discriminant refer to the old course format while those of the logistic regression refer to the new format, thus they have the opposite directions). Three of the four factors are significant at p &lt;0.01 and the fourth factor: Ease of use, has the proposed direction effect though with no significance difference. Table IV shows the comparison results of the students' technological orientation and their course format choices. A Chi-square test was applied to examine the correlation between student technological orientation and course format preference. The Chi-square test indicates that there is a significant correlation between students' technological orientation and their choice of course format. In the more technology-oriented group there is a higher percentage of students (56.25 percent) who prefer and would choose the improved course format than in the group with less technological orientation (34.38 percent). In order to test the actual differences in students' grades within the new vs the old course format, we performed t -test analyses. The t -test analysis ( Table V ) shows that on the average, the students achieved higher grades with the new course format. Discussion In this study we address the firm's dilemma regarding service improvement. Our focus is service changes involving technology. While most studies deal with customer dis/satisfaction with new or existing services, our study looks into the nature of the changes that the organization initiates to improve the service process. We propose the ICE conceptualization to explain customer satisfaction with the improved service process. The exploratory research, including