1.

How may the business' external factors affect the satisfaction rate
of students in terms of:
1.1 product;

Quality

According to one of the definitions, customer satisfaction is how consumers are satisfied
or dissatisfied with the functional characteristics of the purchased product or service
(Hill et al. 2007, 31). Michael Armstrong (2011, 68) defines this factor as the most
significant one expressing it as the basis of expectations matching. For services, quality
has a broad range of characteristics, and it will be discussed in more details in the
following subchapter. According to Tsiotsou (2006, 208) perceived quality, which forms
a view of the consumer about the product, appears as a positive or negative factor for
making repeat purchases. Moreover, he showed that the higher the perceived quality of
the product is, the higher is the satisfaction of its acquisition and use.

(Customer satisfaction on product)

Those who buy the goods or services provided by companies are customers. In other
words, a customer is a stakeholder of an organization who provides payment in exchange
for the offer provided to him by the organization with the aim of fulfilling a need and to
maximise satisfaction. Sometimes the term customer and consumer are confusing. A
customer can be a consumer, but a consumer may not necessarily be a customer. Another
author explained this difference. I.e. a customer is the person who does the buying of the
products and the consumer is the person who ultimately consumes the product (Solomon,
2009, p. 34.) When a consumer/customer is contented with either the product or services
it is termed satisfaction. Satisfaction can also be a person’s feelings of pleasure or
disappointment that results from comparing a product’s perceived performance or
outcome with their expectations (Kotler & Keller, 2009, p. 789). As a matter of fact,
satisfaction could be the pleasure derived by someone from the consumption of goods or
services offered by another person or group of people; or it can be the state of being
happy with a situation. Satisfaction varies from one person to another because it is utility.
“One man’s meal is another man’s poison,” an old adage stated describing utility; thus
highlighting the fact that it is sometimes very difficult to satisfy everybody or to
determine satisfaction among group of individuals. Client happiness, which is a sign of
customer satisfaction, is and has always been the most essential thing for any
organization. Customer satisfaction is defined by one author as “the consumer’s response
to the evaluation of the perceived discrepancy between prior expectations and the actual
performance of the product or service as perceived after its consumption” (Tse & Wilton,
1988, p. 204) hence considering satisfaction as an overall post-purchase evaluation by the
consumer” (Fornell, 1992, p. 11). Some authors stated that there is no specific definition
of customer satisfaction, and after their studies of several definitions they defined
customer satisfaction as “customer satisfaction is identified by a response (cognitive or
affective) that pertains to a particular focus (i.e. a purchase experience and/or the
associated product) and occurs at a certain time (i.e. post-purchase, post-consumption)”.
(Giese & Cote, 2000, p. 15) This definition is supported by some other authors, who
think that consumer’s level of satisfaction is determined by his or her cumulative
experience at the point of contact with the supplier (Sureshchander et al., 2002, p. 364). It
is factual that, there is no specific definition of customer satisfaction since as the years
passes, different authors come up with different definitions. Customer satisfaction has
also been defined by another author as the extent to which a product’s perceived
performance matches a buyer’s expectations (Kotler et al., 2002, p. 8). According to
Schiffman & Karun (2004) Customer satisfaction is 7 defined as “the individual’s
perception of the performance of the products or services in relation to his or her
expectations” (Schiffman & Karun 2004, p. 14). In a nutshell, customer satisfaction could
be the pleasure obtained from consuming an offer. Measuring customer satisfaction could
be very difficult at times because it is an attempt to measure human feelings. It was for
this reason that some existing researcher presented that “the simplest way to know how
customers feel, and what they want is to ask them” this applied to the informal measures
(Levy, 2009, p. 6; NBRI, 2009).
 1.2 place;

Satisfaction of food in school meal by the eating PLACE

The results of satisfaction of food in school meal depending on the eating place are
shown in <Table 3>. As for the food temperature, there is no significant difference
between cafeteria (3.51) and classroom (3.48). As for the quantity of food, classroom
group (3.40) showed significantly higher satisfaction than cafeteria group (3.16, P <
0.01), but classroom group (2.76) showed significantly lower satisfaction than cafeteria
group (3.03, P < 0.01) in hygiene. As for satisfaction on others such as balance of
nutritional composition of meal, salinity, diversity of food, taste of food and harmony of
food color, classroom group showed higher than cafeteria group but the difference was
not significantly different. As for satisfaction on diversity of soup, the cost of meal,
frequency of getting dessert, classroom group showed higher satisfaction but the
difference was not significantly different.

