<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Steven K. Msosa</style></author><author><style face="normal" font="default" size="100%">Jeevarathnam P. Govender</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSING THE INFLUENCE OF SERVICE RECOVERY STRATEGIES ON DISTRIBUTIVE JUSTICE IN HIGHER EDUCATION INSTITUTIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">distributive justice</style></keyword><keyword><style  face="normal" font="default" size="100%">field-based research</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education institutions</style></keyword><keyword><style  face="normal" font="default" size="100%">service failure</style></keyword><keyword><style  face="normal" font="default" size="100%">service recovery strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1566969154.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent times, students in higher education institutions have raised their expectations and are becoming less tolerant to poor service. The reality is that service failures are bound to happen. However, effective service recovery strategies could minimise the impact of service failure.  The aim of this research was to analyse the influence of service recovery strategies on distributive justice in higher education institutions. A total of 430 students from three public universities in South Africa participated in this research as respondents. The research adopted a quantitative, descriptive and cross-sectional approach. The findings of this research showed that compensation and explanation have a positive and significant influence on distributive justice. Furthermore, the results showed a positive and insignificant influence of apology on distributive justice. The findings of this research are a wake up call to higher education institutions to focus on the two strategies of service recovery, namely explanation and compensation to achieve distributive justice. Thus, higher education institutions should firstly, focus on the use of an explanation to achieve distributive justice because it is offered at no cost compared to compensation which normally wears a financial face. This is based on the fact that higher education institutions are non profit making institutions such that they cannot afford to offer financial compensation on regular basis to address student problems. Ultimately, higher education institutions are advised to consider the severity of service failure before offering any form of service recovery to avoid double deviation. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">478-488</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olugbenga Adedayo Ige</style></author><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author><author><style face="normal" font="default" size="100%">Thuthukile Jita</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAJOR PERSONALITY TRAITS INFLUENCING ENVIRONMENTAL KNOWLEDGE: A CASE OF URBAN LEARNING ECOLOGIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">field-based research</style></keyword><keyword><style  face="normal" font="default" size="100%">major personality traits</style></keyword><keyword><style  face="normal" font="default" size="100%">students</style></keyword><keyword><style  face="normal" font="default" size="100%">urban learning spaces</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1550425039.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The grim actualities of modern societies have shifted the attention of human beings from civil wars and beggary to environmental issues such as pollution and climate change. The subtle shifts in environmental balance that are observable from global warming, water scarcity, and poor harvest resulting from erratic rainfall distributions across different countries of the world has led to global campaigns in order to promote positive environment behavioural change. Several change agents have advocated the use of mitigation practices such as using emerging western and indigenous technologies and renewable energies, they have overlooked the major personality traits that will implement the proposed changes. Hence, this research explores the influence of major personality traits on students' environmental knowledge in urban learning spaces. The social cognitive theory was used to untangle the conforming and non-conforming environmental behaviours of students in urban learning spaces. The research adopts a 'field-based' MO to gather data from four hundred and sixty-two students that were randomly selected from thirteen secondary schools in urban centres in Nigeria. Research instruments such as the NEO Five-Factor Inventory and Environmental Knowledge Test were adapted to collect data from the selected students. The quantitative data were subjected to multiple regression analysis. Results showed that there was a significant influence of the major personality factors on students' environmental knowledge (R= 0.297). The research recommends that teachers should include these major personality traits in the environmental education programme of their schools.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">39-54</style></section></record></records></xml>