The Customer-Driven Approach in Business Education: A Possible Danger?

Driscoll, Cathy; Wicks, David

doi:10.1080/08832329809601663

Cited by 62 publications

(67 citation statements)

References 20 publications

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“…A number of authors have expressed concern over the application of marketing principles to higher education (Driscoll and Wicks, 1998;Schwartzman, 1995). At the root of this concern is the fear of a power shift towards the student, as encapsulated in the adage that the "customer is always right" (Scott, 1999).…”

Section: Resultsmentioning

confidence: 99%

Students as “co‐producers” of education: a proposed model of student socialisation and participation at tertiary institutions

Kotzé

Plessis

2003

Quality Assurance in Education

100

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Through their participation in an array of learning activities, students "co-produce" their education. At the same time, they also contribute directly to their own satisfaction, quality and value perceptions. How can students be encouraged to fulfil their coproduction roles more effectively? Services marketing researchers have long acknowledged the important participatory role of service customers and have also tested models of the antecedents and consequences of customer socialisation and participation in a range of service settings. Presents a new conceptual model of student socialisation and participation to be tested in the context of higher education.

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Section: Resultsmentioning

confidence: 99%

Students as “co‐producers” of education: a proposed model of student socialisation and participation at tertiary institutions

Kotzé

Plessis

2003

Quality Assurance in Education

100

View full text Add to dashboard Cite

show abstract

“…In the long run, for-profit institutions may challenge traditional universities' dominance in some program areas. Driscoll and Wicks (1998) found that some universities are using aggressive marketing strategies. The most popular strategy is the market in approach.…”

Section: Business Concepts Applied To Distance Higher Educationmentioning

confidence: 99%

“…Industry's driving forces are pushing traditional higher education institutions to opt for a more customer-focused strategy (Driscoll & Wicks, 1998) where students dictate what type of learning they want. This type of strategy presents both benefits and threats.…”

Section: Delimitation Of the Studymentioning

confidence: 99%

“…E-business is likely to influence distance education (Oblinger, 2001). Common business terms like demand, supply, customer centricity, marketing strategies, marketing mix, supply chain are becoming common terms in the body of literature of distance higher education (Driscoll & Wicks, 1998;Oblinger, 2001;Kirp, 2003;Yudof, 2002).…”

Section: Business Concepts Applied To Distance Higher Educationmentioning

confidence: 99%

“…Among the benefits are high student retention rate and process reduction in the education cycle time (Oblinger, 2001). Potential threats are: commercialization of education and overall poor quality (Harvey, 1996;Driscoll & Wicks, 1998).…”

Section: Delimitation Of the Studymentioning

confidence: 99%

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Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia.

MacKenzie

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The present study has a three pronged purpose: one, describe how the faculty support policy construct developed by the Southern Regional Education Board (SREB)exists at four Virtual Colleges and Universities Consortia (VCU). Two, describe how VCUs degree of centralization and emphasis on business practices influences the faculty support policy construct of their respective sampled institutions. Three, search for patterns in policy characteristics across the same four VCUs accounting for their degree of centralization and emphasis on business practices.The study is among the first in-depth qualitative studies to apply SREB's faculty support policy construct to representative VCUs of the Epper and Gam taxonomy, delve into specific details of the faculty support policy construct proposed by SREB, and search for policy patterns among representative VCUs selected for the study. The study v provides much needed insight that is currently missing from the literature and that should assist university leaders, policy makers, and faculty in the administration of day-to-day activities at Virtual Colleges and Universities Consortia or academic collaborations.The study design is a multiple-case study. The design facilitated obtaining better insight, description, and discovery of how the faculty support policy construct exists today at the selected VCUs, how the construct influences the operation of each VCU, and if patterns exist in faculty support characteristics among the four institutions. The design encouraged a high level and comprehensive understanding of the phenomenon under study, distance learning policy, and the development of general theoretical statements.Data gathering techniques were semi-structured phone interviews and document analysis.Study findings revealed that the SREB faculty support policy construct exists at the four sample institutions with very distinct levels of intensity. Findings also revealed that sampled VCUs degree of centralization and business practice influence some faculty support policies implemented at the sampled higher education institutions. Lastly, findings reveal that patterns exist across higher education institutions in tem1S of faculty support policies. While some patterns diverge from the Epper and Gam taxonomy most pattems are just expected and consistent across higher education institutions.VI

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A model of student learning outcomes of information literacy instruction in a business school

Serenko

Detlor

Julien

et al. 2012

Acta Anaesthesiol Scand

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This study presents and tests a research model of the outcomes of information literacy instruction (ILI) given to undergraduate business students. This model is based on expectation disconfirmation theory and insights garnered from a recent qualitative investigation of student learning outcomes from ILI given at three business schools. The model was tested through a web survey administered to 372 students. The model represents psychological, behavioral, and benefit outcomes as second-order molecular constructs. Results from a partial least squares (PLS) analysis reveal that expectation disconfirmation influences perceived quality and student satisfaction. These in turn affect student psychological outcomes. Further, psychological outcomes influence student behaviors, which in turn affect benefit outcomes. Based on the study's findings, several recommendations are made.

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The Customer-Driven Approach in Business Education: A Possible Danger?

Cited by 62 publications

References 20 publications

Students as “co‐producers” of education: a proposed model of student socialisation and participation at tertiary institutions

Students as “co‐producers” of education: a proposed model of student socialisation and participation at tertiary institutions

Distance education policy : a study of the SREB faculty support policy construct at four virtual college and university consortia.

A model of student learning outcomes of information literacy instruction in a business school

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