COLLEGE of Business

Unit of Study Guide

Unit of study name: Marketing Services and Experiences

Unit of study code: BHO3439

Semester 1, 2017

Location FP, Sydney, Malaysia

vu.edu.au
Victoria University CRICOS Provider No. 00124K (Melbourne), 02475D (Sydney), RTO Code 3113
Welcome
Welcome to this unit of study. This unit of study guide provides important information and should be kept as a reference
to assist with students’ studies. This guide includes information about reading and resources, independent learning,
class activities and assessment tasks. It is recommend that students read this guide carefully: students will be expected
to manage their learning as they work towards a successful outcome.

Detailed information and learning resources for this unit of study have also been provided on the unit of study site on
VU Collaborate, which can be reached via the Student Portal at vu.edu.au/student-tools/myvu-student-portal. It is
important that students access their unit of study website regularly for messages, updates, and tasks.

The University will only send emails, including those from the VU Collaborate space, to student’s VU email
account. Information about how to manage a VU email account can be found under ‘Support and Resources’
in the unit of study site.

Acknowledgement of Country
“We respectfully acknowledge and recognise the traditional owners, their Elders past and present, their descendants
and kin as the custodians of this land.”

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About this unit of study
Unit of study title: Marketing Services and Experiences

Unit of study code: BHO3439 Credit points: 12

Campus: FP, Sydney Semester and year 2, 2016

Key staff
Unit of study co- Name: H Madden-Hallett
ordinator Location: Room: A541
Building A
Footscray Park Campus
Melbourne, Australia
Contact number: 9919 4552
Contact email: helen.madden-hallett@vu.edu.au
Teaching team Sydney – TBA
Malaysia – KL campus Jason Cheok
Malaysia – JB campus Peter Tan
Melbourne - TBA

Prerequisites
BHO1171 Introduction to Marketing

Co-requisites
Nil

Mode of delivery
On-campus lectures and tutorials

Unit of study descriptor

This is an advanced unit in marketing which examines the special requirements for successfully marketing services.
The various activities in the services marketing mix are examined with particular reference to product development,
pricing, promotion, place decisions, process design, people, performance and physical evidence. In addition, the role
and importance of the service sector to the Australian economy is examined.

Learning outcomes
On successful completion of this unit of study, students should be able to:
1. Differentiate the unique challenges involved in marketing and managing services and experiences in
contrast to goods;
2. Identify and examine the various components of the services marketing mix;
3. Distinguish the key issues required when managing customer satisfaction and service quality;
4. Assess the role of the participants as co-creators of experiences, satisfaction and recovery;
5. Explore key issues in service businesses that could include managing supply and demand, relationship
marketing, and the overlap in marketing/HRM/operations.

Learning and teaching strategies

This unit of study will be delivered as a two hour lecture and a one hour tutorial per week. A variety of presentation
techniques, including audio-visual media and case studies will be used. VU Collaborate will be used as an information
sharing platform. If students are denied access they will need to check their enrolment status with student services or
IT helpdesk (99192777).

Name of unit study guide Page | 3

Student participation in classes is essential for the successful completion of the unit of study. Learning at VU is a
partnership between students and the University via its teaching staff, each with rights and responsibilities. Students
should familiarise themselves with the University’s Student Charter.

It is expected that students will spend at least twelve hours per week studying this unit of study (excluding class time).
This time should be made up of reading the textbook and journal articles, research, working on tutorial exercises and
group work. In periods where students need to complete assignments or prepare for exams the workload may be
greater.

Graduate capabilities
Victoria University’s Graduate Capabilities are generic skills that all students should possess at graduation. These
skills are in addition to the specific knowledge and skills associated with the discipline area of students’ degrees.
Graduate Capabilities are divided into five levels (for undergraduates) and will be achieved progressively with increasing
levels of sophistication.
This unit of study contributes to development of these Graduate Capabilities in a number of ways, with emphasis on
Problem solving and Communication. Table 1 offers examples of how the teaching and learning activities in this unit
and the assessment tasks correspond to each Graduate Capability.

