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Abstract
This article considers notions of the market in UK higher education. It is argued that the economic market commoditises higher education as the accreditations earned at higher education institutions. The author suggests that, if this is the consequence of the market, then the notion is inadequate to represent the achievements of higher level learners. In its place the author conceives of a mechanism that is built on higher education being a conversation by respectful and involved colleagues, who seek to develop educational relationships rather than transactional deals between traders.
... By considering my own teaching experiences, the input from lecturers and in connection with the data gathered above, the research has examined whether there could be a distinction between the actual learning focus of the award ( However, this is a very complicated area and considered worthy of further investigation beyond these initial findings. However, a much deeper analysis on this topic alone may be needed as Gibbs (2001) for example questions the principles in the relationship between institutions and lecturers, when the institution pursues its own interest and seeks greater efficiencies by -111 -increasing academic workloads. These internal hierarchical forces on lecturers are then often compounded by external forces that may prevent such a 'desired' approach being implemented. ...
... These desired learning approaches suggested above could also be presented as a preferred future direction sought by lecturers. If institutions were to adopt these contemporary approaches the current "performance efficiency or value for money" approach (Gibbs, 2001 p85) would require some thoughtful re-evaluation. However, if institutions choose not to adopt these approaches, students may consider other options outside of the established educational environment providing private organisations with a foothold. ...
... At the time of the study, three institutions provided residentials both in the UK and abroad. Gibbs (2001) argues as being the distance in thinking between the institution and its lecturers when an institution pursues its own interests and the commodification of education in skills packages to be managed through market principles rather than pedagogical guidance. The effect of such approaches links us back to lecturers delivering modules with little or no experience through the inclusion of multi-accessible modules populated by students from numerous awards throughout the school. ...
Events management education (EME) is an area of education that has seen considerable growth since it first appeared in the UK twenty years ago. This indepth review is centred on the perspective of the four main stakeholders, namely the lecturers, employers, graduates and students (LEGS). Conducted between 2011 and 2016 using mixed methods research, the thesis follows a grounded theory interpretative approach and contributes to the progress and direction of future EME awards.
A central concern of this thesis is to investigate the supposed gaps that exist between education and industry and challenges many of the perspectives that bring into question the quality of EME in the 21st century that have dominated much of the EME debate. It highlights concerns from within the teaching environment that are central to the design and delivery of EME awards. By doing so, this thesis sets up a new research agenda focusing more specifically on issues of real concern to EME and the relationships of those involved in managing the expectations of each of the main stakeholders. This thesis provides value by presenting an account of the challenges facing EME and the experiences of graduates entering the events industry today. It draws together insights from EME literature and fieldwork, industry and academic professionals, students and graduates, and provides a strong basis from which further research can be developed.
... Numerous published guides are consulted by prospective enrollees desiring to maximize their return on investment. Financial necessities have overtaken intellectual forces (Gibbs, 2001), in some estimations transforming academics and scholars into "employees, mere organizational personnel" (Trow, 1996, p. 12). Concerns have long been voiced of downward pressure on academic standards and grade inflation (Bachan, 2017;Milliken and Colohan, 2004), hidden by complex quality assurance schemes, online education justifications and assurance-of-learning manipulations. ...
... Critics of contemporary university education cite the industrialization (Morley, 2003) and commodification (Murphy, 2011), even suggesting a McDonaldization (George, 1993) of mass production consumerism in adult education. America in particular has been associated with a corporate style in its universities, which Europeans would prefer to reject (Gibbs, 2001). ...
... With such a strategy, emerging market providers can create their own pull factors. Meanwhile, in maintaining a sense of American preeminence, US policymakers need to understand the marketization forces that would lower academic standards (Gibbs, 2001;Milliken and Colohan, 2004) and weaken the brand. UK has been observed to have deficiencies in strategic understanding of internationalization because of lack of deep knowledge among academics with little experience in the operation of an international business (Warwick, 2014). ...
Purpose
The purpose of this exploratory study is an examination of some perceptions of US education, as experienced by foreign MBA students.
Design/methodology/approach
A longitudinal field study captured perceptions of a group of 51 international students over a one-year interval. The first anticipatory survey was done in India, and the follow-up was made in the USA at the end of a foreign sojourn semester. Inter-item correlations and t-tests were used to examine variance in student perceptions, highlighted by qualitative elements.
Findings
In general, the students went home, less impressed than they had expected to be in terms of the perceived general quality of the American business education, as well as their abilities to make friends with the local people. Additionally, the observed preparation of the American students for master’s studies was not nearly as high as the foreign students had anticipated.
Research limitations/implications
Results are not generalizable to broad populations, as the sample was small and localized.
Social implications
Emerging markets are successfully luring locals and sojourners based on cost and proximity as they achieve greater legitimacy in their institutional credentials. This could challenge the preeminence of Western higher education, especially in light of concerns arising from marketization and rigor. Meanwhile, developed market institutions need to be strategically mindful of their international guests as a resource rather than a commodity.
Originality/value
Extant internationalization studies tend to focus on administrative viewpoints, whereas this research examines the perspective of international students, which may be indicative of lessening gaps between perceptions of quality of developed and emerging market higher education.
... Higher education institutions are operating in a paradigm of managerialism (White paper, 2003). This asserts that such institutions perceive their students to be customers and hence, the role of academics can be advocated as that of a service provider (Gaan, 2012; Gibbs, 2001). Thus, academic institutions are categorized as a service provider, with customers, means of production and service deliverers. ...