A Nice Atmosphere
Ask any sensible person and they’ll tell you that given the same product or service, they
would rather shop at the place that offers a clean, safe, and well-organized environment.
Lowe’s knew this and capitalized on it when going up against hardware’s 2,000-pound
gorilla, Home Depot. The North Carolina chain carried out extensive customer research
and discovered that women initiate 80% of home-improvement decisions. So Lowe’s
decided to do what Home Depot wasn’t doing, make its stores brighter, cleaner, and more
shopper-friendly. When you need a power drill that’s the same brand and the same price,
the store that’s psychologically more inviting will win out every time. That’s why Lowe’s
now has 1,857 stores in 50 states, provinces, and territories, and ranks 40th on the
Fortune 500 list.

1.3 price; and

How will buyers respond? Three important factors are whether the buyers perceive the
product offers value, how many buyers there are, and how sensitive they are to changes
in price. In addition to gathering data on the size of markets, companies must try to
determine how price sensitive customers are. Will customers buy the product, given its
price? Or will they believe the value is not equal to the cost and choose an alternative or
decide they can do without the product or service? Equally important is how much buyers
are willing to pay for the offering. Figuring out how consumers will respond to prices
involves judgment as well as research.

Price elasticity, or people’s sensitivity to price changes, affects the demand for products.
Think about a pair of sweatpants with an elastic waist. You can stretch an elastic
waistband like the one in sweatpants, but it’s much more difficult to stretch the waistband
of a pair of dress slacks. Elasticity refers to the amount of stretch or change. For example,
the waistband of sweatpants may stretch if you pull on it. Similarly, the demand for a
product may change if the price changes. Imagine the price of a twelve-pack of sodas
changing to $1.50 a pack. People are likely to buy a lot more soda at $1.50 per twelve-
pack than they are at $4.50 per twelve-pack. Conversely, the waistband on a pair of dress
slacks remains the same (doesn’t change) whether you pull on it or not. Likewise,
demand for some products won’t change even if the price changes. The formula for
calculating the price elasticity of demand is as follows.
Price elasticity = percentage change in quantity demanded ÷ percentage change in price
When consumers are very sensitive to the price change of a product—that is, they buy
more of it at low prices and less of it at high prices—the demand for it is price elastic.
Durable goods such as TVs, stereos, and freezers are more price elastic than necessities.
People are more likely to buy them when their prices drop and less likely to buy them
when their prices rise. By contrast, when the demand for a product stays relatively the
same and buyers are not sensitive to changes in its price, the demand is price inelastic.
Demand for essential products such as many basic food and first-aid products is not as
affected by price changes as demand for many nonessential goods.
The number of competing products and substitutes available affects the elasticity of
demand. Whether a person considers a product a necessity or a luxury and the percentage
of a person’s budget allocated to different products and services also affect price
elasticity. Some products, such as cigarettes, tend to be relatively price inelastic since
most smokers keep purchasing them regardless of price increases and the fact that other
people see cigarettes as unnecessary. Service providers, such as utility companies in
markets in which they have a monopoly (only one provider), face more inelastic demand
since no substitutes are available.

Price (value for money)

