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The purpose of this paper is to explore routes of dissatisfaction feedback transferrals within a Swedish machine industry segment. The study focuses upon transferrals from dissatisfied users to the product development organizations. There is also an interest in determining whether the feedback is reliable and, if not, how to improve the reliability of this information to create a better basis for decision‐making.

The paper presents the results from a qualitative interview‐based study of 16 product development organizations and their customer dissatisfaction feedback systems. About 84 percent of the companies within a machine industry segment in Sweden are covered. Based on the empirical investigation, a typology describes four different dissatisfaction feedback constructs, depending on whether the feedback system is active or passive, and on whether the feedback is codified or personalized.

The study indicates that parallel usage of codified and personalized dissatisfaction feedback, compared to using these transferrals in isolation only, improves reliability of dissatisfaction information and puts product developers in a better position when deciding on future actions. However, a real challenge is how to turn passive dissatisfaction routes into active ones. Managing passive dissatisfaction routes with service personnel and call centres as knowledge carriers more actively in product development can certainly reveal many of the hidden needs of users.

Our project is essentially managerial, aiming to provide managers and other decision‐makers with a framework to establish reliable and adequate customer feedback systems for more effective product development.

The purpose is to understand how the role of quality functions might evolve amidst digitalisation and an increased focus on services. This study focuses on customer feedback and how it can function as activation triggers for developing absorptive capacity, as well as how it relates to the value creation processes.

Following a qualitative research design, the authors gathered primary data from interviews with quality managers at 17 UK and Swedish firms and triangulated it with secondary information from the firms' web pages.

The findings show that customer feedback-based activation triggers can support development of absorptive capacity in the quality function if there are established processes for acting on customer feedback. This is often the case for codified feedback, which normally concerns products. However, digitalisation offers new opportunities of engaging in value co-creation, and firms need to develop digital capabilities to manage new technologies and data analytic tools. For personalised feedback (the main category of service-related feedback), established processes are missing.

This study work contributes to knowledge about how quality functions respond to customer feedback on both products and services. It clarifies why the quality function sometimes struggles to contribute to service quality as much as to product quality. From a theory development perspective, the authors contribute to understanding customer feedback-based activation triggers, how they lead to development of absorptive capacity and their relation to value co-creation on a functional level.

The purpose of this paper is to propose a reciprocal peer review approach that resembled the scholarly peer review process using the Moodle e-learning system. The authors investigated interrelations among engagement in providing peer feedback, engagement in responding to peer feedback, learner-content interaction and learning outcomes.

An experimental intervention study was designed. A total of 45 students who enroled in an undergraduate research methods course completed the assigned project. Reciprocal peer review was adopted, in which the participants provided a peer review report on a randomly assigned peer’s research proposal. Subsequently, participants revised and submitted their proposal along with a response letter that highlighted the revisions.

This study highlights that the engagement in providing peer feedback exerts an indirect effect on learning outcomes through learner-content interaction. Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes.

Learner-content interaction fully mediates the causal relationship between engagement in providing peer feedback and learning outcomes. Thus, e-learning practitioners who engage in peer review should first construct high-quality course materials to enhance learning outcomes.

Learning outcomes can be enhanced if there is a high level of engagement in providing peer feedback among learners. However, learner-content interaction fully mediates the positive effect of engagement in providing peer feedback on learning outcomes. Furthermore, engagement in providing peer feedback will enhance the learner’s motivation to intensify his or her learning from the course material.

As global issues such as climate change, economic growth, social equality and the wealth gap are widely discussed, education for sustainable development (ESD) allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behavior and take action for sustainable development. Teachers have begun rating pupils based on peer assessment for open evaluation. Peer assessment enables students to transition from passive to active feedback recipients. The assessors improve critical thinking and encourage introspection, resulting in more significant recommendations. However, the quality of peer assessment is variable, resulting in reviewers not recognizing the remarks of other reviewers, therefore the benefits of peer assessment cannot be fulfilled. In the past, researchers frequently employed post-event questionnaires to examine the effects of peer assessment on learning effectiveness, which did not accurately reflect the quality of peer assessment in real time.

This study employs a multi-label model and develops a self-feedback system in order to use the AIOLPA system in the classroom to enhance students' learning efficacy and the validity of peer assessment.

The research findings indicate that the better peer assessment through the rapid feedback system, for the evaluator, encourages more self-reflection and attempts to provide more ideas, so bringing the peer rating closer to the instructor rating and assisting the evaluator. Improve self-evaluation and critical thinking for the evaluator, peers make suggestions and comments to help improve the work and support the growth of students' learning effectiveness, which can lead to more suggestions and an increase in the work’s quality.

ESD consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. This study builds an online peer assessment system with a self-feedback mechanism capable of classifying peer comments, comparing them with scores in a consistent manner and providing prompt feedback to critics.

The purpose of this paper is to highlight the importance and extend the understanding of the underresearched concept of personal positive customer feedback (PCF). By comparing and contrasting front-line employees’ (FLEs) and customers’ perspectives, this study aims to develop a deeper understanding of the main elements, characteristics of PCF, its various impacts and the perceived importance of this phenomenon for both parties.

An exploratory research study was conducted using a novel integrated methodological approach combining two well-established qualitative techniques: structured Laddering interviews and various elements of the Zaltman Metaphor Elicitation Technique. In total, personal interviews with 40 participants consisting of 20 customers and 20 FLEs were conducted.