... This presents the need to ensure that negative emotions are controlled and expect their performance at the time whilst executing of duties, thereby ensuring effectiveness towards teaching and learning activities being experienced by the customers (students). Gibbs (2001) noted that academic staff, in higher education, are expected to perform emotional labor in order to achieve the dual outcomes and hence, the generated outcomes are perceived as customer satisfaction, and profits for the institution. Notably, the effect of emotional labor on academic staff can also be extended to teaching effectiveness (Gaan, 2012). ...
Interest in the study of emotions have always been present. Academic jobs are susceptible to multiple demands from various stakeholders. This paper presents the occasion to question whether academics are emotional laborers? The concept of emotional labor have been heavily investigated and researched in the customer service domain. Notably, emotional labor in higher education institutions is a relatively understudied research area. A theoretical framework of emotional labor is presented. It is essential to understand the demands that emotional labor places on academics and its impact on higher education institutions. Subsequently, the paper explores emotional labor among academic staff in higher education institutions, namely, the university system. The consequences and challenges of emotional labor are further evaluated. The paper is a meta-analysis and qualitative in nature. The study uses secondary data and reviews various literature on emotional labor, teaching and higher education institutions, and presents a conceptual paper. It considers the evaluation of academics in higher education institutions as emotional laborers. Literature was further probed to investigate academics as emotional laborers. Subsequently, the consequences and challenges were discussed. The paper further suggests that higher education intuitions need to be cognisant of the demands that emotional labor places on academic staff and the impact on their well-being. It is essential that the quality of work life of academics within higher education are addressed, as such studies are long overdue and under researched. Keywords: emotional labor, emotions, academics, university, teaching, higher education institution. JEL Classification: I23
... The nature of higher education is changing. The drive for greater globalisation, along with the commoditisation of higher education in the UK is pushing Higher Education Institutions (HEIs) to ensure they are meetings the needs of the market in new and innovative ways (Gibbs, 2001). ...
... The requirements of today's graduates seems to be changing; employers and graduates are now more focused on the practical skills required to succeed in the workplace, which arguably requires a 'new type of knowledge' (Hager, 2000;Gibbs, 2001). This is equally recognisable in hospitality and events management (Lawrence and McCabe, 2001). ...
The roots and foundation of Experiential Learning come from the work of Dewey (1938) and Kolb (1984). Both authors emphasise the important role that experience can bring to learning, especially in adult learning. Particular relevance is given to Kolb’s Learning Cycle, which outlines the four stages that need to be considered for effective learning to take place: Concrete experience; Reflection; Abstract conceptualisation; Active experimentation.
Experiential Learning is interpreted in a variety of ways, which can sometimes make it difficult to interpret. Different authors have provided pervasive and wide ranging definitions that cover a huge variety of techniques (Henry, 1989). Many of these represent similar key themes, and so despite the different terminology, it is possible to consider the important aspects that need to be considered. Wurdinger and Carlson (2010) outline five approaches for experiential learning: Active Learning; Problem-based Learning; Project-Based Learning; Service-learning; Place-based Learning. These five approaches will be used as a framework with which to analyse and discuss the different aspects of experiential learning
... One of the major challenges in education is the tension between the business model of education and the pursuit of inspirational higher levels of learning [37]. These two aims are often at loggerheads with one another, with the aim of the business model being aligned with market principles often identifying students as consumers. ...
... Often in conflict with this view is developing learning as a means to contributing to the collective good in contrast to emphasise individual gain. According to Gibbs' view [37], it is crucial to merge our understanding and implementation of the market view of education with the deeper purpose of education. To this end, institutions need to develop a culture of integrity that involves a deep respect for evidence-based and scrupulous practice that transcends the individual need to gain a qualification at any cost. ...
There is strong evidence that dishonesty occurs amongst medical students, and other allied health students and growing evidence that it occurs amongst medical academics. We believe that accidental dishonesty (or not knowing about the rules of regulations governing academic integrity) is a common attribution describing engagement in dishonesty; however, we believe that dishonest action is more often influenced and determined according to circumstance. In this paper, we aim to work through the literature that frames dishonest action with a focus on medical education, research and publication. We argue that the implications for medical education are far reaching and the root causes of many instances of dishonesty need to be more fully understood so that comprehensive, case-by-case ameliorative strategies can be developed.
... Facó (2005) coloca que neste cenário as instituições estão se vendo obrigadas a programar estratégias para evitar a diminuição do seu corpo discente. Identifica-se aí o problema da "commoditização" do ensino, onde se encontram instituições que não apresentam nenhuma vantagem competitiva em seus serviços oferecidos aos alunos (GIBBS, 2001;COBRA e BRAGA, 2004). Para Cobra e Braga (2004), as Instituições de Ensino Superior ainda estão "longe de estar preparadas para uma realidade globalizada e altamente competitiva". ...
A Lealdade no Contexto do Mercado da Educação Superior. Resumo-Com a expansão do ensino superior no Brasil e o aparecimento de um mercado competitivo exacerbado, o fenômeno da evasão discente dentro das instituições universitárias tem alcançado alto nível de preocupação entre os gestores, afetando profundamente seu desempenho e sobrevivência. A ascensão do marketing educacional nas instituições traz a atuação relacional como alternativa de combate deste fenômeno, visando um relacionamento de longo prazo entre organização e seus estudantes. O estudo apresenta as bases teóricas do elemento lealdade, destaque dentro do âmbito empresarial moderno em termos de manutenção do relacionamento com seus clientes, aplicando-o ao ambiente educacional superior. Os antecedentes da lealdade do estudante com a instituição de ensino superior são apresentados e definidos, levando à implicações gerenciais que devem ser postas em práticas nas universidades e faculdades que desejam aumentar seus índices de retenção.
