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In the rapidly growing e-grocery segment, unattended delivery is an emerging practice with the potential to offer a superior delivery experience. The purpose of this study is to contribute to the body of knowledge for unattended grocery delivery services by empirically identifying and describing the forms and determinants of customer expectations.

A multiple case study of potential early adopters was conducted to explore customer expectations of unattended grocery delivery services. Empirical data collected from direct observations and semi-structured interviews with ten Swedish households were coded and put through a single-case as well as a cross-case analysis revealing emerging patterns from which propositions were formed.

The iteration of theory and data in the case study resulted in a conceptual model of service expectations and determinants, containing six propositions. The study reveals a clear pattern that consumers expect to save time, gain flexibility and benefit from the ease of use of the service, while they predict sufficient security. Moreover, consumers’ desire open access features from retailers and service providers, integrated product returns service and nondescript hardware designs. The findings suggest that these service expectations are determined by personal needs, technology literacy and situational factors. The identified personal needs are stress reduction, limiting social interaction and increasing spare time.

To support further theory development, this study presents six propositions for the types, forms and determinants of customer expectations of unattended grocery delivery.

This study provides managers with up-to-date insights into customer expectations and offers guidance in designing and developing unattended grocery delivery services.

This study contains the first in-depth analysis of customer expectations of unattended grocery delivery services, which are increasingly used for last mile e-grocery delivery.

This article presents a pedagogical model that utilizes students as primary researchers in the identification, interviewing, and then reporting on women entrepreneurs as a major component of a multidisciplinary entrepreneurship course. The purpose of the course is to attract students who may not be familiar with the entrepreneurship concept itself, the role of women in such economic ventures, or the possibilities for people like themselves in such a career avenue. Students are exposed to the accomplishments of women entrepreneurs throughout U.S. history in the broad categories of agriculture and mining; construction; communication; manufacturing; service (both for profit and not-for-profit); transportation; and wholesale and retail trade. This content experience is then enhanced by the studentsʼ own direct interaction with and interviewing of women entrepreneurs. The implementation, potential outcomes, and possible adaptations of the course are described, and this transformational learning process model is illustrated.