The price of the menu needs to meet the customers‟ need to get value for
money (Davis et al., 2008:156). Value is the customers overall assessment of
the utility of a service or product based on perceptions of what is received and
what is given (Zeithaml & Bitner, 2003:491). However, customers‟
perceptions of what is served as a helping varies; some may want large
portions, while others want convenience. What the customer pays is also
perceived differently as some customers are not concerned about money. Value
represents a trade-off between what the customer wants and what it costs
(Zeithaml & Bitner, 2003:491). Customers will evaluate a restaurant as a place
to eat-out or as a place to dine-out. If a restaurant is considered an eat-out
operation during the week, (a substitute for cooking at home) customers will be
more price conscious. If a restaurant is considered a dining-out operation, the
visit is regarded more as a social occasion or entertainment and price is not so
much of a factor (Pavesic in Wood, 2000:36). Pavesic‟s findings indicate that
value perception is influenced by the purpose of eating. In the residential food
service where customers eat out due to necessity they will be more price-
sensitive. Price or (value for money) prompts customers to select a particular
item from the menu and this practice cannot be ignored in menu planning
(Gregoire, 2010:52).
Students using the East Coast University Food Service in Carnegie (USA) rated
reasonable pricing as the second most important attribute (Shoemaker, 1998:9).
Similarly, students using the café service of an Australian University were least
satisfied with the price of the food offered at the café (Shanka & Taylor,
2005:335). Research for the North-eastern University in Boston (USA) found
that students too were least 6satisfied with the price of the meal experience
(Lee & Lambert, 2000:248). Menus can be designed to include different price
ranges to satisfy a range of customers (Cracknell et al., 2000:41). Menu choices
selected should be made according to quality standards and to satisfy the
customers/consumers patronising the service. 6

Price Fairness

Price fairness or “payment equity” refers to the perceived fairness of the price/usage
trade-off (Martin-Consuegra et al., 2007; Oliver and Swan, 1989). Customers compare
their current payment with the normative expectation and evaluate whether the payment
is higher or lower than what they perceive. The more equitable a customer believes the
price/usage trade-off to be, the more satisfied he/she will be with the service (Oliver and
Swan, 1989). Price perceptions influence satisfaction judgments directly as well as
indirectly through perception of price fairness (Herrmann et al., 2007). Martin-
Consuegra et al. (2007) found that perceived price fairness positively influences
customer satisfaction. The subsequent hypothesis is thus proposed: H3: Price fairness
has a positive influence on the level of student satisfaction with the university cafeteria

1.4 customer service?

Customer service

Education costs money and students pay these rising costs to have a service
provided to them. It seems crucial then to examine whether thinking of the
services provided by student services can be considered “customer service” and
if this line of thinking will lead to a better educational experience for the
student. Behind the idea that colleges and universities are bestowed with the
task of providing students with services to foster their success, emerges the
idea of students as customers. Despite the responsibility that community
colleges have to meet the needs of students, Maguad (2012) posits that often
institutions of higher education are reluctant to consider themselves “customer-
driven”. Customer-centered organizations are focused on the needs of the
customer and satisfying those needs. Maguad states that it stands to reason that
the overall future financial success of college and universities depends on their
ability to pinpoint, anticipate, and ultimately serve the needs of their customers.
Maguad also discusses how companies have adopted a “customer-driven
definition of quality” by which both identifying the customer and what
expectations they may have is essential to customer satisfaction. Despite this
finding, institutions of higher education are still 7unlikely to refer to students as
customers because many faculty members feel threatened by the idea that
students are “customers of the educational process.” Small (2008) posits that
staff have the perception that their relationship with students is based more in
an ongoing than the transactionbased approach typical of customer service in a
commercial business.

Small (2008) expands on the analysis of the “customer” in higher education by

considering the concept of student service staff as both servicing customers,
and as the internal customers of academic and other general staff. Small argues
that there is a perception that students are acting increasingly as “customers”
because of the rising costs of higher education. Students who have experienced
increases in the costs of attendance often feel entitled to proportionate increases
in the levels of service they receive. Despite students identifying as customers,
student services staff in a study conducted by Small were still reluctant to
identify them as customers. The term “customer” was said to carry negative
commercial connotations that implied that the basis of each interaction was
financial, when staff perceived their relationship with students as being
 altruistic. Though student services staff may be reluctant to perceive students
as customers, this perception will improve retention rates by forcing the focus
to be on the customer.

However, just as it is important for any organization to recognize its customers,

it is also necessary for colleges and universities to establish a way to document
accountability for customer satisfaction. Akbariyeh (2012) writes that customer
satisfaction and service quality are crucial factors in the analysis of
competitors. If students are seen as customers, then other colleges and
universities are the competition. It seems important then that attention is paid
service quality. Obtaining customer satisfaction should be a critical factor in an
organization’s goals.