... Nowadays the importance of marketing communications for higher education institutions cannot be overlooked (Maringe et al., 2012). Marketing communications, advertising and promotions became key activities for many higher education institutions due to increased global competition among institutions and the limit on the number of prospective students (Gibbs, 2001). Universities operate in an increasingly uncertain environment, with macro forces moving with increasing speed, complexity and risk (Chapleo et al., 2017). ...
Web technologies and e-marketing provide universities new opportunities to organize more effective interactions with consumers of educational services. The educational portal of the university becomes a single point for the interaction of the university with all categories of interested persons. Modeling of the educational web portal structure based on the analysis of user behaviors, perceptions and preferences become especially relevant. The aim of the study is to analyze the processes of the effective functioning of educational portals of higher education institutions, to model their structure, and to study the possibilities of using them to improve the quality of educational services promotion. A set-theoretical approach and Web Mining technics were used for evaluation of the educational web portal abilities for effective promotion of educational services.
... Neoliberal changes in the field of academia, which business schools are part of, have left the universities and their funders with a dilemma -should they facilitate wisdom or produce utility? (Gibbs, 2001). According to Hay (2008), business schools 'have compromised their true purpose by focusing too much attention on the financial benefits of attending a business school' (p. ...
We are facing a world where business schools have made it their primary aim to enhance student career prospects and/or salaries by teaching business solely from a business perspective. The authors of this article explore international business students’ viewpoints on the purpose of business school teaching and business school graduates. Having operationalized a typology of business school graduates as a student survey, the authors show that students expect a balanced education. As a business school graduate, they see their purpose not only to replace the existing successful managers and increase the effectiveness of organizations but also to be able to ensure humane, ethical and eco-friendly organizations promoting economic and social welfare and justice. In addition, and quite contrary to what many claim in extant literature, students value and identify with intellectual curiosity, critical thinking and introspection which would ultimately pave the way for serving the public interest. We therefore suggest that for a business school to ‘legitimately’ position itself as a university and rightfully provide academic degrees, it should, in addition to providing students with a profit-maximization toolkit, deliver a wider education balancing different (human, moral, environmental, social and so on) perspectives.
... Everyone needs time, a commodity that is being squeezed out of the system by the increasing bureaucratic and financial demands imposed by education policies" (Bradley,1994:13). This seems to be especially the case in Greece, represented by the stance taken by the Rector of the University of Athens (Babiniotis, G, 2005) It appears that a good part of Greek academics would agree with Gibbs (2001) that education policies emanating from the European level, are most unhelpful for the development of a transformative approach to quality as they place emphasis on employability skills rather than critical reflection. ...
... It has been seen, as pointed out by Gibbs (2001), that faculty personnel in higher education institutions must perform emotional labour in order to attain two distinct goals: student pleasure and work stability. It is important to recognize that the impact of faculty members' emotional labour extends beyond the level of education provided to students (Brown, 2011). ...
The research examined the emotional labour and authenticity displayed by academics in Nigerian universities through an opinion review. Over the course of time, scholars and professionals have increasingly recognized the significance of emotional regulation in the workplace and developed a deeper appreciation for its associated advantages. The growth and development of service businesses are contingent upon the proficient administration of emotional labour. The necessity to have a comprehensive understanding of the factors that contribute to the well-being of employees especially the academics is increasing. Given the considerable impact of work on individuals' lives, it is imperative to acquire knowledge on strategies for maintaining and improving overall well-being within the professional setting. It is on this basis the current theoretical paper x-ray opinions underpinned by scholars on issues surrounding emotional labor and authenticity. The paper revealed that employees have the option to utilize three distinct acting mechanisms, namely surface acting, deep acting, and genuine acting to effectively engage in emotional labour. The study also indicated that there was a significant impact of emotional labour on the concept of academic authenticity. The practical implications of the current research therefore, encompass the need for educational institutions' management to consider the incorporation of genuine emotions within the framework of emotional labour as well as the possible advantages of stress management training in understanding and predicting job-related outcomes.
... The higher level of questions is, the higher level of learners' thinking achieve. Therefore, Gibbs (2001) suggested several strategies to support teachers' questioning effectively in thinking classrooms: (1) asking questions that have many possible answers; (2) providing adequate wait time for students to formulate their responses; (3) providing feedback as soon as they answer and keeping the discussion open; (4) calling on all students, but quickly move on another student if one chooses not to answer; (5) using think-aloud so that students can immediately practice their thinking. ...
This study aims to investigate EFL high-school teachers’ practices of strategies for CT instruction in their writing classrooms. The study was designed as a mixed-method one, using a questionnaire, and classroom observation as collecting data instruments. The sample consists of 103 EFL teachers from 21 high schools in Camau province, in the Mekong Delta region for quantitative data; five out of 103 teachers were purposely chosen to be observed to collect qualitative data. The finding of the study revealed that EFL high-school teachers’ practices of CT strategies used in writing classrooms were at a high level but at the lowest rate. At the same time, the results from classroom observation showed that EFL teachers used three more including setting real writing tasks, presentation, and student questioning in addition to the seven CT strategies presented in the research. From the findings, some pedagogical implications and recommendations are promoted in the hope that EFL teachers can effectively employ strategies for teaching CT in writing classrooms. Finally, the study’s limitations and suggestions for further research were also highlighted.
