Bibliographic record
Abstract
ESL is both a professional educational service and, particularly in post-compul- sory contexts, a commercial activity. The effective management of ESL programs can secure quality outcomes for practitioners and students. Nevertheless, writings on ESL management do not figure prominently in the literature. In particular, the association between services management theory and ESL practice has enjoyed only limited recognition. This article highlights the association by exploring se- lected elements of service logic theory and their application to the management of post-compulsory ESL in a commercial context. The elements are the co-creation of student-perceived value during the service process; the significance of relational aspects of the service; and the capacity to generate memorable experiences that are also quality educational outcomes. The application of service logic to ESL not only accentuates the link between services management principles and what could be considered ESL management best practice, but also suggests that service logic can support and complement standard teaching and learning processes and pre- cepts that are desirable in well-run ESL programs. Thus ESL managers’ and in- structors’ acquaintance with the basics of service logic has the potential to enhance the effectiveness of how they provide service.L’anglais langue seconde est à la fois un service pédagogique professionnel et une activité commerciale, notamment dans les milieux d’enseignement postobligatoire. Une gestion efficace des programmes d’ALS peut assurer la qualité des résultats, tant pour les enseignants que les étudiants. Pourtant, la gestion de ces programmes n’a pas souvent fait l’objet d’étude dans le domaine. Plus particulièrement, le lien entre la théorie de la gestion des services et la pratique en ALS n’est que très peu reconnu. Cet article met en évidence cette association en explorant certains élé- ments de la théorie de la logique de service et leur application à la gestion de l’ALS postobligatoire dans un milieu commercial. Les éléments retenus sont les suivants : la co-création de la valeur telle que perçue par l’étudiant pendant le processus de service; la signification des aspects relationnels du service; et la capacité de donner lieu à des expériences mémorables qui constituent également des résultats péda- gogiques supérieurs. L’application d’une logique de service à l’ALS rehausse le lien entre les principes de gestion de service et ce que l’on pourrait considérer comme étant les meilleures pratiques en gestion de l’ALS. De plus, elle laisse croire qu’une logique de service peut venir appuyer et compléter les processus standard d’enseignement et d’apprentissage, ainsi que les préceptes qui sont souhaitables dans les programmes d’ALS bien gérés. La conscientisation des gestionnaires et enseignants en ALS quant aux fondements d’une logique de service pourrait donc augmenter l’efficacité de leur prestation de services.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.020 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".