Abstract
One thing that higher education has in common with other service providers is that service failures occur. There are times when students are negatively impacted by mistakes made in the classroom. An extensive body of literature has developed in the area of services marketing about what to do when such service failures occur. The current study focuses on service recovery within a classroom setting. The results indicate that the magnitude of the service failure has a significant impact on the student's emotional response. However, beyond the emotional response, what really matters to the students is whether or not the professor implemented a successful service recovery strategy. Implications for professors dealing with mistakes and mishaps in the classroom are discussed.
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