Building relationships: Servicescapes and parents of children in publicly funded K-12 schools
Notice bibliographique
Résumé
Despite the seminal research of academics like Grunig on the benefits of mutually beneficial relationships between organizations and their publics, this research does not investigate how human responses to the built environments of organizations can foster relationships with their publics. Servicescape (Bitner, 1992) research, while not applied to public relations contexts, has been practically studied in a variety of sectors including hospitals, retail stores, and restaurants. Given the desire of schools to build positive relationships with parents to establish partnerships in student success, it follows that servicescape research could lead to an understanding of how school buildings can positively support building relationships between parents and schools, and through this understanding, create more fulfilling working and learning environments for students and staff. Using the research of Bitner (1992), Mehrabian and Russell (1974), and Grunig and Hon (1999) as a conceptual framework, this study applied servicescape, environmental psychology, and relationship dimension research to public relations. Focusing on developing mutually beneficial relationships, this capstone examined relationships between schools and parents of students enrolled in Kindergarten to grade 12 publicly funded school districts in Ontario. This study examined how parents perceive schools according to servicescape typologies and their subsequent emotional, cognitive, behavioural, and physiological affects. With these affects in mind, this study explored how parents felt about relationships with schools, and if school servicescapes impacted parents’ assessments of quality relative to the school experience. The knowledge, skills, and abilities of public relations professionals working in Ontario school districts provided another dimension to this capstone. Public relations professionals’ assessments of the value of servicescapes as a strategy to build mutually beneficial relationships with parent communities brought a real-world public relations practitioners perspective to this capstone. Using a purposive non-probability sampling of two target populations, this study collected data through an online survey, four focus groups, and six in-depth interviews. Major findings were that parent participants were affected by school servicescapes. These impacts influenced their assessments of parent relationships with schools. However, this influence was not consistent across all parameters; parents were willing to overlook the school servicescape if they felt their child’s teacher and/or the school was caring and involved. Public relations professionals appraised servicescapes as a valuable relationship building strategy. They ascertained it would have the most impact if it were implemented as a system-wide program with multi-departmental responsibility.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».