Name of unit study guide Page | 4

Required readings
Lovelock, C.H., Patterson, P.G. and Wirtz, J. (2015) Service Marketing: An Asia-Pacific and Australian Perspective
6th ed., Pearson Australia, Frenchs Forest.

For the e-text go to the Pearson website: http://www.pearson.com.au/9781486004768

Additional Required Reading

Schmenner, Roger. W. (2004) Service Businesses and Productivity. Decision Sciences. Volume 35. Number 3.
Summer. Available on VU Collaborate.
Ting-Yueh Changa and Shun-Ching Horng. (2010) Conceptualizing and measuring experience quality: the
customer’s perspective. The Service Industries Journal. Vol. 30, No. 14, December, pp. 2401–2419 Available on
VU Collaborate

Ferreira, Diogo Conque Seco and Oliveira-Castro, Jorge Mendes. (2011). Effects of background music on consumer
behaviour: behavioural account of the consumer setting. The Service Industries Journal. Vol. 31, No. 14, November,
pp. 2571-2585. Available on VU Collaborate

Dallimore, Sparks and Butcher. (2007) The Influence of Angry Customer Outbursts on Service Providers’ Facial
Displays and Affective States. Journal of Service Research Vol. 10, No. 1, pp78-92.
All articles are available on VU Collaborate

Recommended readings
Tsiotsou, Rodoula. (2012) Developing a scale for measuring the personality of sport teams. Journal of Services
Marketing. Volume 26. Issue 4. pp. 238-252
Available on WebCT
Barnes, J.G. (2001) Secrets of Customer Relationship Management: It’s all about how you make them feel, McGraw-Hill,
New York
Baron, S., Conway, T. And Warnaby, G., (2010) Relationship Marketing: A Consumer Experience Approach, Sage,
London.
Fisk, R., Gountas, S., Hume, M., Gountas, J., Grove, S., and John, J. (2007) Service Marketing, First Asia-Pacific
Edition, Milton, Queensland.
Hoffman, K.D., Bateson, J.E.G, Elliot, G. And Birch, D. (2010) Services Marketing: concepts, strategies, and cases,
Asia Pacific edition, Cengage Learning Australia, South Melbourne.
Zeithaml, V.A., Bitner, M.J., Gremler, Dwayne D (2006) Services Marketing: Integrating Customer Focus Across the Firm,
4 ed., McGraw-Hill Irwin, Boston.

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RECOMMENDED JOURNAL SOURCES
 Journal of Services Marketing
 The Service Industries Journal
 Services Marketing Quarterly
 Journal of Global Marketing
 Journal of Consumer Marketing
 Journal of International Consumer Marketing

RECOMMENDED STYLE MANUALS

The Little Penguin Handbook: Australasian edition (3e)

Lester Faigley
Australasian Edition 3rd edition
ISBN 9781486015528
ISBN 10 1486015522
Published 20/08/2014
Published by Pearson Australia
Book $41.95
VitalSource eText $27.95

Summers, Jane and Smith, Brett. (2009) Communications Skills Handbook. 4 rd ed. Wiley. Melbourne
http://au.wiley.com/WileyCDA/WileyTitle/productCd-EHEP003121.html

OR

W ri ti ng G ui del i ne s f or Bu sin ess S tud en ts

2013c ISBN 9780170216388 Edition 5 152 Pages
AU / NZ
Published: 2012 by Cengage Learning Australia
Author/s: Lisa Emerson / Massey University
https://cengage.com.au/product/title/writing-guidelines-for-business-students/isbn/9780170216388
Print $52.95

Support materials and resources

VU Collaborate

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 1. Assessment
Asses Assessment Weighting
Assessment Learning outcomes (LO’s) and Graduate Capabilities (GC’s)
sment
Method (%)