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... Many academics though view marketisation as a threat and reject all forms of it; they want a community of scholars rather than a degree factory (Coaldrake, P. & Stedman, L. 1998). Gibbs (2001) argues that HE is a conversation by respectful and involved colleagues, who develop educational relationships that are not transactional deals; that education is a cultural/social need that belongs outside the market mechanism and is the remit of academics only. Barrett (1996) agrees that true customers have no interest in delayed gratification and education demands sustained, long-term effort so rejects the definition of student as customer. ...
p>This thesis explores the relationship between organisational change theory and the perceptions and reactions of both academics and their senior management to workplace change, within a British post-1992 predominantly teaching university. The objectives are to illustrate the impact of change policy and process on the academic working environment and then compare these perspectives to those of the senior management team who design such change. The goal is to establish how and why these reactions occur and to discover if organisational change theory can provide tools to better embed change and establish best practice as defined by the Higher Education Change Implementation Model (Caswell, 2006).
The study uses an interpretive phenomenological philosophy with an inductive qualitative design using the Casewell model as an advocacy lens. It represents action research in a case study format and utilises seventeen academic and six senior management in-depth interviews.
Findings are mostly contrary to the Caswell model as the university uses a top-down change implementation approach, resulting in academic resistance to unexplained change. Academics respond to their lack of change ownership with re-interpretation strategies and disengagement. The senior management acknowledge academic change concerns but lack a true understanding of how they are generated. Poor communication systems within the university and lack of reward for new behaviour exist. Recommendations include the development of strategies to counter disengagement and encourage academics to participate in the development of change policy, through clearer communication of both the purpose of change and overall corporate goals and providing a public forum, to involve academics in change design and not just implementation.</p
... O mercado educacional privado está sendo forçado a evoluir de um estágio em que se encontravam IESs auto-sustentáveis e sem preocupação com o público consumidor para outro em que há crescente busca pela profissionalização de sua gerência. Facó (2005) afirma que, nesse cenário, as IESs estão sendo obrigadas a programar estratégias para evitar a diminuição de seu corpo discente, o que leva, em muitos casos, a problemas como o da commoditização do ensino (GIBBS, 2001;COBRA;BRAGA, 2004). Cobra e Braga (2004) citam que as IESs estão mal preparadas para a realidade globalizada e competitiva, pois não basta que atuem com políticas de marketing na hora de captar alunos, mas que também priorizem o relacionamento duradouro com os já existentes. ...
With the expansion of the higher education in Brazil, the dropout phenomenon has reached a high-level concern among the university managers. In this study, are presented the theoretical bases of the element loyalty, prominence in the management area, in terms of maintenance of the relationship with the customers, applying it to the higher education environment. The characteristics of the student’s loyalty towards the institutions of higher education (known in Portuguese as IES, Instituições de Ensino Superior) are presented and deined, leading to managerial implications that can be relected in the universities and colleges that aim to increase the students’ retention levels.
... Relationship marketing model is based on relationships. Gibbs [29] pointed out that those involved in higher education "seek to develop educational relationships rather than transactional deals between traders" and claimed that the "economic market commodities higher education on the basis on the accreditation earned at higher education institutions". Arnett et al. [30] carried out a research to establish benefits of relationship marketing and found out those encouraging students to be actively involved in school activities and improving or maintaining a level of university prestige encouraged the formation and development of a university identity, which in turn encouraged students to engage in supportive behaviours in the future. ...
... Hardin (2002) argues that trust is an abstract concept, which is structured by trustworthy behaviors, meaning that credibility has emerged before the individual is trusted, which characterizes the other subject or institution. Gibbs (2001) states that in order to build trust in an institution it is necessary to prove that it is truly worthy of trust. ...
This study attempts to present and analyze the notions, meanings and conceptualizations of trust developed by future teachers. More concretely, we consider the approach of this issue to be important, as the social, economic and political context in Greece is volatile in recent years. Therefore, it is essential to outline how citizens are taking on structural procedures and how they transform that into a level of trust in institutions and especially in education. The study is based on a comparative quantitative research of 710 research subjects, conducted between 2006 and 2016. We attempt to approach the relationship that develops between subject's identity and organizational culture, between the institutions and the public sphere. Trust is a highly desirable but contested concept in organizational culture. However, little is known about how future educators perceive and experience, it, as this could have a significant impact on how students learn about democracy and citizenship and become involved in it. In December 2018, 110 undergraduate students of the Department of Education and Social Work Sciences at the University of Patras, were asked to complete a questionnaire containing 41 questions. The findings will be compared to the results of our previous study, conducted between 2006 and 2016. The research is in progress. The analysis of meanings and conceptualizations of trust amongst future teachers is of twofold significance, as they not only affect the quality of the educational good, but at the same time are important for the political process of democracy and citizenship. This process takes place through social integration and involves the acquisition of the characteristics necessary for the formation of a citizen capable of coping with the conditions of European societies.
... I was surprised by the vivid language and asked myself if these ways of talking were commonplace and how I would respond if I were a student. These conversations assumed that that learning was a commodity to be acquired and learning could be managed through a series of transactions rather than through developing 'educational relationships' (Gibbs, 2001). My own conviction was that education was about much more than customerservice. ...