Customer satisfaction and service quality

Since customer satisfaction has been considered to be based on the customer’s

experience on a particular service encounter, (Cronin & Taylor, 1992) it is in line
with the fact that service quality is a determinant of customer satisfaction, because
service quality comes from outcome of the services from service providers in
organizations. Another author stated in his theory that “definitions of consumer
satisfaction relate to a specific transaction (the difference between predicted
service and perceived service) in contrast with ‘attitudes’, which are more
enduring and less situational-oriented,” (Lewis, 1993, p. 4-12) This is in line with
the idea of Zeithaml et al (2006, p. 106-107).

Regarding the relationship between customer satisfaction and service quality,

Oliver (1993) first suggested that service quality would be antecedent to customer
satisfaction regardless of whether these constructs were cumulative or transaction-
specific. Some researchers have found empirical supports for the view of the point
mentioned above (Anderson & Sullivan, 1993; Fornell et al 1996; Spreng &
Macky 1996); where customer satisfaction came as a result of service quality.

In relating customer satisfaction and service quality, researchers have been more
precise about the meaning and measurements of satisfaction and service quality.
Satisfaction and service quality have certain things in common, but satisfaction
generally is a broader concept, whereas service quality focuses specifically on
dimensions of service. (Wilson et al., 2008, p. 78). Although it is stated that other
factors such as price and product quality can affect customer satisfaction,
perceived service quality is a component of customer satisfaction (Zeithaml et al.
2006, p. 106-107). This theory complies with the idea of Wilson et al. (2008) and
has been confirmed by the definition of customer satisfaction presented by other
researchers.

2. How may the students affect performance or services offered by the

canteens in terms of:

1.1 increased in population;

Social Factors

Human beings live in an environment surrounded by several people who have different
buying behavior. A person’s behavior is influenced by many small groups like family,
friends, social networks, and surrounding who have different buying behaviors. These
groups form an environment in which an individual evolves and shape the personality.
Hence, the social factor influences the buying behavior of an individual to a great extent.

(Population)

The data collection of this research was conducted in Holy Angel School of Caloocan
Inc. in this academic year 2016-2017. The research used 30 samples which is considered
as the common sample in statistics.

The respondents are the grade 9 students with 5 sections and a total population size of
160. The researchers got the average by dividing the number of respondents by the total
number of respondents. The researchers got the percentage by multiplying the average to
100.

1.2 needs

Needs

What factors influence a student to either drop out of school or continue until
they have achieved their goal of graduation? Factors such as age, ethnicity, past
academic performance, financial status, and registration behaviors are all factors
that affect student persistence (Nakajima, Dembo, and Mossler 2012). Recently,
it has become evident that student services are also associated with student
persistence. Brock (2010) poses that students arrive at college unknowledgeable
about what needs to be done to achieve their goals. Students need assistance
with everything from figuring out which courses they have to take, how to
register for classes and apply for financial aid, and what social resources they
can use to help them during this period of transition. Brock postulates that as
students progress through their college career, they may need help resolving
personal or academic problems that hinder their goals.

What can be done to ensure that students are receiving the help that they may
need? Culp (2005) writes that it’s important for student affairs practitioners to
use resources allocated to them more effectively to meet the needs of today’s
students. In terms of traditional student support services like advising,
assessment, counseling, orientation and student activities, there is a great need
to focus on encouraging the pursuit of higher education, transforming
applicants into successful students, connecting students to their school and
helping them to make sense of their experiences and promoting autonomy.
Culp writes that the process of encouraging the attainment of a college degree
begins with connecting with the K-12 system. Austin Community College
(ACC) is used as an example for this collaboration between the community
college and school district. ACC counselors and advisers are chosen and
assigned to high schools that reside in the area and will designate specific times
to visit the school. ACC’s counseling and advising staff assist high school
students with test preparation, career guidance as well as conduct workshops to
help students and their parents understand the 10importance of higher
education, the admissions and financial aid process. Parents are also given
workshops on how they can contribute to the success of their children in
college.