1. 1,2 10
Differentiate the unique challenges involved in marketing and managing services and experiences in contrast to goods;
Test Identify and examine the various components of the services marketing mix; Multiple choice
(Individual) test
Problem solve in a range of settings (P)
Identify and solve complex problems, selecting from a range of strategies and drawing on broad knowledge and skills.
2. 1, 2, 3, 4 20
Differentiate the unique challenges involved in marketing and managing services and experiences in contrast to goods;
Identify and examine the various components of the services marketing mix;
Pecha Kucha
Distinguish the key issues required when managing customer satisfaction and service quality;
Presentation
Assess the role of the participants as co-creators of experiences, satisfaction and recovery;
(Individual or Oral Presentation
Explore key issues in service businesses that could include managing supply and demand, relationship marketing, and the overlap
Group of size 1-
3)
in marketing/HRM/operations.
Locate, critically evaluate, manage and use written, numerical and electronic information (I)
Find, critically evaluate, synthesise and generate ideas through the application of complex information on a broad range of topics,
for a range of purposes.
3. Service 1, 2, 3, 4 20
encounter Differentiate the unique challenges involved in marketing and managing services and experiences in contrast to goods;
report Identify and examine the various components of the services marketing mix;
(Individual or Distinguish the key issues required when managing customer satisfaction and service quality;
Diary and Report
group) Assess the role of the participants as co-creators of experiences, satisfaction and recovery;
Work autonomously and collaboratively (W)
Work individually and/or with others, as both a team member and leader in both formal and informal teams, to complete tasks, evaluate
and respond to own and others’ performance using given parameters.
4 Final exam 1, 2, 3, 4, 50
(Individual) Differentiate the unique challenges involved in marketing and managing services and experiences in contrast to goods;
Identify and examine the various components of the services marketing mix; Mini case studies, short
Distinguish the key issues required when managing customer satisfaction and service quality; answer & essays
Assess the role of the participants as co-creators of experiences, satisfaction and recovery;
All elements of the curriculum are available for assessment.
Full details about assessment are provided in the VU Collaborate space for this unit of study.
This unit is not eligible for supplementary assessment but is eligible for a conceded pass if it is the final unit of study needed to complete a degree. For more details, refer to:
Supplementary Assessment and Conceded Pass Procedure.

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Assessment 1 – Test (10%)
A multiple-choice test will be conducted in the tutorial in week 5. The duration of the test is 20 - 30 minutes. The
topics covered will relate to material from chapters 1 to 3 of the prescribed textbook.

Assessment 2 – Pecha Kucha Presentation (20%)

A Pecha Kucha style of presentation http://www.pecha-kucha.org/ involves presenting 20 slides for 20 seconds
each; hence only a 6 minute presentation is delivered. Pecha Kucha involves talking about a topic by presenting
images rather than words. While a significant amount of research and thinking occurs prior to the
presentation, the presentation is quick – to the point – and is likely to engage the audience. Therefore, using
creativity is encouraged. The presentation may be humorous, as long as the presenter adheres to these
guidelines and does not offend any group of people. For this assessment students are required to create a
presentation either on their own or with group members. The topics and theories are listed below. Do not use
video links or embedded video material unless created by students in the unit of study.

The topic can be any of those listed below. The theory is linked to the week of the presentation as shown
below. The theory provides the underpinning of the presentation. For example a presentation might be about the
consumer decision process when selecting a savings account (Banking sector). The slides will mainly show the
service or experience and the notes section will contain information about the theory. The verbal presentation will
connect the service or experience to the theory as shown in the examples on VU Collaborate and the link above.

Select from any of these services or experiences:

 Banking (in Australia or elsewhere)
 Firms promoting fitness and well-being
 Retailing
 Old-age facilities
 Entertainment
 Sporting clubs (local or national)
 Community events
 Cosmetic industry (beauticians/ cosmetic surgery)
 Education
 Music industry
Week of Presentation Theoretical support
 Customer Decision Process
Week 4  Hofstede’s cultural values
 Perceived risks
Week 6  Core, supplementary and facilitating services
 Distribution options
Week 8  Balancing capacity and demand
 The challenge of intangibility
Week 9  Managing promises and expectations
 Customer retention
Week 11
 Emotional Labour

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A student’s presentation could take the perspective of customers, management of the service organisation,
service personnel or community.

