Internet Learning Volume 5, Number 1, Fall 2016/Winter 2017 | Page 30

An Academy Customer Experience Benchmark Observation
noted from the small sample, but as a
benchmark, the results demonstrate
how personas and movement along
the CX continuum show the efficacy
of properly measuring CX theory and
in an academy example. The part-time
practitioner nature of the customer affiliates
has an overall effect on interaction
since many work full-time either in
another more prominent academia role
or outside their dissertation focus.
With regard to the content analysis,
website menu items are an indication
of the prominence of terms identified
as promises such as scholarship and call
(call for scholarship) which were lowest
compared to other promised terms.
Adding a left-hand column menu item
specifically with these terms should increase
interest. Since the hypothesis
that CX theory built into the CLSER
website was not purposeful, this documentation
does suggest that professional
lives of the center customers should
continue to advance with the aid of CX
humanistic interaction design improvements
they requested with more detail
on web pages and more opportunities
to interact via webinars. Thus, the propagation
of scholarly research can likely
mature faster than with no strategic CX
theory applied.
Bleiklie and Powell (2005) believed
that individuals have a strong role
in knowledge creation in industry as
well as education. If the main purpose of
the CLSER is to create knowledge, then
bolstering the interactions of the prospects
involved in the process should be
considered a valuable measurement of
all stakeholder’s success. While this application
examined the use of CX with
doctoral chair customers, the efficacy to
employ CX can extend to student, staff,
and faculty at all levels. No matter how
rigorous higher education programs
become, understanding the student and
faculty customer empirical experience
can have a profound positive effect on
the customer lifecycle.
During a cursory observation of
the CLSER website, it was noted that a
workshop dubbed Knowledge Without
Boundaries, to help affiliates of all personas
as well as students transition their
dissertations to publication, was among
several interactive methods offered
both on-ground and in webinar format.
Tracking doctoral customer usage via
more quali-quanti research methods
should prove beneficial in documenting
the types of interactions they like
most. Consequently, future researchers
should apply a more quali-quanti
approach as most notably described by
Kaden, Linda, and Levinson (2009) to
the promises made, promise kept question
to begin measuring more ways in
which the experience has benefited
the specific user beyond moving them
along the CX continuum.
Higher education staff and faculty
should understand how to create meaningful
student interactions leading to
loyalty and the stickiness (sticktion) that
builds institution advocates. Measuring
this is yet another good indication the
CX theory is in play. With competitive
21 st century schools regardless of their
for-profit or nonprofit status, open access
or competitive admissions, or retention
strategies, students and faculty
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