The Community College of Baltimore County (CCBC) in Maryland is also

given as an example of how student affairs can partner with high schools to
help prepare students for college. Staff at CCBC administer the Accuplacer,
which is the College Board’s placement testing, to high school sophomores and
juniors during a half-day visit to a CCBC campus. During the half-day visit,
students are given a tour of the campus as well as information about the college
itself. High school counselors use the results of the Accuplacer results to
determine college readiness of students and respond accordingly. CCBC also
offers dual enrollment, which allows high school students to enroll in college
classes, and arranges campus events that help high school students explore
their career goals.

Culp also discusses the importance of student affairs partnering with the
community to serve as “champions, mentors, and advocates” of the community
college’s programs. Culp writes that partnerships with the community can lead
to scholarships, jobs, internships, and mentoring programs for students and can
help encourage them to finish high school education and continue their
education in community college. For example, affiliation with existing
networks in the community such as churches, service organizations, and tribal
groups serving large African-American, Hispanic, or Native American
populations can help provide contact information, and support to students and
their families.

Culp (2005) proposes that the most important part of identifying what these
personal and academic impediments are is through an institution-wide
commitment to “entry, exit, and classroom assessment”. According to Culp, no
one knows students and their needs and fears as well as student affairs
practitioners and that it will be helpful for them to collaborate with faculty to
design assessment and placement models that can be implemented to transform
applicants into successful students.

Seven steps are outlined for how this transformation can be accomplished. Step
one stresses the importance of helping faculty realistically pinpoint the skills
that students need upon entry and exit for every course or program of study.
Culp states that student affairs staff can help faculty gather and analyze date
needed to make these decisions as well as develop models to test alternative
approaches and understand the consequences associated with each model. The
overall goal is to establish realistic entry and exit learning competencies. Step
two states that because student affairs professionals have extensive knowledge
of student development and assessment, they can collaborate with faculty to
devise models that employ a variety of techniques to determine information
such as which classes students should take, the support services they will need,
their performance in a specific class, their progress toward educational and
career goals, their satisfaction with instruction and services, and their readiness
to graduate, transfer or enter the work market (2005). Step three acknowledges
that the assessment process is stressful, but Culp positions that student affairs
practitioners have the ability to design programs aimed at stress reduction.
Student affairs can also offer optional workshops in anxiety management and
test preparation. Explaining to students the purpose of assessment and how the
results are used can also be helpful to students. Step three outlines the
importance of using the assessment results as well as a student’s educational
background to help student’s choose their first semester classes and describe
what faculty will expect from them. Step four states that while placement
testing is effective at assessing a student’s starting point, it is important for
student affairs professionals to take into account high school and college
preparation, work and life experiences and years out of school. Culp suggests
that student affairs work with faculty to validate student placement during the
first week of classes. Step five describes 12how student affairs practitioners
can use placement tests results and student self-assessments to identify the
support services each student needs, to help students design a support service
plan that guides course selection, and to encourage students to follow that plan.
Simply the interest that the student affairs professional shows in the student
and reinforcing the need to utilize those services when needed can make an
impact. Step six suggests that student affairs division collaborate with
institutional research boards in order to make reports of assessment data more
accessible and easy to read. One example given is that students and their
advisors need to know what course and support services the college urges them
to take, how the college developed these recommendations, and what the next
steps are if the recommendation seems valid or if they do not agree with it.
Step seven states that course placement and data analysis are a continuous
development that must regularly be review by faculty as well as student affairs
professionals to ensure the effectiveness of the mode; as it relates to class
completion rates, students’ performance in higher level courses, and retention
and graduation rates.

Another student service that presents a growing need is personal counseling.