Inform the tutor in week 3 of the members in the group or if working alone (3 students per group maximum), the
week of the presentation and the topic. If students wish to undertake a different topic they must put in a request to
the tutor in writing. This is not automatically approved. Confirm with the tutor that it is approved prior to
commencing research.

Submission requirements:
 There are some difficulties with uploading Powerpoint presentations to TurnItIn. Students are therefore
not required to upload the file to Turnitin.
 Hand in a hard copy of the slides (6 to a page, black and white or colour) and the supporting notes that
show the theories used.
 All material must be referenced on an additional 21st slide or in your notes.
 Provide an Assessment Declaration cover sheet.
 Do not embed and use any video material unless created by students for this unit of study.

Assessment 3 – Service Experience Diary Report (20%)

Due in Week 9, Friday at 5:00 p.m. Individual or group of two (same word length of 2000 words).

Students are to act as a “mystery shopper” and document the service experience with an organisation (e.g., small
business such as hairdresser, manicurist, dog groomer) or event (e.g., local festival, concert, theatre). The
service experience diary is designed to help students understand customer expectations and why consumers are
sometimes satisfied or dissatisfied with the service experience.

By recording and analysing a student’s own experiences, particularly in reference to the theories, tools and
techniques of services marketing, they should begin to discover what is truly needed to satisfy a customer. The
approximate length of the report is 2000 words. No more than 1/4 is to be the diary component.

The Diary section may be written in first person but students must still ensure that they use correct English; this
includes correct spelling, grammar and punctuation.

Refer to the next pages for detailed instructions.

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 Students are required to:
1. Visit or experience a service organisation or event. For example, going to a concert, undertaking a training
session at a gymnasium, receiving a service at University such as using the library, or receiving a hair cut at a
hairdressing salon.
2. The report will be easier to do if students select a service that is heavily intangible dominant. Refer to the
figure from the set text (following).

The service may be selected from the list in the following table.
Topic Example
Hotel or motel accommodation Over night stay
Travel Service from a travel agent.
Bus or train travel beyond the Melbourne metropolitan area.
Aeroplane travel; domestic or international flight.
Home services Home cleaning.
Pet washing or grooming.
Garden landscaping or maintenance.
Theatre Any professional performances
Music events Concerts or shows
Sport events Any paid for sporting events including football, soccer, netball,
swimming, etc.
Personal services Hairdressing, manicuring, sport and fitness services
Professional services Accounting service, Legal service,
Other services Freight and postal services, banking and finance, insurance (vehicle,
home, personal).

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 Diary
3. Briefly (a couple of sentences) provide some relevant background on the author (e.g., demographics,
psychographics such as strong interest in health and sport if the service is using a gym or attending a sport
event) and any situational influences that may be relevant to this service experience and state why it is relevant.
4. Document the pre-purchase stage. This may include the process undertaken to find information on the
organisation, how the customer (the student) planned to get there, their expectations of the visit (what the
student expected to see, time taken, cost, etc.), and any perceived risks.
5. Document the actual visit/experience, (the consumption stage). Indicate the day and time of the visit and the
weather conditions (if relevant) on the day and the effect on the experience. Indicate the composition of the
group (if applicable). Express what happened during the visit and the customer’s feelings about the service
(express emotions). Refer to ‘emotions in service encounters’ chapter/information from the text. Include
interactions with personnel and the inanimate environment as relevant.
6. Conclude this section by providing a satisfaction rating, and/or a value for money rating and whether the service
would be recommended to a close friend or family member and why it would be appropriate for them. It is
strongly recommended that students read and refer to the chapter in the required text book relating to customer
satisfaction and service quality. Students will find it helpful if they look at the entire chapter including the
appendix, that has a great deal of information about satisfaction ratings and use the criteria the authors discuss.
Do not ask the tutor or the lecturer for the chapter number but look in the text book. It is not sufficient to simply
state that the service was liked or disliked. It must have a formal rating scale based on recognised service
quality models.
7. Start to refer to theory in this section and then discuss it more fully in the analysis section of the report. This is
not a ‘mind dump’; the content must be orderly and as an author, the student must proof read their work.

