Annotated Bibliography on Thoreaus essay Resistance to Civil Government †English Literature Essay

Annotated Bibliography on Thoreaus essay Resistance to Civil Government – English Literature Essay Free Online Research Papers The idea that I am pursuing in this annotated bibliography is whether or not the ideas suggested by Henry David Thoreau in his essay â€Å"Resistance to Civil Government† are actually anarchy. To do this, I first found a definition of anarchy in Webster’s Dictionary. It defines anarchy as a lack of government in a state; lawlessness; confusion. Upon beginning research, I found that Thoreau’s essay was also published under the title â€Å"Civil Disobedience† and that most critics call it that. Eulau, Heinz â€Å"Wayside Challenger: Some Remarks on the Politics of Henry David Thoreau.† Thoreau: A Collection of Critical Essays. (1959): 117-130 Heinz Eulau writes that Thoreau â€Å"refused to vote because he considered the democratic ballet an ineffective political instrument† (119). Eulau says that Thoreau called for a better government at once, not for government to end at once. Eulau also says that â€Å"Such a government would anticipate and provide for reform, cherish its â€Å"wise minority† and encourage its citizens to be on the alert to point out its faults.† Thoreau is demanding a government that protects and serves its people, not itself. He probably saw the government not wanting to abolish slavery as one of the many ways that government works for government and not for the people it governs, because slavery kept a lot of money in the right places for the government. Eulau also says that Thoreau’s politics could not be brought into literal use because they were ambiguous. He says that Thoreau could not recognize why his ideas could not work â€Å"because he fell back, again and again, on the principle of individual conscience as the sole valid guide in the political action† (120). This, according to Eulau, is in conflict with the democratic principle of majority rule. I think that if the people were of the high conscience Thoreau assumed, then their majority would be of the same high conscience and thus they would make moral and just decisions for everyone. It’s too bad that the level of conscience Thoreau believed in does not exist for the majority of people today. Edel, Leon. Henry David Thoreau. (1970): 47p Leon Edel says that the essay â€Å"Civil Disobedience† is written to set up Thoreau’s argument for â€Å"men to offer noncompliance when their conscience dictates it† (38). He says that this idea in practice â€Å"has proved to be a passive way of making revolution† (38). Edel is focusing on Thoreau’s essay as a way of making changes, rather than a call for government to end. He argues that â€Å"passive resistance† does not work in all situations, saying that Nazis in tanks would surely run over people sitting in the road to protest them. He also says, â€Å"Thoreau’s civil disobedience presupposes a high state of conscience† (38). While I don’t share the same faith in man that Thoreau did, I do believe that if the high state of conscience he believed in could be achieved that his ideas would work. Edel also says, â€Å"Whether the personal anarchism Thoreau preached is possible in every age remains to be seenâ⠂¬  (39). I think that he is saying that by living the way he did, Thoreau achieved his own personal anarchy, while still being under the United States government. To use anarchy in this way would imply that it means freedom on an individual level, which is in some ways obtainable today, but everyone still must abide by laws. Glick, Wendell. â€Å"Civil Disobedience’: Thoreau’s Attack upon Relativism.† Western Humanities Review, Vol. VII No. 1 (1952): 35-42. Wendell Glick writes that Thoreau is calling only for a government that governs not at all when men are prepared for it. Glick says that Thoreau is addressing those no-government men the anarchists and extremists. According to Glick, Thoreau believed that these men fail to take into consideration the imperfection of the human species. So if Thoreau is calling for anarchy, he is not calling for anarchy as we think of it today. His anarchy is more like a utopian society, which can only exist when men become enlightened enough to govern themselves. Glick says that Thoreau considered governments only temporary arrangements whose purpose are to keep order until â€Å"the development of the individual should make them no longer necessary† (38). Glick adds â€Å"Thoreau did not object to government per se† (38). According to Glick, Thoreau was so angry at the tendency of government to â€Å"substitute the principal of social utility for the principle of absolute rightà ¢â‚¬  (38). I agree with Glick’s arguments that Thoreau did not totally write off government all together. Thoreau realized that the situation he wanted was not possible at his time, but he was very optimistic about the possibility of it occurring in the future. Kazin, Alfrid. Henry David Thoreau: Studies and Commentaries. Fairleigh Dickinson University Press. (1972): 34-52. Alfrid Kazin says that Thoreau knew no Negroes and had never been oppressed; yet he claimed strong opposition to slavery. Kazin uses this to argue that Thoreau was an idealist whose ideas existed only in principle and not reality. He also says that Thoreau â€Å"proposed to teach others to be as free of society as himself† (44). Being free of society is hardly a synonym for anarchy. Kazin states that Thoreau â€Å"affirms the absolute right of the individual to obey his own conscience in defiance of an unknown law† (44). Disobeying a law is hardly anarchy, but could an argument not be made that obeying an unjust law is closer to anarchy? Democracy is based on government by the people, and not governing oneself by obeying an unjust law would then fit the definition of lawlessness (for oneself) in anarchy. Kazin quotes Thoreau as saying, â€Å"Under a government which imprisons any unjustly, the true place for a just man is in prison† (44). Thoreau is obvio usly making a reference to himself here, but I think that he cannot expect a perfect society in any shape or form, which is implied when he says that no one should be unjustly imprisoned. If imprisonment is to be used as punishment at all, human error will ensure that there will always be wrongfully imprisoned persons. Krutch, Joseph Wood. Henry David Thoreau. (1948): 298p Joseph Krutch writes that Thoreau â€Å"calls upon all honest men to do what he has done and to refuse active or even symbolical support to the state which countenances the nefarious institution