According Mier, Boone, and Shropshire (2009), the number of students with
severe psychological problems has increased. Students are presenting with
issues such as depression, suicidal ideation, and sexual assault. As a result,
counseling centers have noted a growing demand for counseling services
(Smith, et al., 2007). The authors also note high profile cases of students with
mental illness harming themselves and state that these cases have drawn
attention to the mental health needs of college students and the service delivery
of mental health counseling on campus. The rise in distress levels among
college students can be attributed to many issues such as developmental
changes, parental, and cultural pressures and expectations and financial
stressors. The authors also observe that racial minorities and international
students may also experience their own unique pressures in addition to 13the
aforementioned issues. Ethnic minorities can face racial discrimination and
international students can face emotional difficulty from the process of
adjusting to a new educational format, learning in a new language, and
acclimating to new social interaction styles. The authors state that counseling
services are often underutilized, however. Outreach programs to raise
awareness and reach students who may not be aware of counseling services on
campus is one way to increase the use of these services. Outreach can be
defined as psychoeducation where students are presented with information on
time management, suicide prevention, anxiety and other concerns they may
have (2007).
 Understanding student experience and satisfaction with student services is an
essential step for college and universities to work towards improving service
delivery. It stands to reason that if students report high levels of satisfaction
with their university, they will be more successful as students. Increasingly,
institutions of higher education are realizing that education is a business and
that it has become necessary to meet student needs to their satisfaction. There
are many aspects that colleges and universities can take into account when
devising ways to ensure student satisfaction. These aspects include
understanding and assessing the school’s mission statement, examining how
services are developed. Student affairs models and how they can be
implemented are also important to consider as well as the available services
offered, and how these services can meet student needs. If the goal of
institutions of higher education is to foster the academic, social and career
success of students, then they must become service oriented and continue to
assess the satisfaction students have with current policies and how they
perceive their college experience.

Research has been done to assess the overall satisfaction students have with their
college or university, however, much of the recent research is quantitative in
method. The research has indicated that colleges and universities employ many
different strategies to ensure that students are successful such as collaborating
with faculty, creating a more student-centered culture and providing 14“one-
stop” services to minimize the “run around” experience that students often
experience. A large part of the research also focuses particularly on four-year
educational institutions. This study will add a qualitative value to research at a
community college and allow the reader to fully understand how students
perceive and experience student services at a local community college. Student
satisfaction assessments can help institutions improve programs and services,
remain accountable to the student customer, and continue to be competitive in
the market of higher education. In order to assess how well a local community
college has been at providing student satisfaction, this study attempts to answer
one question: How satisfied are students with services offered by the Student
Services department at a local community college? The purposes of the
following section are to explain the sample selection, describe the instrument
and to provide an explanation for the procedures used to collect the data.15

In the research conducted by the students Tarlac State University, the authors
recommended that good ambience, cleanliness, and taste of food are the main satisfactory
condition that students NEEDS and LOOK FOR. The factor that most students are
dissatisfied with is the price. They recommended that the school canteen understand the
situation of the students that they cannot afford the price of their food on a regular basis
and offer the “AMBULA” to give the students an option for their foods. (Yumul,
Longga, Dimmal, Mariano, Sotto, and Pangilinan, 2014)

1.3 wants; and

The following terms used may be possible factors that students consider in their
wants and level of satisfaction:

-Affordability - refers to extent to which something is affordable, as measured by its cost

relative to the amount that the purchaser is able to pay.

-Ambiance – refers to feeling or mood with a particular place, person, or thing.

-Cleanliness – refers to the degree to which people keep themselves and their
surrounding clean.

-Customer service – refers to the process of ensuring customer satisfaction with a

product or service.

(Wants)
Customer satisfaction helps customers to communicate their wants and needs straight to
the sellers. Customer satisfaction is very important because it helps to learn about the
business‟s strengths and weaknesses. Business holders can just know their strengths and
weaknesses and make the progression. Not only this, also customer satisfaction also helps
to appropriate resources for eventual strike or satisfaction. Furthermore, it supports to
show calmness about making better quality of products and services to both the
employees and the customers. It does not help to learn about strengths and weaknesses
but helps it also to persuade competitive strengths and weaknesses. Similarly, it helps to
benefit more vision into the sources of frustration and areas desiring progression. At last,
customer satisfaction helps to accommodate a system for informing management of
problems or situations requiring actual promotion. (ICR 2011.) Situational Factors
Perceive Service quality Customer satisfaction Price Personal Factors GRAPH 1. Service
Quality and Customer Satisfaction (adapted from Bateson & Hoffman 1999) 7 While
talking about business, it is not easy to establish this thinking but everything needs to be
set up everything from top to bottom and management also exists there. Nature of
business depends upon the size that was established, either in the form of big-scale or
small-scale. No business has been established without thinking about the profit, and
customers are the pillars of the business. So every business‟s stake holders always think
about the satisfaction of the customers by trying to meet the needs of the customer, which
is the main responsibilities of the business investor. As the task of the research is
concerned with the importance of customer satisfaction, some points have already
explained this in the above section, and some points are going to be explained here.
Actually, customer satisfaction helps to increase the profit for business investors so every
such investor thinks that to earn profit is not as easy. If the business is successful, and
able to satisfy the customers then customers will be happy, they buy more goods and the
company will be able to sell more goods and it helps to increase the profit. Similarly, it
helps to increase the sales, to reduce the production costs, and to enhance marketing and
advertising If the customers are fully satisfied with the goods and services provided by
the business company, they refer it to their friends and relatives telling them that they are
satisfied, and this helps to promote marketing and advertising of the business. Similarly,
it helps to improve the goodwill.
1.4 expectations?

