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Service quality is a dominant theme in services marketing courses. Indeed, services educators allocate a considerable amount of their course content to defining service quality (Zeithaml, Bitner, & Gremler, 2013), discussing its under-lying dimensions, measuring these dimensions (Zeithaml & Parasuraman, 2004; Zeithaml, Parasuraman, & Berry, 1990), exploring how firms can respond to service quality problems, and discussing how to implement recovery solu-tions (Lovelock, Wirtz, & Chew, 2009). As such, service quality classes tend to discuss services as time-perishable, intangible experiences that service providers offer to cus-tomers (Spohrer & Maglio, 2008). In doing so, educators place the onus of providing service quality, as well as implementing service recovery solutions, solely on service providers. Consequently, services texts tend to depict ser