of slavery† (134). Krutch also says that Thoreau is angry with those that feel they have done their part by just voting for the right person. I think Thoreau felt that no one was capable of leading everyone in the right way all the time and so all authority should be challenged. Krutch says that â€Å"Thoreau was not unaware of the fact that he assumed the existence of these conditions, and it certainly did not seem to him, as it seemed to certain of his critics, that the assumptions invalidated the argument† (136). Here he is referring to Thoreau’s assumption that man is in a high enough state of conscience to govern himself. This would suggest that Thoreau knew his ideas could not work in his time, and maybe not at any time. However, he still wanted to express wha t might be the best way to do things under ideal conditions, in hopes that they might drive man farther towards them. This I agree with, as I think Thoreau knew the limitations of man then and was writing idealistically about a better way to live. Madison, Charles A. â€Å"Henry David Thoreau: Transcendental Individualist.† Ethics, Vol. IV No. 2 (1944): 110-123. Charles Madison says that Thoreau â€Å"gravitated toward the principles of philosophical anarchism† (114). This would suggest that Thoreau wasn’t demanding exactly what he wrote about, but instead trying to get people to think and to resist that which they feel is wrong. He says that Thoreau’s reasoning is that the individual and not the state is the best judge of right and wrong. I think Thoreau assumes that all people can differentiate between right and wrong. I slightly disagree with him here because some people cannot see right and wrong. That being said, Thoreau also seems to think that all people will use their judgement of right and wrong to make good moral decisions. This does not work at all in today’s society, as many people can make the distinction but won’t follow through with the right action. I don’t see how society could have been that much different in Thoreau’s day. Madison says that Thoreau knew that men need ed government as long as greed and passion overtook them. This would again reiterate the idea of â€Å"philosophical anarchism,† which may be of better use as a teacher than it would be in practice. Nelson, William Stuart. â€Å"Thoreau and American Non-Violent Resistance.† Thoreau in Our Season. (1967): 14-18. William Nelson writes â€Å"It is yet to dawn fully upon the participants in sit-ins, freedom rides and other recent forms of non-violent resistance in the United States how deeply indebted they are to Henry David Thoreau† (14). He says that Thoreau â€Å"conceded that government is a present necessity but held that governments by their very nature are prone to err† (14). Thoreau would then not be calling for anarchy, but for a check to the errors of government by the people of a nation. Nelson says that what Thoreau really wants is â€Å"the assertion of the right of conscience in the presence of the rule of law† (15). I agree with this, as I think Thoreau was fine with law as long as it was just and moral. If the law is not just and moral, then man should resist until it is changed. Nelson says, â€Å"Civil resistance is not necessarily invoked against every law which is regarded as bad† (15). This reiterates that Thoreau did not mind all laws, ju st those that his conscience deemed unjust. Nichols, Charles H. â€Å"Thoreau on the Citizen and His Government.† PHYLON: The Atlanta University Review of Race and Culture, Vol. XIII No. 1 (1952): 19-24. Charles Nichols writes that Thoreau refused the government at his time any cooperation, while he stated his allegiance to a higher law. He says that the higher law Thoreau was looking for can be found in nature. Looking for any law at all would suggest that anarchy is not what Thoreau wanted. Anarchy by definition is the absence of laws. Thoreau did say, however, â€Å"he who lives by the highest law is in one sense lawless.† Thoreau meant that by living under the law of nature, a person is free. Nichols says â€Å"to vote thus for a man or measure with no consideration of what is morally right is to participate in a series of crimes against humanity (20). I think that voting for politicians or laws without morally judging them would bring about a state far worse than anarchy. Nichols says that the individuals Thoreau speaks of, the ones, who could and should govern themselves, would surely support a government that sought to establish and maintain justice. This would suggest that Thoreau just wants a better government, not anarchy. Saalbach, Robert Palmer. â€Å"Thoreau and Civil Disobedience.† Ball State University Forum Vol. XIII No. 4 (1972): 18-24. Robert Saalbach gives a definition of society, which to him is â€Å"a system of mutually accepted rules of conduct limiting the behavior of individuals† (19). He argues that without these rules there is not a society, but a collection of individuals that do not know how to act in reference to others. He also says that society is a game and cannot be played without rules. I think that rules are needed for society today, only because there are those that cannot and will not think for themselves, as well as those that are purely evil. Saalbach says, â€Å"Thoreau assumes that the law always follows expediency while conscience always follows the right† (20). I agree that Thoreau assumed that every person’s conscience always follows the right, but I think he realized that people don’t always follow their conscience. He felt that is what every person should strive for, realizing that some people do not follow a strict morality. Saalbach also argues that law and right cannot be distinguished from each other. I do not agree with this, as law can be something just to further the wants of those in power, which is not necessarily right. Vivas, Eliso. â€Å"Thoreau: The Paradox of Youth.† The New Student Vol. 7 No. 23 (1928): 5-8 Eliso Vivas says of Thoreau â€Å"He was an anarchist because he saw the essential uselessness of government† (5). I don’t think seeing government as useless necessarily labels a person an anarchist. Vivas says that Thoreau suggests that men only keep government around because they are afraid to do without its protection. Vivas says that Thoreau never felt a need for government because he was willing to share anything he owned with anyone. A society without government, but with people sharing everything they own does not sound like anarchy to me, although by definition it would be. Vivas uses the term â€Å"self-sufficient† to describe Thoreau and his ideas for a non-government. A society of self-sufficient individuals doesn’t sound like anarchy to me either. However, Thoreau was the exception and not the rule. Most people in my opinion could not deal with that kind of society. All of this information points to one thing and that is that Thoreau contradicts himself in his essay Civil Disobedience.