Management approaches about customer expectation Customer expectations are the

belief about service delivery that serves as standard or reference points against which
performance is judged. Customer expectation is difficult to know in service delivery,
wrong actions and failure which could cause of losing a customer, waste of investment,
time and eventually business. Customer expects some level of service quality from a
service provider during the transaction, therefore customer’s opinion about the quality
standards and also what kind of standard customer expect are essential to know.
(Zeithaml et al. 2009,75.)

Knowing what the customer expects is one of the most critical factors in delivering good
and service quality (Zeithaml et. Al. 2009). Customer expectations are the standards of
performance against which service experiences are compared. The difference between
what a customer expects and perceives in the service delivery formed customer gap.
Which leads to customer dissatisfaction with the product or service. To close this gap, the
gap model (gap 1, 2, 3,4 and the not knowing what customer expects, not selecting the
right service designs and standards, not delivering to service standards, not matching
performance to promise respectively) of service quality suggests that four gaps called
provider gaps from one to four needs to be closed. It is important for companies to close
the gap between customer expectations and perceptions in order to satisfy their customers
and build long-term relationships with them. (Zeithaml & Bitner 2000, 481 – 482.)

Grasp is the psychological expectations of customer. On the basis of effective

management of customer expectation, firstly it cannot ignore basic collection and
analysis of customer information which includes information collection and statistical
information based on properties of clients, the level and instability consumption, personal
preferences, service and satisfaction feedback information regarding the analysis of
customer expectations and needs provide a basis to measure the level of information
support. Analyze customer needs, assess customer expectations: Customer need analysis
is an important basis and means of 20 measuring customer expectation. According to
Japanese management expert Kano model, customer demand is divide into three
categories such as basic demand, expected demand and surprise demand. Zeithaml &
Bitner (2003, 84-85) potrait customer preceptions as the subjective assessments of actual
service experiences. This refers to how customers perceive services, how they assess the
quality of received services, weather they are satisfied, and weather they have received
good value. Accordingly, customer perceptions of service are also defined as customer
perceptions of quality, satisfaction and value. The customer perceptions are the way that
people see something based on their experience. Everyone’s perception will be, at least,
slightly different. Perception is also described as the end result of a number of
observations by the customer.

Satisfaction (Expectations)

is a term frequently used in marketing. It is a measure of how services supplied by the

canteen meet or surpass student’s expectation. It is seen as a key
performance indicator within business and is often part of a Balanced Scorecard. In aco
mpetitive marketplace where businesses compete for customers, customer satisfaction is
seen as a key differentiator and increasingly has become a key element of business
strategy. Therefore, it is essential for the TSU Cafeteria to effectively manage student’s
satisfaction. To be able do this, TSU Cafeteria need reliable and representative measures
of satisfaction.

3. Is there any significant relationship between the student’s satisfaction rate

and the school canteen’s techniques and strategies in accommodating the
increased number of students at Jose Rizal Institute-Orani?
4. How may the school canteens’ marketing strategies in accommodating
large number of students affect their perceptions and level of satisfaction?

5. What business techniques or strategies can be developed by the school canteen

owners to increase the satisfaction rate of students at Jose Rizal Institute-Orani?