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Systemic shock, cultural differences, and customer satisfaction: lessons from student perceptions in shift to non-classroom education during initial phases of pandemic

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  • F. Robert Buchanan
  • Saju Jose
  • Nilesh Khare

Abstract

This study captured perceptions of students immediately following the covid pandemic campus lockdowns of March, 2020. It is a cross-cultural sample of 407 students in USA, India, and United Arab Emirates. Met expectations are the theoretical base. Analysis was done using PLS-SEM. Positive main effects in all three markets point to the value of the front-line instructor interface at such a time. Their efforts were directly related to met expectations in the form of positive advocacy and university image to the external stakeholders. Cultural dimensions of Individualism, power distance, and universalism appeared influential in low tolerance for personal inconvenience in the USA. Self-efficacy also moderated in USA. Lower self-efficacy was associated with weaker perceptions of positive university image. Implications for marketing point to the essential qualities of front-line instructors. A varied approach is called for, particularly with the generally less forgiving Western audience that differ East to West.

Suggested Citation

  • F. Robert Buchanan & Saju Jose & Nilesh Khare, 2025. "Systemic shock, cultural differences, and customer satisfaction: lessons from student perceptions in shift to non-classroom education during initial phases of pandemic," Journal of Marketing for Higher Education, Taylor & Francis Journals, vol. 35(1), pages 19-38, January.
    • Handle: RePEc:taf:jmkthe:v:35:y:2025:i:1:p:19-38
    DOI: 10.1080/08841241.2022.2042760
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