† If he really wants no government at all, then he is calling for anarchy, but if he is only calling for this when man has a high enough conscience level, then it would not be the anarchy that I have defined. I think his main intention was to have people question the government, not to just take whatever it gives them. By saying that no government would be best, he drew attention to his essay because people are drawn to extremes. By just looking at it on the surface, I might call it anarchy, but I think Thoreau was calling for a kind of society that we don’t even have a word for, because we can’t see how it could exist. Research Papers on Annotated Bibliography on Thoreau's essay "Resistance to Civil Government" - English Literature EssayQuebec and CanadaBringing Democracy to AfricaComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraAssess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of IndiaCapital PunishmentThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NiceRelationship between Media Coverage and Social and

College Admission Essay Writing

College Admission Essay Writing College Admission Essay Writing College admission essay writing is not the same as research paper writing.College personal essay is also an opportunity for you to show your talents and creativity to your best advantage. While writing college application essay, you should include a lot of information about you, such as grades, recommendations, lists of your extracurricular activities and test scores. All of this information is very important and helps admission officers to understand in detail your achievements, abilities, and skills. Nevertheless, this information will also be told by other people, while your essay should tell the reader how you see yourself. College essay writing helps to understand why you decided to enter this or that college. Feel free to write about your achievements and how they can contribute to your future plans. Your English essay should show your strong desire to enter the chosen college, and that you are ready to accept the challenges and meet academic requirements. While writing college essay you should focus on your individuality and your points of view. It is your chance to express your ideas, tell something about you that doesn't really come across elsewhere in your application. Think over interesting moments or situations from your life. What is your opinion about modern world? What would you like to change? Be free to express yourself as you want even if you think that nobody else will support your position. Admission essay writing is the only opportunity to gain attention of the admission commission College Essay Topics College essay topic should be very carefully thought out. Avoid any kinds of jokes in your essay. Skillful integration of jokes into college essay writing is done mostly poorly and is not appreciated by the committee. Do not choose a topic if you cannot provide concrete examples for the body of the essay. Your English essay must be interesting with vivid examples. Remember that admissions officers will spend not more that few minutes reading each essay. Admission officers want to learn about you, therefore, you must develop your own voice and tell your story, not the story you think the reader wants to hear. Write about something meaningful and describe what you did and felt, and your essay will be unique. Many people travel to foreign countries or win competitions, but your feelings during these events are unique to you. Avoid writing an essay on such topic that will be remembered negatively. Stay away from specific religions, political doctrines, or controversial opinions. If you'r e not an excellent writer it would be better for you to write about events that have actually occurred. Write an essay about your life and demonstrate your personality. CUSTOM COLLEGE ADMISSION ESSAY WRITING Ordering custom college admission essay writing service at you receive paper of premium quality which gains the attention of the reader and underlines your strengths. Being admitted to the university of your dreams is so easy with our writing help! Read also: Descriptive Essay Sample Conformity Essay Computer Essay Essay Editing Service Editing Essay Learning Service Writing

A Constant Increase of Nuclear Weapons Assignment

A Constant Increase of Nuclear Weapons - Assignment Example Nuclear power is known for its explosive ability that can cause massive destruction. Such effects are against human dignity of life, human rights, and respect. Therefore, keeping such weapons is directly risking the existence of the human race1. It is from this that I develop the research question; what is likely to be the future outcome of allowing nations to own nuclear weapons? This is a predictive study that tries to focus and bring out the likely unseen outcomes of the recent increase in possession of nuclear weapons. For many people, there are some obvious answers to this question. The most common ones are; deaths of many people in case of explosion land and property destruction. As much as there might be some scientific reasons for keeping nuclear weapons, the constant increase in the development of many of these weapons in most nations raises eyebrows. Many countries have been testing these weapons, and that brings even more fear. It is not common that someone will spend extraordinarily much to have something that will not be of use. Developing these weapons is costly, and it is not a process any nation would go through if the weapons are not to be used. Eventually, these weapons will be used, either by accident or intentionally, and the consequences are severely catastrophic. Therefore, this question can be of interest to the intelligence community as the answers will give the ultimate motive of these nations different from what they have been giving to the press conferences and international conferences. Thomson, a British researcher, and author say that nuclear weapons create a direct as well as a constant threat to the human race everywhere. They are far from keeping the peace as they breed fear and mistrust among all nations. They are the ultimate terror and mass destruction instruments that have neither legitimate military nor strategic utility.  