Analysis
8. Consider a more fitting title of this section tailored to the topic, for example if appropriate, consider the title:
‘Analysis and recommendations for hairdressing businesses’.
9. Analyse the overall judgement and feelings about the service providing organisation in terms of services
theories and concepts. This may be based on theories such as ‘expectations’, ‘satisfaction’, and ‘service
quality’ or the 7Ps.
10. The writing must shift styles from first person singular (I, me) in the Diary section to third person (the
organisation etc.) in the analysis part of the report. To help students with this a guide has been uploaded to
VU Collaborate.
11. The academic articles provided by the lecturer or tutor may be used but students must use a minimum of 4
academic peer reviewed journal articles that they have sourced as well. There are several reasons for this
but the main one is that if students only use material given to them it does not show that they have
researched the area for themselves. Do not use lecture notes or tutorial notes (Monash University - Citing
and Referencing http://guides.lib.monash.edu/c.php?g=219786&p=1454238)
If the idea is in the notes then it is highly likely it is also contained within the text used to create the notes.
Go to the original source (usually the required reading text) and locate the idea from there.
12. The analysis phase should take up the remaining 3/4 of the word limit. Use 1.5 spacing and write in the 3rd
person (i.e., the organisation, the customers etc.). There is information on VU Collaborate regarding how to
write in the third person. English usage as well as spelling, punctuation and grammar, will be considered
when marking as too will the correct conventions in report writing such as numbering and naming tables and
figures and other report writing conventions such as page numbering.
13. Students must use business report format (i.e., headings and sub-headings), including a table of contents,
executive summary (this comes before the table of contents and is not included in the word count),
recommendations, conclusion and list of references.
14. Wherever possible make reference to the theories, tools and techniques of services marketing to achieve a
decent grade. All published materials utilised should be listed in the reference list and cited throughout the
body of the report using the Harvard system of referencing. Use a minimum of 4 academic peer reviewed
journal articles (in addition to those supplied by the lecturer and tutor).
15. Prepare and submit a hard copy report to the lecturer or tutor on the day of the tutorial.
The report should consist of a cover page with the title of the assignment, the student’s first and second
name, student identification number, and tutor’s name; and written evidence that TURNITIN was used, for

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 example the first page of the originality report which is produced by TURNITIN.
Affix to the front of the report a completed assessment declaration form.

Formatting Tips
Start a new page for the title page, the table of contents, the executive summary, the introduction and each major
section within the report.
Print on only one side of the sheet of paper.
Format in 1.5 spacing.
Leave a right hand margin of 3 cm. This will provide sufficient room for the examiner’s comments.
Label all tables, graphs and figures.
Staple on the top left hand side.

LATE WORK: If a student has been ill (doctor’s certificate required) or if they have genuine family responsibilities
as per the University’s policy and believe they will not meet the submission deadline, they must contact the tutor
prior to the submission date.

If an extension is approved the student must complete a request for an extension form and attach the receipt slip
to their work when it is submitted. Lack of organisation is not grounds for an extension of time.

Assessment 4 – Final Exam (50%)

A three (3) hour exam will take place during the University exam period. Students will be assessed on the
materials covered from lectures in Week 1 to 12 and on the corresponding readings as well as the journal articles
listed under required reading, discussed in tutorials and available on VU Collaborate. Students are expected to
be available for the entire semester including the entire examination period - do not plan holidays or other major
events during this period.

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2. Scholarly writing, plagiarism and copyright
Part of what it means to be a ‘scholar’ is to engage with the work of others, for example, to extend or refine one’s
own ideas, critique the work of others, or test and extend theories. Learning and assessment activities therefore
often require students to gather information from a number of sources. This may include factual information, data
or calculations, visual artefacts and written texts. Whenever students use the work of another person, they must
acknowledge that source using the correct referencing system. Failure to acknowledge other people’s work
appropriately may be regarded as plagiarism or academic misconduct. Use of one's own previous work in
satisfaction of a new assessment requirement is also not allowed.