This study in two English post-1992 universities uses a critical discourse analysis approach to examine the construction of student-staff relationships in an era of marketisation. There is little empirical evidence about how students and staff describe their learning and teaching relationships in a marketised environment, and in a period following such significant policy reforms. This thesis addresses the question of how consumerist discourses might open or close opportunities for learning and seeks to find out if, and how, alternative discourses are being deployed. Qualitative methods were used to gather data in vocational and non-vocational subject disciplines. The research approach was based on semi-structured interviews with staff and students, observations of student-staff interactions and documentary analysis of institutional documents. Student Forum meetings were observed, and they represent important, informal and under-researched spaces where learning and teaching experiences are shared and discussed. The thesis critically analyses different representations of the student in practice and argues from a social-constructionist perspective that there are multiple constructions of the student which may be deployed concurrently. In recognising different ways to be a student this contradicts the homogenised views on which policy and practices are typically built. The study also adds to the scarce literature on the practicalities of doing discourse work and outlines a phased approach, first identifying constructions of the student and then wider discourses. In addition to the consumerist ‘satisfying the customer’ discourse, four additional discourses are identified: ‘students under pressure’; ‘exercising autonomy’; ‘trajectories of student development’; and ‘contractual obligations’. The study questions the idea of seeking one enduring discourse for the student and argues for a new framework for understanding pedagogical relationships. This takes account of the complex and competing spheres in which accounts are formed, including family and community, policy environments, academia, day-to-day learning environments and social and moral environments.
... Por el contrario, la capacidad para adaptarse al contexto es un rasgo definitorio del modelo pragmático, acercando la universidad a la realidad mediante una retroalimentación entre los procesos de aprendizaje y el servicio a la comunidad (Martínez, 2008;Newman, 2008). De este modo, se apuesta por una educación universitaria que está al tanto de los cambios que el contexto neoliberal genera en el mercado laboral y que es capaz de adecuar una formación de carácter profesional que sea útil para los futuros egresados (Caro, Ahedo & Esteban, 2018;Gibbs, 2001;Michavila, 2011). ...
Born as a meeting place for intellectuals and those who aspired to be, the confrontation between the humanist conception of the university, rooted in knowledge, and pragmatic, linked to social demand, has meant that, since its origins, the university has been in constant transformation in order to respond to the needs that social reality has claimed. In a context of global economic crisis, the European university model opted for training aimed primarily at access to the labor market, making the declaration of Bologna and the European Higher Education Area the response of a large group of European countries that are committed to building quality, diversity and competitiveness training. However, the adaptation to the common requirements did not resolve the crisis, the European Commission having to establish supranational objectives (Agenda 2020) that will ensure the increase in the rate of young people with higher degrees. Through the comparative method, the progress and status of the fulfillment of said strategic objective for 2020 at the level of the European Union and the participating countries are analyzed, taking into account the reality of the Spanish state in detail. The results reflect that, considering the 2018 data and the progressive growth achieved, the rate of graduates in the European Union will exceed the value stipulated in the 2020 Agenda, with countries that exceed or match the specific objectives set and others that do not. The data in Spain do not ensure the achievement of the specific objective, it being significant that there is a higher rate of women and universities graduates from northern Spain, together with the community of Madrid. In conclusion, underline the need to consider other aspects besides the rate of graduates in Higher Education if a smart, sustainable and inclusive European economy is to be achieved.
... Rowley [2003] suggests that relationship-building strategies should be applicable to all students and not only those with the tendency to withdraw. Gibbs [2001] stated that those involved in HE should work towards creating educational relationships rather than transactional deals between traders. Arnett et al. [2003], and Binsardi and Ekwulugo [2003] suggested the implementation of RM strategy in the marketing of HE. ...
The purpose of this study is to investigate the role of the RM approach in the experience of international students in business schools within the UK Higher Education Institutions (HEIs). The Relationship Marketing (RM) strategy has gained recognition over the years, especially within the last decade, which can be seen in the Higher Education (HE) sector. The HE sector has in recent times been highly competitive, especially in the global market. Despite this growth in competition, there has been little or no effort in the application of RM strategy by HE Institutions competing in the global marketplace for international students. The growing competition has been driven by the goal HEI’s have to internationalise and attract, recruit and retain the best international students. Higher Education Institutions have become aware of the contributions that international students bring to these institutions. Hence, efforts are geared towards retaining international students. This study considers the role of using RM with international students. The relevant data was collected from face-to-face semi-structured interviews and focus groups, which were conducted with university managers and international students across four universities in the UK. The study identifies several impacts of using RM on international students’ overall experience. It further highlights aspects of the RM approach that are more significant to international students’ experience. The study concluded that the RM approach positively affects international student experience if effectively developed and implemented.
... Universities in other climes now increasingly rely on strong identity to improve their student enrolment figures (Makasi & Govender, 2015;Beneke & Human 2010;Gibbs, 2010;Gibbs, 2001). This implies that Nigerian universities need to develop a unique university personality brand that connects with the personality of the student since students evaluate institutions based on their relationships with other universities (Hemsley-Brown, 2012). ...
Student enrolment is critical to the survival of a university. Nigerian universities are faced with low student enrolment. This study examined the prediction of corporate identity (communication, culture, strategy, and industry identity) on student enrolment. The study adopted cross sectional design. The population comprised 18 public relations officers and 313,391 undergraduates from 18 universities. In-depth interviews and questionnaire guide were used for the qualitative and quantitative phases respectively. Results showed that corporate identity and image significantly predicted student enrolment. The study recommended that Nigerian universities should emphasize on strategic formulation and projection of a distinct corporate identity as academic centres of excellence to attract students and increase their enrolment figures.