Contemporary Supply Chain Management and Consultancy Management Essay

Contemporary Supply Chain Management and Consultancy Management Techniques - Essay Example This research will begin with the statement that the ever-increasing competition especially in the global markets, that are characterized by the short life cycles of products, high quality of a product, cheap prices and short delivery times in order to satisfy consumers who are demanding, are most likely to strictly prevail. Firms should be always continuous in supplier development in order to ensure that the suppliers have similar capabilities and as well as same time, share same objectives and policies as theirs so as to compete in a competitive environment. The study was conducted by reviewing of various secondary sources. In today’s business climate that is competitive, firms are increasingly relying on their suppliers in delivering defect-free products, technologically advanced goods, in a cost-effective state and timely. However, often the suppliers may be devoid of the capability to perform sufficiently in these areas. If the goods or services that are offered by a supp lier is somehow deficient in some respect, the purchasing firm might face the decision of either to look for another source of supply or working with the suppliers that exist to remedy shortcomings. However, due to the uncertainty that concerns the locating of a better source, and the higher cost of looking for and evaluating of new suppliers, the buying firms might choose to continue to work with the present suppliers in order to improve the performances. In addition, in order to facilitate the innovation process and achieving the objectives of reducing cost and as well providing quality, companies focus on strengthening and differentiating their capabilities and brands. Therefore, branding management has increasingly become significant while a large section of the development processes and production are handed to the suppliers. For example, the Japanese manufacturers that are led by Toyota company, have displayed very close relationships with their suppliers, in a way that includ es exchanging information extensive and directing assistance to the suppliers.

Union Bank Of India

Union Bank Of India INTRODUCTION: Union Bank Of India Father of the Nation, Mahatma Gandhi, inaugrated the Union Bank Of India on November 11, 1919. It covers all the sectors of the society, be it agriculture, industry, trade and commerce, services or infrastructure, the bank plays a major role in rendering services to the financial needs of every section. Apart from this, the bank also extended financial support to educational, housing and trade sector. In 1947, the bank had only 4 branches which include 3 in Mumbai and 1 in Saurashtra. The bank was nationalised in 1969 and at time of nationalisation the bank had total 240 branches all over India. In June 2000, Union Bank acquired Bank of America’s highly profitable operations in Pakistan and went on to become one of the largest private commercial banks. The acquisition added a new dimension to Union Bank’s business and enhanced its customer base, deposits, and loan portfolio quality. This acquisition also enhanced Union Bank’s corporate image in the domestic financial market. PRODUCTS AND SERVICES OFFERED BY UNION BANK: Deposits Account: Cumulative Deposit Scheme Deposit Reinvestment Certificate Union Flexi-Deposit Union Insured Recurring Deposit Union 94 Months Double Scheme Monthly Income Scheme Tax Exemption Deposits Union Float Deposits Union Unfixed Deposits For NRI FCNR (B) Foreign Currency Deposit RFC Customer Relationship Management CRM (customer relationship management) is an information industry term for methodologies, software, and usually Internet capabilities that help an enterprise manage customer relationships in an organized way. It happens by maintaining and updating the contacts of customer. This is for the: 1. Existing customers 2. Prospective customers For example, an enterprise might build a databaseabout its customers that described relationships in sufficient detail so that management, salespeople, people providing service, and perhaps the customer directly could access information, match customer needs with product plans and offerings, remind customers of service requirements, know what other products a customer had purchased, and so forth. It consists of the following: Helping an enterprise to enable its marketing departments to identify and target their best customers, manage marketing campaigns and generate quality leads for the sales team. Assessing the organization to improve telesales, account, and sales management by optimizing information shared by multiple employees, and streamlining existing processes (for example, taking orders using mobile devices) Allowing the formation of individualized relationships with customers, with the aim of improving customer satisfaction and maximizing profits; identifying the most profitable customers and providing them the highest level of service. Providing employees with the information and processes necessary to know their customers, understand and identify customer needs and effectively build relationships between the company, its customer base, and distribution partners. CRM Strategies Adopted By Union Bank of India Nowadays, many businesses such as banks, insurance companies, and other service providers realize the importance of Customer Relationship Management (CRM) and its potential to help them acquire new customers retain existing ones and maximize their lifetime value. At this point, close relationship with customers will require a strong coordination between IT and marketing departments to provide a long-term retention of selected customers. Union Bank aims to increase customer profitability with any customer retention. It is a sound business strategy to identify the banks most profitable customers and prospects, and devotes time and attention to expanding account relationships with those customers through individualized marketing, pricing, discretionary decision making. According to Union Bank of India having and acting upon deeper knowledge about the customer, ensure that the customer such as how to fund the customer, get to know the customer, keep in tough with the customer, ensure that the customer gets what he wishes from service provider and understand when they are not satisfied and might leave the service provider and act accordingly. Union Bank of