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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000001269. When citing the article, please cite: Colin Armistead, Graham Clark, (1991), “A Framework for Formulating After-sales Support Strategy”, International Journal of Operations & Production Management, Vol. 11 Iss 3 pp. 111 - 124.

Asserts that service is about people ‐ people who deliver good service to their customers. Contends that these service providers perform best when they are led and encouraged by supportive front‐line managers, and that most quality failures are management failures. Discusses the role of the front‐line manager and suggests ways in which he can give a clear lead. Considers that excellence through system design can only be achieved by managers with a front‐line mentality. Asserts it is the task of the manager to ensure that peer group influence conforms to the objectives of the service organization and that managers must take measures to encourage customer‐service teams. Concludes that quality of service can only be obtained through front‐line managers.

Discusses a survey mailed to some 3,000 managers to ascertain how service managers approach the management of resource capacity to satisfy the demand for their type of business, and how this process impacts on their ability to maintain a constant delivery of the most important features of service quality. Reviews the results in respect of important features of service quality, management of service delivery process recovery from mistakes and the and the management of service quality.

For some time there have been models for considering manufacturing strategy which focus on the product but which essentially ignore dimensions of aftersales support. This article presents a framework for formulating and reviewing an after‐sales support strategy and links it to a manufacturing strategy model to produce a comprehensive strategy for customer satisfaction over the lifetime of a manufactured product.

In 2007, the authors conducted a case study of 13 teachers across seven elementary schools. We learned that, due to pressures of the No Child Left Behind Act (NCLB, 2002) and state mandated testing, these schools were akin to reading academies—focused chiefly on the teaching of reading skills. They promised to share their results with local administrators and teachers, initiating the reconsideration of elementary social studies. To this end, they revisited school sites, revealed their findings, and offered to “fit into” ongoing discussions of curricular change. They attempted to engage teachers in courageous conversations, or honest, frank appraisal of current conditions. Eventually, they talked with approximately 100 K-6 teachers, principals, and district administrators. Framing their inquiry in Giddens (1984) theory of structuration, they present their efforts to build collaborative relationships in three cases of narrative inquiry. They follow it with dilemmas and insights for the field organized into five considerations: courageous conversation, curricular control, integration, social studies advocacy, and courting schools.

The second of two articles, reports the findings of a qualitative research project investigating good practice in recruiting, training and retaining new graduates. The research took place in 15 UK public‐ and private‐sector organizations including the NHS in Scotland, KPMG Peat Marwick, GKN, Sema and Girobank. Examines how to get the most from the opportunity for intensive development. Develops ideas on how employers can successfully and quickly develop new graduates into effective business people, adding value to the organization and its customers. Focuses on the important role of the direct manager in coaching and bringing the new graduate up to speed. Also highlights how the group of new graduates can be used to build a supportive peer group and a network of contacts across the organization to help get things done.

The first of two articles reporting the findings of a qualitative research project investigating good practice in recruiting, training and retaining new graduates. The research took place in 15 UK public and private sector organizations including the NHS in Scotland, KPMG Peak Marwick, GKN, Sema and Girobank. Highlights the key issues involved in the transition from academia to working life. The first few days and months of a job can make a lasting impact on a graduate′s perception of the organization and their commitment to it. It is crucial for both graduate and organization to make a good start to their relationship, to live up to the messages communicated in the recruitment process. Highlights examples gained from a wide variety of organizations.

This article seeks to investigate the individualistic ideas, practices, and student identities that developed in correspondence education in the mid twentieth century. In doing so a number of questions about the individualistic pedagogy and identities in correspondence education are posed. How was individualism to be achieved? What pedagogic practices were used? Who could students learn from? What was the desired identity of the students? How were the student’s material circumstances understood? In attempting to answer these questions the article aims to increase understanding of the individual pedagogy and the construction of the ‘independent learner’ at work in correspondence education during its golden age.