... Die Verschiebung der Betrachtungsweise hatte ihren Ursprung in der zunehmenden Aufgabenvielfalt von Hochschulen, der Orientierung am US-amerikanischen Transfermodell und der darauf basierenden Entwicklung des Triple-Helix-Modells (Abramson/Encarnação/Reid et al. 1997;Etzkowitz/Leydesdorff 1995). Die dort skizzierte "entrepreneurial university" (Clark 1998;Gibbs 2001) hat nicht nur die Aufgabe, unternehmerisch im Sinne der Attrahierung exzellenter Wissenschaftler und der Generierung von Lizenzeinnahmen aus dem Transfer universitärer Forschungsergebnisse zu agieren (Etzkowitz/Ranga/Benner et al. 2008), sondern auch den Gedanken des Unternehmertums unter Beschäftigten und Studierenden zu fördern mit dem Ziel, durch Ausgründungen neue Unternehmen zu schaffen (Franzoni/Lissoni 2009). In diesem Zusammenhang spielen akademische Spin-offs, die sich zunächst im Umfeld ihrer Inkubatororganisation ansiedeln, eine wichtige Rolle (Koschatzky/Hemer 2009;Rabe 2007;Stahlecker 2006). ...
Hamm, Rüdiger; Koschatzky, Knut: Kanäle, Determinanten und Hemmnisse des regionalen Transfers aus Hochschulen URN: urn:nbn:de:0156-0938020 CC-Lizenz: BY-ND 3.0 Deutschland S. 24 bis 75 Aus: Postlep, Rolf-Dieter; Blume, Lorenz; Hülz, Martina (Hrsg.) (2020): Hochschulen und ihr Beitrag für eine nachhaltige Regionalentwicklung. Hannover. = Forschungsberichte der ARL 11
... When a university becomes outcome driven and highly commodified, students prioritize ends above means and have little consideration of the content of their course (Gibbs, 2001). Giroux (2002) contends that as universities centralize profit, those subjects that do not produce a profit for universities, such as arts and humanities, will be removed or transferred to online platforms. ...
Research has demonstrated that there is a paucity of qualitative criminological research published in journals. Neoliberal ideology reigns hegemonic in the United Kingdom, promoting competition and quantifiable success. With neoliberal narratives infiltrating the functioning of academia, researchers are required to cater their methodological choices to suit metrics and arbitrary university goals. Consequently, the pressure to publish frequently and in prestigious journals can coerce academics into prioritizing research quantity above quality. As qualitative methodologies often require more time to conduct and inherently convey a more complex ethical process, researchers can favor the quicker, convenient methods to the detriment of quality theoretical research.
... This transformation is more prevalent in countries where tuition-based model exist (DeShield,Kara, and Kaynak,2005). The higher education institutions throughout the world are dealing with multifaceted difficulties (Tilak, 2018), such as their working conditions which include variations in the need of the demand, influential worldwide competition and decline in financial aid (Simões and Soares, 2010; Veloutsou, Lewis and Paton 2004; Gibbs, 2001;Jarvis, 2000;Kallio, 1995). As a consequence of it, higher educational institution attention is gradually centered on gaining high-quality resources and students (Simões and Soares, 2010). ...
As education is quickly moving from the product driven to the market driven, it is vital for the marketers to draw attention and get nearer to their potential clients. Therefore, it is essential for an educational institution to identify the factors that affects the student's choice of higher education institution. Knowledge of those factors is imperative for competing and surviving in this competitive marketplace. Therefore, the objective of the current research is to explore the factors that affect the student's choice of higher educational institution in Indian context. Based on expert interview and literature review, the researcher identified six antecedents (Location, Public Image, Employability of Graduate, Promotions, Fee Structure and Quality of Academic Programs) that affect student's choice of higher educational institution. Data was collected from 454 students who were looking for a higher educational institution in Chandigarh Tricity region, India. Results of the structural equation modeling shows that location, public image, employability of graduates, promotions and academic quality has significant and positive impact on student's choice of higher educational institution in India. However, fee structure of the institute has negative impact on the choice of a student regarding higher educational institution. The implications and limitations of the study is also discussed. The present study examines the various factors that affect the student's choice regarding the selection of a higher educational institution in India context.
... More secondary school leavers hence now enrol into higher education institutions. Second, this education reform indicated the emergence of privation in higher education in Hong Kong as the sector moved from government-dominated public funding of higher education to a self-financing marketization approach (Cheng, 2009;Gibbs, 2001;Mok, 2005). The government invited self-financing institutions to participate in this higher education expansion. ...
Purpose
Understanding the influences in the decision-making process of prospective students when choosing a university is crucial in student recruitment. The purpose of this paper is to investigate the impact of perceived source credibility on attitudes and intentions towards taking advice from significant others (e.g. parents, peers and teachers) on university choice.
Design/methodology/approach
In total, 626 samples from eight government-subsidised secondary schools were collected and tested using the component-based structural equation modelling of partial least squares.
Findings
The findings verified factors of source credibility that determine prospective students’ attitudes towards taking advice from others. Attitudes and subjective norms explained 49 per cent of the variance in intention to take advice from others on university choice. The findings of the present study provide practical marketing insights for enrolment and recruitment managers.
Originality/value
While most studies focus on students’ university choice in the recruitment process, studies on perceived source credibility of significant others in the university choice decision-making process are limited.