India has a database of its customers and informs them about the various schemes offered by the bank. The bank has a suggestion box in which customers of the bank can give their views and suggestions. The bank also has a helping desk where the customers can ask their queries. This is a very good strategy to retain the customer. The bank provides the information to its customers about any change in the interest rate of advances. They attend all the customers who are present in the bank, so that they do not feel neglected and not switch to any other bank. CRM Strategy of Public Sector Banks Public sector CRM strategy must be aligned to the organization’s purpose in order to realize a sustained achievement of CRM objectives and successful customer relationships. While CRM strategies differ among implementers, the most successful strategies have several criteria in common. Alignment between the organization’s mission and the CRM strategy; a good strategy is a direct reflection of the mission and supports the mission in direct, clear and easy to understand terms. Strategies must be customer focused; they speak to the positioning and evolvement of the customer relationship. CRM strategies require executive sponsorship and complete buy in; the rank and file take their queues from the executive team so the executives must visibly, vocally and actively sponsor the CRM strategy for it to be successful. Strategies are an iterative process; as the the organization evolves so to will the CRM strategy. They mainly focus on the following: To win back or save customers To attract new and potential customers To create loyalty among existing customers and To up sell or offer cross services. CONCLUSION CRM in banking industry entirely different from other sectors, because banking industry purely related to financial services, which needs to create the trust among the people. Establishing customer care support during on and off official hours, making timely information about interest payments, maturity of time deposit, issuing credit and debit cum ATM card, creating awareness regarding online and e-banking, adopting mobile request etc are required to keep regular relationship with customers. The present day CRM includes developing customer base. The bank has to pay adequate attention to increase customer base by all means, it is possible if the performance is at satisfactory level, the existing clients can recommend others to have banking connection with the bank he is operating. Hence asking reference from the existing customers can develop their client base. If the base increased, the profitability is also increase. Hence the bank has to implement lot of innovative CRM to capture and retain the customers.There is a shift from bank centric activities to customer centric activities are opted. The private sector banks in India deployed much innovative strategies to attract new customers and to retain existing customers. CRM in banking sector is still in evolutionary stage, it is the time for taking ideas from customers to enrich its service. The use of CRM in banking has gained importance with the aggressive strategies for customer acquisition and retention being employed by the bank in todays competitive milieu. This has resulted in the adoption of various CRM initiatives by these banks. Private Sector Banks have been able to implement the CRM practices more effectively as compared to the Public Sector on the basis of of the service quality level being provided by these banks.

Student Satisfaction in Jose Rizal University

Introduction Students’ opinions about all aspects of academic life are now sought by educational institutions worldwide, generally, in the form of a satisfaction feedback questionnaire. It is this student satisfaction survey, within the context of student satisfaction in JRU Jose Rizal University. In the Philippines, Higher Education (HE) students were considered to be the â€Å"primary customers† of a University ,even before they were liable for the payment of â€Å"up-front† tuition fees. Students are the direct recipients of the service provided.As if to confirm this status of the â€Å"student as customer†, the Commision on Higher Education (CHED) has introduced a National Student Survey. This survey is aimed at first year students to seek their views on a number of aspects of teaching, assessment and support provided by their university and its courses. The results will ultimately be used by the school to produce league tables of university performanc e. The position of a university in any league tables will impact ultimately on its image.Image has a strong impact on the retention of current students and the attraction of potential students. Indeed recruitment and retention of students has been moved to the top of most universities’ agendas by CHED due to their desire to increase the JRU student population in line with Government targets. Poor retention rates may have adverse funding consequences for University . This paper takes the view that student satisfaction, retention and recruitment are closely linked.Thus student satisfaction has become an extremely important issue for universities and their management. The aim is to try to maximise student satisfaction, minimise dissatisfaction and therefore retain students and so improve the institutions performance across a number of league tables. Taking these criticisms into consideration the questionnaire used in the satisfaction survey asked only for perceptions of performa nce of a range of service aspects (as well as importance) but did not aim to collect data associated with expectations.Indeed, the survey questionnaire was designed around the concept of the service-product bundle. This concept is discussed in the next section. The service-product bundle The outcome of service delivery is a tangible product, and a â€Å"bundle† of goods and services as the product offering . The service-product bundle refers to the inseparable offering of many goods and services including what Jose Rizal University has to offer its students. This bundle consists of three elements: (1) the physical or facilitating goods; 2) the sensual service provided – the explicit service; and (3) the psychological service – the implicit service. For a university the facilitating goods include the lectures and tutorials, presentation slides, supplementary handout documents/materials and the recommended module text. It also includes the physical facilities such as the lecture theatres