You can read some of our success stories from various University areas and departments, and also view stories of other companies that are demonstrating excellent service cultures.

If you have a case study you would like to submit, get in touch with us.

University case studies

UWA Future Students and Taylors College

Project

UWA Future Students and Taylors College have worked closely together over the past 12 months and collaborated across the University to improve partner engagement and student articulation numbers to UWA.

Taylors College has been our partner for many years. However, the changes in UWA's structure and the increase in student release figures have been two of the drivers for closer cooperation between the University and Taylors College. There has also been an increased focus on how UWA can build its relationship with these students and grow trust in, and loyalty to UWA. We recognise the importance of working together to improve the student transition and ensure these students enjoy a smooth pathway to their studies to benefit both the University and the College.

Katie Bergs Future Students Business Development Manager
Tools or methods used

The project has evolved through a number of discussion groups, student surveys, brainstorming sessions and developing strategy plans. This involved a number of areas across UWA to improve client service including Admissions, the Office of the Pro Vice-Chancellor (International) and faculties.

Future Students and Taylors College mapped the service gaps and continue to recommend and implement solutions to better accommodate future students' needs; for example, connecting Taylors College students with key services such as UWA Sport, the UWA Student Guild, faculties and the StudySmarter service.

Approaches used
  • Having the UWA Student Guild visit Taylors College once a term at their new student welcome BBQs to promote club membership and provide interactive activities.
  • Surveying students attending UWA's orientation campus tour to determine its effectiveness and improve the offering.
  • Creating incentives to attend Open Day.
  • Reviewing the release policy and processes.
Further opportunities being explored
  • Sending UWA electronic direct mail with key messages to existing Taylors College students (Welcome to Perth, good luck in your exams, how to accept your offer).
  • Introducing an experiential activity, ‘A Day in the Life at UWA'.
  • Greater collaboration between the UWA Student Guild and Taylors College.

Our goal was to generate an overarching picture of the areas that could be best improved with the resources available. Although the project is still developing, feedback from the College has been positive to date and we are seeing a decrease in student release figures.

Katie Bergs Future Students Business Development Manager
Why does service culture matter to you?

I see client service being integral to the reputation of UWA and it's the single most important and cost-effective marketing tool we have. A healthy service culture fosters an enjoyable environment where students and staff alike want to be. It helps the University grow and prosper, and decreases barriers to UWA for our prospective students. Internally, a healthy service culture encourages teams to work together productively, increases motivation and builds relationships, trust and respect.

Katie Bergs Future Students Business Development Manager
Key values employed in this project

Collaboration between partners is the key to a successful relationship with this important and valued pathway provider, as it is essential we work together to grow and provide the best possible experiences for our shared students.

This has been best demonstrated by the willingness of various UWA departments and Taylors College to come together to discuss and plan how to provide a better service to these students and by the willingness of staff across the two institutions to work together on a variety of projects.

UWA Reid Library refurbishment

Project

From November 2015 to September 2016, UWA's Reid Library conducted a major refurbishment project to respond to student requests for more innovative and future-focused learning spaces. The project increased the number of collaborative student spaces from 350 to 700 and also delivered significant improvements to the facilities, technology and services, including upgraded bathrooms, access to Wi-Fi and power, and a new café.

The Library remained open for much of the construction period. As far as possible the Library advised students when very disruptive works were occurring via social media/signage. We provided constant updates on the progress of the building works, including photos of construction while underway. We also provided free ear protection for students and promoted our other five libraries. We had very few student complaints during this period and have been complimented in the way in which we communicated with students about the works.

Jill Benn University Librarian
Tools or methods used

Students were involved in the design of the Reid Library Ground Floor via:

  • regular meetings with student leaders
  • the Student Guild
  • a student focus group to workshop the design

Students were also invited to comment on the floor plans for the space in the Library's foyer and help make decisions such as what chairs to use and the style of artwork to be implemented.

Feedback tools used

Response data for the project was collected via:

  • a formal short 'first impressions' survey of library users
  • informal whiteboard surveys
  • online responses to the social media communications campaign
  • project metrics
  • space utilisation metrics

The Library is now identifying further actions to continue to improve the space for students.