VU deals with plagiarism according to the Academic Integrity and Preventing Plagiarism Policy.
VU uses Turnitin for the review of written assessments. Turnitin checks submitted work against sources from
across the world, and provides a report detailing the use of third party text and references. Written assessments
are must be submitted by the student via Turnitin in the unit of study site. Students may be provided access to
submit assessments early and review the reports, to help them understand where referencing should occur.
All students and staff of Victoria University are also bound by the requirements of the Copyright Act (1968) and
the University’s Copyright Material (the Use of) Policy when using third party copyright material in the course of
their research and study. Students should familiarize themselves with this policy and the rules around use of
materials produced or owned by others. For information on copyright entitlements and responsibilities for study
and research refer to vu.edu.au/library/referencing-copyright/copyright.

Referencing requirements within this unit

The referencing convention that is applicable to this unit of study is Harvard. Students should not use lecture
notes but instead use the text book or other academically appropriate sources.

Academic writing and referencing guidelines

VU provides tools to assist students to understand appropriate referencing, including those linked below.
 vu.edu.au/library/referencing-copyright/referencing-guides
 vu.edu.au/campuses-services/student-support/language-learning/academic-writing

Important information about assessment

The unit of study assessment conforms to the Student Assessment for Learning Policy and procedures, which are
available in the University policy library: https://policy.vu.edu.au/.

Submission procedure
All paper-based assessments must be submitted with the completed assessment cover sheet called ‘Assessment
Declaration’. They must also be submitted through Turn It In and then a hard copy provided to the tutor in class.

Adjustment to assessment arrangements

If students are unable to undertake or complete an assessment due to adverse circumstances the following
arrangements may apply:

Late submission of assessments - Short extension of time

If students are unable to submit an assessment item on time, due to circumstances outside their control and
covered under VU policy, they may apply for a short extension of time of less than five (5) days. The standard
penalty for late submission without an approved short extension will be 5% of the total possible mark per day. If
submission is overdue by more than ten (10) days the work will not be assessed. Full details of the procedure for
applying for a short extension are available here. Students can download the form from the policy library or use
the quick link here.

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Special Consideration and Alternative Examinations
Students can find information and forms for special consideration
http://www.vu.edu.au/student-life/exams-results/special-consideration-supplementary-exams.
This unit of study is not eligible for Supplementary Assessment
Students may need to contact a student counsellor to assist them with the process. For further information:
vu.edu.au/student-life/getting-help/counselling.
Further information available at: Student Assessment for Learning Policy.

Conceded pass
Conceded passes are available in some circumstances. Student Assessment for Learning - Supplementary
Assessment and Conceded Pass Procedure.

Review of assessment outcome

The Student Assessment for Learning - Review of Individual Assessment Outcomes Procedure provides a
process by which students may request a review of an assessment outcome.

Support resources
Victoria University is committed to providing all students with the opportunity and support required to succeed in
their studies. If students require any support regarding academic progress in this unit of study during semester
they are advised to speak to their unit of study co-ordinator.
VU also offers a range of support, development and guidance services for all students. The portal
(vu.edu.au/student-tools/myvu-student-portal) provides detailed information on a range of student services that
students may find helpful.

Providing feedback: Student Evaluation System (SES)

Student feedback on their experiences within this unit of study is important, because it assists VU to improve the
learning experience of units of study and courses for future students.
The University collects student anonymous feedback systematically through the Student Evaluation Survey
(SES), which is comprised of two student evaluation instruments: the Student Evaluation of Unit (SEU) of Study
and the Student Evaluation of Teaching (SET). Students are asked to complete the SEU and SET near the end of
each unit of study. SEU and SET results are anonymous, and are not made available to the teaching staff in the
unit of study until after the University has released final grades.