and tutorial rooms and their level of furnishing, decoration, lighting and layout as well as ancillary services such as catering and recreational amenities.The explicit service includes the knowledge levels of staff, staff teaching ability, the consistency of teaching quality irrespective of personnel, ease of making appointments with staff, the level of difficulty of the subject content and the workload. The implicit service includes the treatment of students by staff, including friendliness and approachability, concern shown if the student has a problem, respect for feelings and opinions, availability of staff, capability and competence of staff.It also includes the ability of the university’s environment to make the student feel comfortable, the sense of competence, confidence and professionalism conveyed by the ambience in lectures and tutorials, feeling that the student’s best interest is being served and a feeling that rewards are consist ent with the effort put into course works /examinations. All of the above are based on students’ perceptions of the various parts of the service and the data is usually collected via some form of feedback questionnaire.Why collect student feedback? (1) to provide auditable evidence that students have had the opportunity to pass comment on their courses and that such information is used to bring about improvements; (2) to encourage student reflection on their learning; (3) to allow institutions to benchmark and to provide indicators that will contribute to the reputation of the university in the marketplace; and (4) to provide students with an opportunity to express their level of satisfaction with their academic experience.The last bullet point as the rationale behind the survey undertaken for the particular research project described in this paper. Keeping customers satisfied is what leads to customer loyalty. Research conducted by Jones and Sasser Jr (1995) into thirty orga nisations from five different markets found that where customers have choices the link between satisfaction and loyalty is linear; as satisfaction rises, so too does loyalty. However, in markets where competition was intense they found a difference between the loyalty of satisfied and completely satisfied customers.Put simply, if satisfaction is ranked on a 1-5 scale from completely dissatisfied to completely satisfied, the 4’s – though satisfied – were six times more likely to defect than the 5’s. Customer loyalty manifests itself in many forms of customer behavior. Jones and Sasser Jr (1995) grouped ways of measuring loyalty into three main categories: (1) intent to re-purchase; (2) primary behaviour – organisations have access to information on various transactions at the customer level and can track five categories that show actual customer re-purchasing behaviour; viz, recency, frequency, amount, retention, and longevity; and 3) secondary beha viour – e. g. customer referrals, endorsements and spreading the word are all extremely important forms of consumer behaviour for an organisation. Translating this into university services, this covers intent to study at a higher level within the same institution, how frequently and recently a student used ancillary services, such as the library, catering and IT services, and lastly the willingness to recommend the institution to friends, neighbours and fellow employees. Issues impacting on student satisfaction Price et al. 2003) recently reported on the impact of facilities on undergraduate student choice of university. They surveyed a number of universities over two years in order to determine students’ reasons for selecting a particular university. The average results for the two years were fairly similar – the top eight reasons being; it had the right course, availability of computers, quality of library facilities, good teaching reputation, availability of â€Å"quiet† areas, availability of areas for self-study, quality of public transport in the town/city and a friendly attitude towards students.Clearly, students’ perceptions of a university’s facilities are one of the main influences on their decision to enrol. Coles (2002) found that student satisfaction is decreased when class sizes are larger in earlier cohorts, and when students are taking compulsory core modules rather than optional modules. The quality of any of the service encounters, or â€Å"moments of truth† (Carlzon, 1989) experienced by customers forms part of their overall impression of the whole service provided, (Dale, 2003) and by implication, their impression of the organisation itself.As Deming (1982) commented, most people form their opinions based on the people that they see, and they are either dissatisfied or delighted, or some other point on the continuum in between. In order to deliver high quality services to students, universiti es must manage every aspect of the student’s interaction with all of their service offerings and in particular those involving its people. Services are delivered to people by people, and the moments of truth can make or break a university’s image (Banwet and Datta, 2003).In order to deliver total student satisfaction, all employees of a university should Ad here to the principles of quality customer service, whether they be front-line contact staff involved in teaching or administration, or non-contact staff in management or administrative roles (Gold, 2001; Low, 2000, cited in Banwet and Datta, 2003). In a recent survey conducted with 310 all male Saudi Arabian students attending the King Fahd University of Petroleum and Minerals, Sohail and Shaikh (2004) found that â€Å"contact personnel† was the most influencing factor in student’s evaluation of service quality.However, physical environment, layout, lighting, classrooms, appearance of buildings and gr ounds and the overall cleanliness also significantly contributed to students’ concepts of service quality. Galloway (1998) studied the role of the faculty administration office in one UK University on student perceptions of service quality. He found that it impacted directly on students and influenced their perceptions of the quality of the whole institution. The office performance also had a direct impact on academic and technical staff within the faculty.These front-line staff in their turn had a direct impact on students, potential students and other clients. The main predictors of quality for students were found to be: . office has a professional appearance; . staff dress smartly; . never