Abstract:

The purpose of this study is to suggest an alternative to maximize the relationship between
education service provider and learner in CRM in the implementation of CRM strategy by
lifelong education institutions and members. 566 respondents were analyzed and the results
showed the relationship among customer orientation, value, quality of education service. This
study suggested practical implications for HRD practitioners.

Introduction:

The number of lifelong education programs should focus on managing learner relations and
provide long term solutions that enhance positive relationships. Creating a customer orientated
culture and structure is the most important first step. Customer value is an important
performance differentiator, but under researched concept. The dominant paradigm of CRM
research has been on the effectiveness of CRM processes Rapport is an important construct and
for learner outcomes, satisfaction has been most frequently measured.

Customer Relationship Management (CRM):

 Scholars generally agree on three core components of a CRM system: customer orientation,
service quality, and customer value (Chen and Ching 2004; Law et al. 2013)

Purpose & question:

The purpose of this study was to examine how CRM strategies influence learner relations and
behavioral intention. Following questions were formed: RQ1. What are the structural
relationships among CRM strategies, rapport, and learner intentions? RQ2. Does service quality
mediate the influence of institutions’ customer orientation on customer value? RQ3. How does
rapport mediate relationships among customer orientation, service quality, and customer’s value?

Customer Orientation:
To understand customer orientation, four domains must be addressed that are (1) knowledge of
customer needs (2) strategies and commitment to satisfy customer needs (3) effective portfolio of
customer relations and services (4) mutual interactions strengthening customer relations.
Service Quality:
SERVQUAL and SERVPERF are two popular and widely used models for service quality. The
former divides service as tangible and intangible. SERVPERF service model developed to study
the impact of service and life-long education.
Customer Value:
It captures economic and experiential value from products and services. Traditionally, monetary
value of customers comprised the most dominant view. Life- long education learners obtain
multiple value including acquisition, pleasure, usage, post education returns etc. These are non-
monetary values.
Rapport:
Rapport has a great contribution in customer royalty and satisfaction in various service industries
because in marketing it stands for the point in which the customers feels affinity and highly
satisfied with service provided. One important commonality about rapport is that across various
disciplines, including psychology, education, counseling, marketing, medical, and service.
Behavioral Intention:
Behavioral intention is very important for the estimation of customer life time value. Besides it is
a critical index for the implementation of marketing mix and the prediction of demand. Cognitive
perception as well as reaction about used products or services form behavioral intention. A
customers also creates positive words of mouth which can be negative or positive.
Relationships among reviewed constructs:
This section draws a research framework for the current study. Customer orientation is a critical
antecedent before as well as after the customer’s service experience, which controls the ultimate
quality of the service to impact customer satisfaction or value. There is a direct influence of
service quality and the mediating role of customer value on customers’ behavioral intentions
among service quality, customer value, and behavioral intention.
Method:
This study focused on SEM for examining the relationship among lifelong education
institutions.  It focused on mutual relationship for the CRM strategies.  Content validity was also
used for instrumentation. Besides this study used a two phase pilot study. For item validity, 70
respondents and for exploratory factor analysis (EFA) 200 individuals used. And finally SEM
was used to examine the fit. 

Sampling and data collection:

Non probabilistic sampling was used to capture data in various sources.  The researchers used a
survey for explaining the purpose of the study. He used total 200 respondents for data collection. 

Measures: 

For measuring demographic characteristics a five point Likert scale was used.  For measuring
specific performances, various results were taken care. 
For customer Orientation, two sub- constructs of preparation and action were used in this study
case. For service quality, seven items measuring the quality of human and non-human
developed.  And for measuring customer value, eight items monetary and no monetary value is
used.

Result:
In the confirmatory factor analysis (CFA), the item internal consistency estimates ranged from
0.91 to 0.95 in terms of Cronbach’s alpha values; and the correlation coefficients estimates were
found to be strongly significant among all constructs. These results confirmed initial scale
reliability and construct validity in terms of results from path analyses which showed that
customer orientation made a direct impact on rapport and service quality but its direct effect on
customer value and behavioral intention was not supported. Rapport also positively influenced
service quality. Customer value was influenced by their perception of service quality and then,
customer value influenced by forming positive behavioral intention.
Mediating effects and Discussion:
 This study was conducted to examine the effect of CRM strategies on learners’ behavioral
intentions in the Korean lifelong education sector. Based on the historical data, CRM strategies
were perceived as an input factor, but learners’ behavioral intention was used as the outcome in
this study. The results of this study indicated that CRM strategies had an impact on institution
control level outcomes but could not directly influence customer attitudes or behavioral
intentions. Findings of the study imply that the Korean lifelong education system, Institutions, or
service programs have to work hard to incorporate CRM Strategies and build rapport and
increase service quality to enhance customer value. The statistical analysis shows that rapport is
partially mediated between customer orientation and service quality. Another fact is found where
neither customer orientation nor service quality and rapport directly impacted customer value.
Instead, rapport directly influenced service quality, and when combined with customer
orientation, they were effective in controlling customer value. It indicates that when service
providers establish rapport through customer orientation, it positively affects service quality,
which leads to positive customer value. Findings of the study show that lifelong education
providers should focus on the complex process of learners’ attitude and behavioral intention.

Implication
This study finds a complex relation about customer lifelong education with their attitudes and
behaviors. The strength of service quality and customer orientation impact customer value and
behavioral intention that presents a guideline for future research and practice. Educational
service involves a long term relationship between service providers and learners compare to
medical or legal services. EFA and CFA of this study supported a single factory structure
including 11 items. Given that the core emphasis of rapport varies across disciplines and
validation of rapport and examination of influence on customer's perception of quality. This
study finds that education service providers should actively engage in analyzing and
comprehending learner needs and continuously interacting with them. When learners place
complaint or request providers should respond to their needs. Customer orientation based on
strategies of preparations and actions that alignments between learner analysis and targeted
services are necessary.
Limitation
1) 5% sampling error
 2) The size of the sample is satisfactory but the sample may not be satisfied with respect to
gender, region, or educational background.
3) Limitation of generalizing the findings
Suggestion
1) Construct a relationship between different learner groups and repeating customers
2) Comparative analysis among groups
3) Consider learners background and psychological characteristics
Conclusion
This study examined how customer orientation, rapport, and service quality, directly and
indirectly, influence customer value and behavioral intention. Within the lifelong education
context, findings suggested that customer orientation through CRM strategies and rapport
exerted direct and indirect impacts on interrelated outcomes of service quality and learner values
and intentions. Positive and significant relationships among direct and indirect paths found in
this study highlight how institutions’ marketing strategies, program building, and customer
relations should be systemically managed.