Student complaints’ resolution

Victoria University has a Student Complaints Resolution Policy to guide students through the steps they can take
to resolve issues related to their time at the University. Students can find more information on this process at:
vu.edu.au/student-life/getting-help/student-complaints-resolution.

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 LECTURE SCHEDULE
This is a guide only and may be subject to change
Date Topic Office use only

Week 1 Introduction
Chapter 1: Marketing in the service economy

Week 2 Chapter 2: Customer behaviour, culture and service encounters

Week 3 Chapter 3: Positioning services in competitive markets

Week 4 Chapter 4: Developing service products: core and supplementary service elements
Chapter 5: Distributing services through physical and electronic channels

Week 5 Chapter 7: Balancing productive capacity and demand

Week 6 Chapter 8: Integrated services marketing communications

Chapter 11: Managing the customer service function

Week 7 Chapter 12: Customer satisfaction and service quality

Week 8 Chapter 10: Crafting the service environment

Week 9 Chapter 6: Understanding costs and developing pricing strategy

Mid Semester Break

Week 10 Chapter 9: Managing people for service advantage

Week 11 Chapter 13: Managing relationships and building loyalty

Week 12 Chapter 14: Handling customer complaints and managing service recovery
Revision

SWOTVAC
Students must be available for all examination assessments (this includes special
examination periods).

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TUTORIAL SCHEDULE
This is a guide only, scheduling and content may be subject to change.
Week Topic
Week 1 Introduction
Week 2 Article: Schmenner, Roger. W. (2004) Service Businesses and Productivity. Decision
Sciences. Volume 35. Number 3. Summer.
Time Permitting - Chapter 1: Review questions 2, 5, 8, 10; Application questions 4, 5
Week 3 Article: Ting-Yueh Changa and Shun-Ching Horng. (2010) Conceptualizing and measuring
experience quality: the customer’s perspective. The Service Industries Journal. Vol. 30, No.
14, December, pp. 2401–2419.
Time Permitting - Chapter 2: Review questions 1, 4, 5 and 6; Application question 1
Groups (for assessment) must be organised by now.
Week 4 Pecha Kucha presentations
Time Permitting - Chapter 3: Review questions 1, 4, 5 and 6; Application questions 1.
Week 5 Multiple choice test (covering chapters 1-3
Time Permitting - Chapter 4: Review questions 2, 3. 5, 7; Application questions 1, 3 and 4.
Time Permitting - Chapter 5: Review questions 1, 2, 6, 7; Application questions 2, 4, and 5.
Week 6 Pecha Kucha presentations
Time Permitting - Chapter 7: Review questions 2, 3, 5; Application question 4.
Week 7 Article: Ferreira, Diogo Conque Seco and Oliveira-Castro, Jorge Mendes. (2011). Effects of
background music on consumer behaviour: behavioural account of the consumer setting.
The Service Industries Journal. Vol. 31, No. 14, November, pp. 2571-2585

Time Permitting - Chapter 8: Review questions 2, 4, 6, 7; Application questions 5 and 6.

Time Permitting - Chapter 11: Review questions 3, 5, 6, 7; Application questions 2 and 3.
Week 8 Pecha Kucha presentations
Time Permitting - Chapter 10: Review questions 2, 4, 8; Application questions 1 and 5
Week 9 Pecha Kucha presentations
Time Permitting - Chapter 9: Review questions 1, 4, 5; Application question 2.
Mid Semester Break
Week 10 Article: Dallimore, Sparks and Butcher. (2007) The Influence of Angry Customer Outbursts
on Service Providers’ Facial Displays and Affective States. Journal of Service Research
Vol. 10, No. 1, pp78-92

Time Permitting - Chapter 6: Review questions 4, 5, 7, 8; Application question 1.

Week 11 Pecha Kucha presentations
Time Permitting - Chapter 12: Review questions 1, 2, 3, 5; Application questions 1 and 3.
Week 12 Time Permitting - Chapter 13: Review questions 1, 2, 7; Application questions 1, 3 and 4.
Time Permitting - Chapter 14: Review questions 1, 3, 6; Application questions 2 and 3.
Review of subject

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