classroom incidents from only the student's perspective. This research, which utilizes critical incident technique methodology, focuses on the professor's perspective of the classroom encounter and then compares and contrasts our findings with previously identified student perspectives of satisfactory and unsatisfactory classroom incidents and suggested improvements.