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This article was originally delivered as a lecture at the London Institute of Education. The author gives examples of errors in perception and relates them to the field of education.

The first three articles have been concerned with the substance, the conceptual context and the skills of negotiating. This final section is devoted to the ways and means of learning how to negotiate. Some relevant ideas on learning are discussed and a number of resources are listed to help those who are designing programmes in this area.

This article is mainly concerned with the teaching of Computer Science to first year students. The method outlined is an attempt to change their generally convergent attitudes into a more divergent way of tackling problems.

Disconfirmation models of service quality have attracted a lot of discussion about how consumers’ expectations are formed, but relatively little about the nature of their perceptions of service performance. This paper seeks to redress the absence of literature on the psychological underpinnings of perceptions in disconfirmation models of service quality. It argues that an individual’s perceptions may not be stable over time and that suppliers should be particularly interested in consumers’ perceptions at the time that the next repurchase decision is made. A model of the time elapsed effects of service quality perception is presented and research reported on a longitudinal survey of hotel customers’ perceptions.

LABORATORY WORK has always been considered to be an essential and integral part of an electrical engineering course, and has in recent years received more and more attention. Colleges proudly display their well equipped laboratories; lecturers spend a very large amount of their time planning and developing laboratory experiments; students spend appreciable time in the laboratory and many more hours writing reports on experiments.

Number 4 is a series of articles looking at methods and techniques used in technical teaching, in an attempt to define ‘progressive’ teaching in this sphere.

The paper argues that existing measures of service quality within the higher education sector are fundamentally flawed due to the ignorance of the effects of time on student perceptions. The paper takes the view that it is the perception of service quality over time that may better explain longer‐term relationship building and recommendation intention. A longitudinal study employing a modified SERVQUAL scale observed that perceptions of service quality related to a student orientation process declined with the passage of time.

This paper aims to critically assess the conceptual validity of customer experience as a construct and propose a model which integrates inter‐personal relationships, service quality and brands.

A critical review of literature is structured around the key components of brands, relationships, quality, emotions and perceptions, viewed from a consumer's perspective.

Paradoxes in use of the term customer experience are noted. As a verb, experience describes a process of learning, leading to learned response, but as a noun emphasises novelty and the lack of predictable, learned response. By incorporating emotions and perceptual distortion over time, customer experience overcomes many problems associated with static, partial measures of service quality.

Academic coverage of the subject of customer experience remains fragmented. Approaches to its measurement are suggested and their limitations noted. The multi‐dimensional, situation‐specific nature of customer experience favours qualitative rather than quantitative measurement approaches.

The unique nature of customer experience, which is specific to a customer, at a specific time and location, in the context of a specific event, limits its managerial usefulness for planning and control purposes. Many companies have seen customer experience management (CEM) as a successor to customer relationship management (CRM). However, issues of inter‐functional integration become an even greater challenge.

This paper has provided a critical review of an emerging topic and suggested that despite academic interest in the concept, practical application of customer experience management may be difficult to achieve.

This paper examines the possible relationship between post‐consumption dissonance and consumers’ time‐elapsed perceptions of service quality. A review of literature suggests that the degree of post‐consumption dissonance experienced would be inversely related to both initial ratings of service quality and subsequent time‐elapsed ratings. Empirical evidence is reported of a longitudinal study of university students undergoing a first year orientation process, which confirms this proposition. The results give some tentative indication of the instability of consumer perceptions of service quality over time.

Closed circuit television can be used in undergraduate teaching to increase efficiency and to decrease the total involvement of staff where the classes are large. So far this aim has generally been achieved in a situation closely related to conventional lecturing practice. The writer believes that television can also be used to advantage with group teaching methods (1) which have hitherto demanded a high proportion of staff contact time.