too busy to help; and . opening hours are personally convenient. Banwet and Datta (2003) believed that satisfied customers are loyal, and that satisfied students were likely to attend another lecture delivered by the same lecturer or opt for another module or course taught by her/him.In their survey of 168 students who attended four lectures delivered by the same lecturer, covering perceived service quality, importance and post-visit intentions, they found that students placed more importance on the outcome of the lecture (knowledge and skills gained, availability of class notes and reading material, coverage and depth of the lecture and teacher’s feedback on assessed work) than any other dimension.This supports the findings of Schneider and Bowen (1995) who deduced that the quality of the core service influences the overall quality of the service perception. For universities the core service delivery method is still the lecture. Overall Banwet and Datta (2003) found that students’ intentions to re-attend or recommend lectures was dependent on their perceptions of quality and the satisfaction they got from attending previous lectures. This is supported by the research of Hill et al. (2003) who utilised focus groups to determine what quality education meant to students.The most important theme was the quality of the lecturer including classroom delivery, feedback to students during the session and on assignments, and the relationship with students in the classroom. Research by Tam (2002) to measure the impact of Higher Education (HE) on student’s academic, social and personal growth at a Hong Kong university found that as a result of their university experience students had changed intellectually, socially, emotionally and culturally. This growth was evidenced as students progressed from one year to another as their university career developed.Is this also the case with student’ perceptions of service quality and satisfaction? A number of researchers have suggested that this might indeed be the case (Hill, 1995; O’Neil, 2003) although obtaining valid and reliable data to support such a stance is difficult. This study aims to determine if there are differences in those aspects of a university service that stud ents consider important, as well as their satisfaction levels, associated with their year/level of study, i. e. first, second and third. MethodologyA quantitative survey was designed to elicit student satisfaction levels across the University’s service offerings. The questionnaire consisted of __ questions informed by previous research studies and subdivided into the various categories of the service product bundle including, lecture and tutorial facilities, ancillary facilities, the facilitating goods, the explicit service and the implicit service. At the end students were asked for their overall satisfaction rating and whether they would recommend the University to a prospective student.The satisfaction questions were preceded by a series of demographic questions that would allow the sample population to be segmented. These included, interalia, questions regarding gender, age, level of study, mode of study and country of origin. Participation in the survey was entirely volu ntary and anonymous. The length and complexity of the questionnaire was influenced, in part, by the balance between the quest for data and getting students to complete the survey. The questionnaire was piloted among 100 undergraduate volunteers.The length of time it took them to complete the survey was noted and at the end they were asked for any comments regarding the validity and reliability of individual questions. They were also asked if there was anything â€Å"missing† from the questionnaire. Based on the feedback received a number of questions were amended and the design of the questionnaire altered slightly. It took on average 12 minutes to complete the questionnaire. In order to get as large and representative a sample as possible, we conduct survey question in first year student in all courses in were targeted.Staff teaching these modules were approached and permission sought to utilise for a few minuetes of their lecture time in order to explain the rationale behin d the survey and to persuade students to complete the survey in class. Generally this â€Å"personal touch† was successful in eliciting a good response. Over the course of the two weeks the survey was undertaken, only one person refused to complete the questionnaire. Researchers are divided as to whether or not determinants of satisfaction should be weighted by their importance because different attributes may be of unequal importance to different people.In this study both satisfaction and importance were measured. There is no such thing as the perfect rating scale. However, some produce more reliable and valid results than others. Devlin et al. (1993) determined that a good rating scale should have, inter alia, the following characteristics: . minimal response bias; . discriminating power; . ease of administration; and . ease of use by respondents. In order to accommodate these characteristics, the rating scale contained five points with well-spaced anchor points representin g the possible range of opinions about the service.The scale contained a neutral category and the negative categories were presented first (to the left). Thus, undergraduates were required to respond utilising a 5-point Likert scale of 1 to 5, where 1 is very unsatisfactory, 2 is unsatisfactory, 3 is neutral (neither satisfactory or unsatisfactory), 4 is satisfactory and 5 is very satisfactory. This type of scale provides a common basis for responses to items concerned with different aspects of the University experience.The importance that students place on each criteria was measured utilising a 5-point Likert scale, where 1 is very unimportant, 2 is unimportant, 3 is neutral (neither important or unimportant) 4 is important and 5 is very important. Respondents were asked to tick the box next to the number that represented their opinion on each item. A sample of 865 students from a total within the Faculty of 3800 was surveyed. The questionnaires were analysed using SPSS v. 11 and Q uadrant Analysis conducted in order to determine those areas perceived as being the least satisfactory with the greatest importance rating.Finally, respondent focus groups were assembled to discuss some of the issues that required more in-depth analysis and which, due to constraints of space and