The previous literature has indicated that the productisation of services may play a role in service management, although a certain level of obscurity still surrounds the…
The previous literature has indicated that the productisation of services may play a role in service management, although a certain level of obscurity still surrounds the concept. Therefore, the purpose of this paper is to clarify the meaning of service productisation (SP) as well as to contribute to a greater understanding of the concept.
An inductive analysis was applied to 13 instances of activities related to the productisation of services, with secondary data being analysed to identify practices relevant to SP and to examine their significance. The analysis is guided by an extensive literature review.
SP has been found to play a role in systematising and tangibilising a service offering and its related processes as well as in formalising the processes and service offerings. The potential elements of SP have been identified and supporting evidence has been provided. The findings indicate that SP has a specific focus on the offering and its related processes, with the aim being to create a service product that can be sold, delivered and invoiced. SP may utilise various practices and techniques, and customer orientation also plays a significant role. A typology of SP has been created by reflecting on its commercial and technical aspects.
This study has important implications for the service industry as it provides a structure and key considerations for productising services.
This study is one of the first to seek evidence for the concept of SP from multiple instances of SP as well as an extensive literature base. The typology created provides a context for discussing SP as well as reflecting on its commercial and technical aspects.
Ethnographers in the field aim to familiarise themselves with processes and practices of local cultures in their chosen research setting. This usually means that they collect a wide range of data using diverse, multiple methods such as participant observation, interviewing and document collection. As we have suggested previously, the gaze of ethnographers often tends to be drawn to visible and audible activities; therefore, we also wanted to ask how to observe, record and analyse silence. We argued that it is more difficult for participant observers to focus on mundane everyday practices and stillness and silence than it is to record the use of voice and movement during lessons and breaks (Gordon, Holland, Lahelma, & Tolonen, 2005). Here, I shift the focus and examine how a researcher looks at what is eventful and striking in the field. Usually, in the course of a school day there are numerous incidents that are clearly visible to the ethnographer's gaze or loudly audible to her ears. I ask what strikes the researchers as particularly symptomatic among the many observations they make in the course of the day; why and how are some incidents interpreted as laden with significant meanings.