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Title

Testing Commitment-Trust Theory in Relationships Between Pharmacy Schools and Students (Galley)

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Author(s)

David Holdford and Sandra White

Journal

American Journal of Pharmaceutical Education

Vol. 61, No. 3 (1997)
DOI: aj6103249.pdf

ISSN

002-9459

Publisher

American Association of Colleges of Pharmacy

Abstract

Antecedents and outcomes of student trust with and commitment to pharmacy school were examined using the commitment-trust theory of relationship marketing as a theoretical framework. A path analysis was conducted to examine relationships specified by the commitment-trust model. As predicted, student commitment to the school of pharmacy was determined by perceived benefits of attending the school, perceived similarity between the school and the students, and trust between the faculty and the students. Student trust was also determined by perceived benefits of attending the school and perceived similarity as well as student perceptions of the quality of the communication between faculty and students and perceptions of opportunistic behavior by faculty and staff. Trust in faculty and staff reduced uncertainty among students, increased the belief that conflicts between students and school could be handled functionally, and resulted in greater willingness to cooperate with the school. Commitment increased intentions to remain at the school of pharmacy and willingness to cooperate with the faculty. Implications for pharmacy education are discussed

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