... Within this complicated setting and underpinned by the principles of marketisation, it is not unreasonable to suggest that a trend towards practical pragmatism is emerging with regards to how young people and their parents view higher education, particularly in those countries where the cost of university is borne by the students as opposed to the State ( Gibbs 2001;Jibeen and Khan 2015) Indeed, work commissioned by UNESCO over a decade ago found that across the globe, shifting the costs of higher education away from the government is linked to increasing student expectations in terms of social mobility and employment prospects (Johnstone and Marcucci 2007;UNESCO 2019). Whilst students still choose to go to university out of a genuine interest for their subject, other factors such as a desire to pursue a highly paid career and to gain life enhancing skills also come into play (Bharwha 2017). ...
Transition into university can prove to be a challenging time for young people entering engineering education, irrespective of previous educational experience or demographic background. It is such challenges that this article considers. Commencing by looking at the pragmatic issues associated with transition, the question of whether starting university is a time of transformation or trauma for new engineering students is discussed. Following this, a conceptual framework grounded in the authors previous work depicts a tripartite approach to transition, identifying three interlinked phases that new students typically encounter. The conclusion suggests that through the introduction of realistic and socially relevant engineering activities, transition into engineering education is the ideal time to turn opportunity into reality for new students.
... La formación universitaria actual de algunos grados, continua apostando por una formación personal paralela a la formación de carácter profesional (Gibbs, 2001). Muchas de las vocaciones han aparecido gracias a la influencia positiva y animosa de alguien cercano que encarnaba cierto compromiso ético y personal, por lo que creemos imprescindible salvaguardar estos espacios de contacto personal que fomenten el interés profesional y la comunicación entre docentes y estudiantes (Flores y Niklasson, 2014). ...
... Nowadays, it is not easy to deny the influence of globalization and open market policies at different domains in our daily lives, including education (Carnoy, 2014;Stromquist & Monkman, 2014). The drive towards knowledge-based communities, the need to feed workforce with certain "operational competence" (Blackmore, 2002), the industrialized view of education where learners are dealt as "customers" who are supposed to be delivered to not taught (Coffield & Williamson, 1997) and the view of higher education as a "market" (Gibbs, 2001) are all some examples of such an impact of globalization on education. Economy has always been a major drive for humanity development; not only at the level of goods exchange increase between countries and nations, but also at the level of using economy-based concepts, theories and models in other fields of knowledge. ...
Seeking quality in education is a recent trend that has emerged originally from the field of industry in the mid of the twentieth century in order to define, manage and later enhance quality of products and services. The success of quality management in industry and later in the services sector has been viewed as a fostering factor for the gradual adoption of its theorizations and approaches in general education and recently in second/foreign language education. The use of learning- outcome standards, as specifiers of the outputs of the educational process is an approach of quality management that has been increasingly utilized in different contexts in the globe as in Europe with the CEFR standards, in the USA with ACTFL standards and in some Arabian gulf states. In the context of Oman where this case study took place, the use of such learning-outcome standards for English language programme at tertiary level has been recently used as a tool for quality management by Oman Academic Accreditation Authority (OAAA) for quality assurance purposes.
The pedagogical impact of such standard-based language programmes on what teachers need to do in classrooms in order to achieve such learning outcome standards is an area that is found to be under- researched, not only locally in the Omani context but also globally. Little research based on classroom empirical data has been conducted to illuminate the intersection between standards as specifiers of learning outcomes and teachers’ real classroom instructional practices at the enacted version of an outcome-based curriculum. Therefore, this case study, adopting an interpretivist paradigmatic positioning, aims to further investigate the impact relation of OAAA’s learning outcome standards on teachers’ classroom instruction and the factors that foster or hinder such an impact in order to extend our understanding of this new phenomenon of quality management in language education.
To do so, this study was conducted in three phases. The identification of the instructional assumptions implicitly embedded in the learning outcome standards developed by the OAAA was conducted first through the investigation of their external relations with the wider discourse of English language teaching (ELT) in phase one of this study. In phase two, classroom observations with four teachers (four cases) from an Omani tertiary English language institution were conducted to identify how the observed teachers’ real classroom instructional practices intersected with two instructional assumptions of OAAA’s EFP standards. That was conducted through the analysis of selected classroom discourse episodes transcribed from the classroom observations. Later in phase three, the factors that have fostered and hindered such intersection were traced through the use of the thematic analysis of the interviews conducted with the observed teachers and their two course coordinators. Those interviews aimed to give the participants the opportunity to justify the observed classroom instructional practices in order to identify such factors.
Finally, three main findings can be reported out of the three phases of this study. First, the apparent reliance on principles derived from Communicative Language Teaching (CLT) and Strategy- based Instruction (SBI) has been found to be directing the standards development in phase 1. Second, the complexity and variability of the observed teachers’ instructional practices have presented a form of hybrid intersection between the teachers’ classroom instructional practices and the standards’ implicit instructional assumptions. In phase three, teachers- related and institution- related factors have apparently contributed to shape this hybrid intersection.
... The transformation in higher education has also been influenced by intensifying global competition, declining funding and changing demand patterns [4,5,6,7]. As competition increases in the higher education institutions , public and private universities increasingly view students as clients and try to market their institution intensively [8]. ...
