Transitioning from service management to service‐dominant logic

Abstract

PurposeThe purpose of this paper is to reflect on actions and obstacles in the conceptual transition from mainstream service management (1970‐2000s) to a new approach synthesized in service‐dominant (S‐D) logic (2000s).Design/methodology/approachThe paper takes the form of a review of approaches to service in the literature, education, and practice in management disciplines and economics.FindingsS‐D logic has triggered considerable interest in the global academic community. Its ten foundational premises (FPs) hold that service(s) and the roles of suppliers/customers be reconceptualized on a higher level of relevance and generalization. The new logic is not final but – to use its own terminology – is a value proposition that opens up for co‐created theory improvements.Research limitations/implicationsTo transition from a goods/services divide to a goods/service union, the platform for future service research requires the superordination of mainstream service management by a new language and lexicon and the generation of new theory; testing of the new theory by comparing its robustness with that of extant theory; conduct of empirical studies through hypotheses‐testing and real world, in‐depth research and the application of complexity theory, network, and systems theory; co‐creation by and between researchers; focus on validity and relevance by using the full range of S‐D logic compatible methods and metrics; and investigation at both micro and macro levels.Practical implicationsBusiness, marketing, governments, and politicians should focus on service and value and abandon the goods/services and producer/customer divides. Textbooks and educators should transition from outdated concepts and models. Improved education is strongly supported by IBM's service science programme.Originality/valueThe paper suggests that several developments in mainstream service management that once brought attention to service now provide obstacles both in research, education, and practice.