Customer experience journey in extended service contexts

This dissertation explores a simple question: how does customer experience evolve over time? It examines the study abroad exchange as an extended service context, where students spend months in a new environment and undergo change during the journey. The dissertation considers customer experience as an evolving and multidimensional phenomenon and views the customer journey as the pathway through which that experience develops. It explains this evolution through two lenses: liminality and experiencescape. Liminality captures the in-between period when familiar roles and routines no longer apply. Experiencescape encompasses the broader physical, social, and cultural environment that influences how the experience is felt.

The dissertation combines two types of evidence. First, it reviews how customer experience and customer journey research have developed and where they connect. Second, it presents empirical evidence on lived experiences over time. The empirical work tracks study abroad exchange students in Finland through a longitudinal interpretative phenomenological analysis. It follows 12 participants across the beginning, middle, and end of their journey using interviews, reflection diaries, and short reflective videos.

The findings show a clear pattern of change. Students often begin with disorientation, where uncertainty and disruption dominate. They move into orientation, where they learn how to function in the new setting. They reach reorientation, where they make sense of the journey and integrate lessons. Sources of happiness also change over time. Early in the journey, happiness comes mainly from social connection and intercultural learning. Later, it comes more from academic growth, competence, and personal development.

The practical message is clear for service providers, especially higher education institutions. Design support for each stage of the journey. Provide clear guidance and emotional support at the start. Create structures that help belonging and exploration in the middle. Support reflection and reintegration at the end.