The Library has a strategic priority to engage students in the design and delivery of the Library's services. As students are the primary clients of the Reid Library ground floor, it made sense to engage them as part of the design, which has led to a better outcome for all. We have witnessed a very significant increase in the use of the Reid Library since re-opening the ground floor which indicates the very positive reaction from the student community.

Jill Benn University Librarian
Key values employed in this project

The project was delivered on time and on budget, and has resulted in better and increased use of University facilities. It achieved increased accessibility due to a new entrance on the ground level – the first time in its 50-year history the Reid Library can provide one entrance for all. This project has also improved the Library's relationship and trust with students.

Outside company case studies

Scandinavian Airlines

Moments of Truth

A 'moment of truth' is any episode in which the customer comes into contact with some aspect of your organisation and gets an impression of the quality of its service.

At SAS, we used to think of ourselves as the sum total of our aircraft, our maintenance bases, our offices and our administrative procedures. But, if you ask our customers about SAS, they won't tell you about our planes or our offices or the way we finance our capital investments. Instead, they'll talk about their experiences with the people at SAS. SAS is not a collection of material assets but the quality of the contact between an individual customer and the SAS employees who serve the customer directly.

Last year, each of the 10 million customers came in contact with approximately five SAS employees and this contact lasted an average of 15 seconds at a time. Thus, SAS is 'created' 50 million times a year, 15 seconds at a time. These 50 million 'moments of truth' are the moments that ultimately determine whether SAS will succeed or fail as a company. They are the moments when we must prove to our customers that SAS is their best alternative.

Jan Carlzon, Former President, Scandinavian Airlines

Most moments of truth take place far beyond the immediate sight of management. Since managers cannot be there to influence them, they must learn to manage them indirectly, that is, by creating a customer-oriented organisation, a customer-friendly system and a work environment that reinforces the idea of putting the customer first.

When the moments of truth go unmanaged, the quality of service regresses to mediocrity.

Leeds Beckett University

Sustaining customer service excellence

The United Kingdom university has always been committed to providing high-quality services to its students, staff and other stakeholders.

Leeds Beckett first achieved Customer Service Excellence accreditation in May 2013 and achieved a positive assessment result, including nine areas of 'compliance plus', the highest award within the standards framework.

Following two successful reviews the university gained an additional five areas of 'compliance plus'.

In 2016 the university was again assessed against all 57 elements of the standard (known as re-accreditation) where it successfully achieved nine areas of 'compliance plus' with the remaining 48 criteria receiving ‘full compliance’ rating.

At the conclusion of the re-accreditation, the University’s assessor said:

For Leeds Beckett University, it is clear that having the Customer Service Excellence standard for the last three years has been transformational on organisational development. You are to be congratulated on the continuous journey of improvement and enhancement you are making to your customer experiences.

Mick Lynch, Senior Assessor, Centre for Assessment

Leeds Beckett was recognised as being “extremely committed to staff development in order to be as responsive as we can be in delivering excellent support services to our students”.

When the moments of truth go unmanaged, the quality of service regresses to mediocrity.

The evidence submitted in 2016 against the standard’s criteria demonstrated the university’s journey has been one of continuous discovery and improvement in how it sought to enhance its customer relationships.

Leeds Beckett provided many examples of how it had responded positively and progressively over the last three years to enhance its multi-faceted approach to customer service.

Some of the ways in which it has worked to embed the principles that underpin the standard:

  1. The establishment of the Continuous Improvement Unit and their continued work across the university to improve customer journeys.
  2. Engaging staff across the university through staff induction sessions and training.
  3. The establishment of a CSE Champions Group network across the whole university whose aim is to further embed the standard and influence positive change in customer services and interactions across the university.
  4. Empowering students to contribute to customer service e.g. their participation in the student ambassador program.
  5. Development of roles focused on enhancing customer service.
  6. Fulfilling the commitments made in the Customer Service Statement.
  7. Enhancing the way customers can feedback through the university-wide comments scheme.

There is no doubting the cogent, determined and strong commitment shown at Leeds Beckett University in relation to putting the student at the heart of everything they did.

Mick Lynch, Senior Assessor, Centre for Assessment