This study conceptualizes personal PCF in the service literature by identifying the various PCF elements and characteristics. The authors extend PCF understanding beyond what the current literature shows (i.e. gratitude, compliments) by identifying nine characteristics of PCF. This study also proposes a number of impacts on both customers and FLEs. While both customers and FLEs have a similar understanding of the various elements and characteristics of PCF, the significance of the various elements and the subsequent impacts vary between the two groups. Finally, three key themes in PCF handling that help position PCF within the extant customer management literature are identified and discussed.

This study contributes to a well-rounded understanding of customer feedback by counter-balancing the prevailing focus on customer complaining behaviour and proposing a complimentary look at the positive valence of personal feedback. It also provides managerial implications concerning the management of positive service encounters, an emerging topic within service research.

This multidisciplinary study is the first to extend the understanding of personal PCF by comparing and contrasting customers’ and FLEs’ perspectives. The findings of this study highlight the need to explore the positive side of service interactions to create positive service experiences.

The purpose of this study is to understand the conditions in which subordinates, after making a mistake, are more likely to engage in feedback avoidance behaviour (FAB), a set of behaviours that could ultimately jeopardise patient safety in a health care context.

This study used a sample of 183 independent leader-subordinate dyads in the health care service sector. For this study, a multiple mediator model in which three types of conflict (task conflict, relationship conflict and process conflict) were tested and acted as mediating mechanisms that transmitted the effects of perceived dissimilarity to FAB.

The results supported the mediating role of two of the three forms of conflict and highlighted the consequences of dissimilarity between supervisors and subordinates in the healthcare setting.

One of the noteworthy limitations of this study was that this study used cross-sectional time-lagged data. Future research should use a more rigorous longitudinal approach such as a cross-lagged design (Whitman et al., 2012) to explore the dynamic nature of dyadic relationships over time.

An important implication of our study results suggests that health care leadership development training should provide opportunities to increase awareness of the tendency of leaders to treat subordinates perceived as dissimilar more negatively.

These results contribute to our understanding of the interpersonal processes between subordinates and their supervisors, which could have a significant impact on organisational outcomes in the health care setting.

Using the foundational lens of social exchange theory and communities of practice, proposes a three‐layer Web‐based architecture to facilitate knowledge integration in digital communities. Reviews the limitations of past collaborative filtering mechanisms and presents a prototype and the underlying mathematical model for the knowledge networking on the Web (KNOWeb) architecture. Further illustrates how real‐time active feedback and valuation mechanisms reinforce social exchange in such communities.

The purpose of this paper is to synchronize two courses to focus on the students working with learning and applying tools in the one course and acting on understandings gained to produce artefacts in the other.

Working with real users throughout all stages of the design process, the authors structured two courses so findings from the evaluation methods learnt in the one course (their analyses) were directly acted on in the other (their re-designs). The authors fostered a group-spirited learning environment where students presented designs-in-process; explained the findings from focused evaluation methods using tangible representations; identified the relationship from these findings for subsequent re-design rationales; and discussed and critiqued each other's work using multiple feedback, teach-back and discursive strategies.

The authors found that in-depth coverage of material, working with real data and users at all stages of assessment and producing visualizations from evaluations, naturally forced student motivation to act and redesign better solutions. The authors noted improved attendance and students reported high engagement and content appreciation.

Ensuring relevance, by adding larger context concerns, expansive critical methods and feedback processes in a cycle of understanding, acting, learning can have useful practical and social implications. This is germane when designing for quality of everyday use in, for example, education, urban environments and mobile applications.

The paper includes implications for the development of learning environments where course and semester content is developed in tandem to support integrated learning by acting with project output and teach back “presentations” throughout the course.

The paper proposes a unifying tandem approach to learning and applying evaluation tools with real users, teachback and acting to improve redesigns with potential to improve human computer interaction educational standards for learning and design outcomes.

The purpose of this paper is to construct an integrative service model from customer and provider perspectives so that it can be utilized to formulate service business strategies.

The concepts of the resource‐based view (RBV), customer co‐creation and service modules obtained from a literature review are combined to construct a mathematical model. Based on the model, business strategies are formulated by utilizing existing marketing and service frameworks.

Innovative services can be generated from the model after combining different core services. To gain competitive advantage in a changing environment, a feedback mechanism should be used to provide dynamism.

An empirical test of the model could be undertaken as a future study to test the validity of the model. Adding more attributes to give the model finer resolution will increase the complexity of the model. Extending the application of the model to firms' internal departments will mean that the relationships between departments have to be reinvestigated.

Obtaining the salient attributes with the heuristics of the 80‐20 rule and the large number principle means optimization of resource utilization under the condition of customer satisfaction.

The model, developed by combining the concepts of RBV, customer co‐creation and service modules, is an innovative tool for the formulation of service business strategies.

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the plentitude of online tools which technology offers nowadays, PBL courses can also be effectively offered to students who cannot physically be present at the campus. The change process from offline to hybrid, blended, or online PBL courses need to be carefully managed and the right combination of technology and learning activities selected from the ever increasing available set. Hybrid, blended, or online courses differ in the amount of integration between offline and online activities. A mixed-method design was used to elaborate on how the different (hybrid, blended, or online) PBL courses can be effectively build and taught to create learner engagement. Twelve people (change agent, instructor, and participants) were interviewed and 82 students filled out a course evaluation form. The data was used to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it. Instructional and change management implications for implementation are presented. Instructional implications deal with the needs of the learner, the role of the instructor, and the importance of sound technology integration in the course. Change management implication highlights the need to foster intra-institutional collaboration.