time, were not explicitly asked about in the original survey. Results A total of — questionnaires were returned, although not all had complete data sets. Table I details the demographic mix of the respondents. Based on all student responses, the most important (i. e. list of the top ten starting from the highest value) and least important (i. e. ist of the bottom ten starting from the lowest value) aspects of the University service are shown in Table II. As can be seen from Table II the most important areas of the University services are those associated with learning and teaching. Interestingly, given the recommendations of a Government White Paper (HEFCE et al. , 2003) that from 200 6 all newly recruited university teaching staff should obtain a teaching qualification that incorporates agreed professional standards, the most important aspect of the service is the teaching ability of staff, closely followed by their subject expertise.The consistency of teaching quality irrespective of the teacher is also considered by the respondents as important, recognising that teaching quality can be variable. The students also recognise the importance of the lecture and tutorial, which is not surprising given that for most universities that is still the core service offering and is very much linked to the teaching ability and subject knowledge of staff. Teaching and learning support materials were Table 1. 1 Demographic mix of respondents GenderMale Female46 54 NationalityHome(Filipino)International89 4 Mode of StudyFull-time Part-time sandwich Level of studyLevel1 Level2 Level3 Note: Sandwich students are those whose program of study includes a year in industry Table 2. 2 Most important and least important aspects of service RatingMost ImportantLeast important 1Teaching ability of staffDecoration in lecture facilities 2Subject expertise of staffVending machines 3IT facilitiesDecoration in tutorial rooms 4LecturesFurnishings in lecture facilities 5Supplementary lecture materialsRecreational facilities TutorialsAvailability of parking 7Consistency of teaching quality irrespective of teacherThe layout of tutorial/seminar rooms 8White boardThe layout of lecture facilities 9The Learning Resources CentreThe on-campus catering facilities 10The approachability of teaching staffThe quality of pastoral support Note: Blackboard is a virtual learning environment that students can access off and on campus also ranked highly, particularly supplementary handout materials and the use of Blackboard for enhancing student learning.These are mostly associated with the explicit service delivered to the students and the facilitating goods. With regard to facilities, stude nts have ranked the importance of IT facilities very highly, reflecting the usefulness of connection to the Internet for research purposes and software packages for producing high quality word-processed documentation for coursework assignments and dissertations. This links well with the high ranking of the Learning Resource Centre where IT facilities can be accessed and books and journals ourced in â€Å"hard† copy or electronic copy. Table II also shows those areas of the service that students find relatively unimportant. These are mostly associated with the lecture and tutorial facilities and the ancillary services, for example, layout and decoration of lecture and tutorial facilities, catering facilities and vending machines. A further analysis was undertaken to determine whether different segments of the respondent population had similar or different rankings of the University services’ attributes with regard to importance and unimportance.With regard to mode of st udy, Table III shows the rankings for students studying full-time with the University. Whilst acknowledging the fact that 80 per cent of the sample population is full time students, the rankings of those service aspects considered most important are very similar to those for the sample population as a whole, the only difference being that â€Å"supplementary tutorial materials† replaces â€Å"approachability of staff†.Once again the majority of aspects considered least important are associated with the facilities and ancillary services When the views of Part-time students are considered, a number of interesting differences in their priorities are worthy of discussion. Table IV shows the rankings of service aspects for part time students. The IT facilities drops from third to tenth in their importance rankings, perhaps indicative of the fact that they have access to IT facilities at work and/or at home, thus rendering it less important relative to other aspects of servi ce.Blackboard (a virtual learning environment that allows teaching staff to make learning and other material available via the internet), on the other hand rises from 10th to 7th in importance indicating its usefulness as a teaching aid for students who do not attend the University on a daily basis and who may miss classes due to work or family commitments. Interestingly, the â€Å"helpfulness of technical staff† is considered unimportant, again reflecting their access to such help at work or a greater level of expertise on their part through working with IT on a daily basis. RankingMost importantLeast important Teaching ability of staffDecoration in lecture facilities 2Subject expertise of staffDecoration in tutorial rooms 3IT facilitiesVending machines 4LecturesFurnishing in tutorials 5TutorialsFurnishing in lectures 6Supplementary lecture materialsAvailability of parking 7Consistency of teaching quality irrespective of teacherRecreational facilities 8The Learning Resources CentreThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsThe on-campus catering facilities 10BlackboardThe layout of lecture facilities Table III. Most important and least important service aspects for full-time students RatingMost importantLeast important Teaching ability of staffRecreational facilities 2Subject expertise of staffVending machines 3Consistency of teaching quality irrespective of teacherDecoration in lecture facilities 4Teaching and learning equipment in lecturesFurnishings in lecture facilities 5The Learning Resources CentreDecoration in tutorial rooms 6LecturesQuality of pastoral support 7BlackboardThe on-campus catering facilities 8Supplementary lecture materialsThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsHelpfulness of technical staff 10IT facilitiesThe lecture facilities overall

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