| Summary: | 碩士 === 南台科技大學 === 企業管理系 === 98 === Due to highly advanced information technology, everyone is forced to face global
competition with any possible continuous learning required. Such a situation makes
cram school business very prevalent all around Taiwan. Under the violent competitive
environment, to increase the number of students, some smart cram schools generate
various promoting activities. These promoting activities are intended to draw
consumers’ attention. However, there seems to be less attention paid to the influence on
the relation among switching cost of consumers, consumer confusion and relationship
quality of consumers. Therefore, this research is proposed with a core issue, namely the
exploration on the relation among consumer confusion, switching cost and relationship
quality.
In this research, cram schools are classified into 3 types. It is aimed to explore (1)
the consumer confusion for various types of cram schools, (2) the switching cost for
various types of cram schools, (3)whether the influence on the relationship between
consumers and cram schools is really exerted by consumer confusion, and (4) how about
the influence on the relationship quality between consumers and cram schools exerted
by various types of switching cost.
The experimental subjects are adopted from cram school students on Tainan. The
students among 3 different types of cram schools (totally 15 cram schools) are randomly
sampled for questionnaire surveys. There are totally 399 questionnaires delivered with
343 valid replies received to serve as analytical samples. Research results are described
as below: (1)The similarity confusion of talent-learning cram schools is significantly
higher than that of academic-learning cram schools. However, there is no significant
difference between overload confusion and vagueness confusion. Finance/profit
switching cost is significantly higher than that of both academic-learning and
talent-learning cram schools. The relationship switching cost of talent-learning cram
schools is significantly higher than that of academic-learning and job-learning cram
schools. There is no significant difference happening to economic risk cost,
evaluation/construction cost and learning/adapting cost for various types of cram
schools. (2)Genders and ages exert no influence the relationship quality between
consumers and learning organizations. Consumers with higher academic levels also
show higher trust on learning organizations. However, it never affects the satisfaction to
learning organizations. The number of class students never affects consumers’ trust to
learning organizations. Whenever consumers pay higher down payment for tuition, they
show lower trust and satisfaction to learning organizations. (3) Whenever the similarity,
overload and vagueness confusion are higher, consumers show lower relationship
quality (trust and satisfaction) to learning organizations. Naturally, the switching cost
for economic risk, evaluation/construction, learning/adapting and relationship also
become higher. Consumers also show higher relationship quality (trust and satisfaction)
to learning organizations.The finance/profit switching shows no significant influence.
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