Objective: To investigate factors influencing College choice among undergraduate students in the University of Eldoret. Methods: This was a cross-sectional study design. The study site was University of Eldoret with its target population being undergraduate students. Multi-stage sampling technique was employed to select respondents for study from each hostel and final sample size chosen using convenience sampling. Both structured and unstructured questionnaires were used as the main tools for data collection. The researchers interviewed respondents by asking them prompt questions on issues observed when making decisions to join a particular college. Data was analyzed using both qualitative and quantitative methods. To describe factors influencing College decision, factor analysis method was employed. Results: A sample of 200 participants were successfully interviewed. The population comprised of 54% male and 46% female with overall mean age of 22.7 years. A higher proportion of the study participants were singles 181(89.6%) when compared to their counterparts who were married with a proportion of only 21(10.4%). Majority of the study subjects were Christians by religion 195 (96.5%) with only a smaller proportion being Muslims 6 (3%). The principal finding of this study was that parents were particularly influential persons reported to affect the process of college selection. University of Eldoret students value influence of the parent and friends, education quality, job opportunities, reputation of the institution, socialization and campus location and flexibility in the course requirements as important factors in their choice. Conclusions: A range of factors such as influence of the parent and friends, job opportunities, well structured programmes, quality of teaching, socialization and flexibility in the course requirements were identified to influence the choice of college.
... La formación universitaria actual de algunos grados, continua apostando por una formación personal paralela a la formación de carácter profesional (Gibbs, 2001). Muchas de las vocaciones han aparecido gracias a la influencia positiva y animosa de alguien cercano que encarnaba cierto compromiso ético y personal, por lo que creemos imprescindible salvaguardar estos espacios de contacto personal que fomenten el interés profesional y la comunicación entre docentes y estudiantes (Flores y Niklasson, 2014). ...
... It not only includes the place where the university is placed, all those activities performed by the university to ensure the availability of the program to the targeted customers. Availability of the program at the right place, at the right time and in the right quantity is crucial in placement decisions [9], [28]. ...
Education is not only a need of developing nations but of the developed ones also. Realization of its importance, there are several trends emerging in education. Educational Marketing is one of the new emerging trends. Keeping in view the global importance of Educational marketing, this study was design to identify, analyze and compare the higher education marketing strategies of Pakistan and Malaysia. Twenty students were randomly selected from each university and ten private universities of Pakistan and Malaysia each. The data was collected through questionnaire from university students. There were seven keys of educational marketing, i.e. Program, Price, Promotion, Place, People, Process and Physical facilities. It was found that physical facilities and prominence were considered the most important marketing strategies while price and premium were considered as the least important ones. Malaysian Private Universities showed comparatively high mean scores of usage and importance of marketing strategies rather than Pakistani Private Universities. It was observed that new and modern programs, adequate location (place), highly qualified faculty (people), educational expos (promotion) and physical facilities were examples of educational marketing strategies. Recommendations included that the variety of program offered by the universities may be helpful as marketing. The modern and new program attracted the students. Education Expo and Book Fair were the case of promotion of the universities. The suitable and approachable place increased the admission.
... Participants of his research admitted that they avoid expressing stress or frustration, which emphasises the exploitation and emotional labour in HE, since management expects them to control their emotions. This links to the corporate nature of universities since HE educational institutions are economic driven and now work as markets (Gibbs, 2001). One of the most interesting aspects of the same research (Constanti, 2010) was that students consider the performance of emotional labour as one of the qualities of the ideal academic, as they expect them to be enthusiastic, motivated, inspiring, ethical, not to be intimidating or threatening, and show professionalism. ...
This paper reports some of the early findings of an ongoing research project that explores the emotional experiences of Higher Education academics in Cyprus. An interpretive phenomenological approach was adopted investigating the events that influence academics’ emotions together with their outcomes. Thirteen narrative interviews were conducted with male and female academics working in Cyprus. The study findings demonstrate how the workplace itself can give rise to a variety of emotions through emotion-causing events, which are mainly caused from interactions with students, colleagues, managers and the students’ relatives. The paper describes the short and long-term consequences that these interactions have on the academics well-being. It was concluded that the academics’ emotions are cultural products, which are largely dependent on the learned social and cultural rules and context within which they are experienced. The authors also discuss the emotion rules, which influence the academics emotions and expressions in order to display organizationally-desired emotions
... Based upon the pedagogically focused aspects of the RVS model of Engineering Education [1] and following an Action Research approach [2] the Great Expectations Study set out to identify and find solutions to the issues around the 'academic transition' into university for two very different cohorts of students; those who enter university without the required pre-requisite qualifications and are therefore required to enrol upon a pre-undergraduate level 'conversion' programme in general engineering; and students who, having graduated with a Bachelor's in an engineering discipline, enrol upon a one-year fulltime MSc in Engineering Management. Set within a national context whereby responsibility for financing Higher Education in the UK has shifted from being the responsibility of the state to individual students [3] , undergraduate fees are currently set at between $12000 and $18000 per year (with the two different amounts representing UK / EU and overseas students respectively). Graduate fees across the UK are set institutionally and generally range from between $8700 to $18000 for a one year Master's level programme (MBA and MPhil fees can be much higher). ...
... Based upon the pedagogically focused aspects of the RVS model of Engineering Education [1] and following an Action Research approach [2] the Great Expectations Study set out to identify and find solutions to the issues around the 'academic transition' into university for two very different cohorts of students; those who enter university without the required pre-requisite qualifications and are therefore required to enrol upon a pre-undergraduate level 'conversion' programme in general engineering; and students who, having graduated with a Bachelor's in an engineering discipline, enrol upon a one-year fulltime MSc in Engineering Management. Set within a national context whereby responsibility for financing Higher Education in the UK has shifted from being the responsibility of the state to individual students [3] , undergraduate fees are currently set at between $12000 and $18000 per year (with the two different amounts representing UK / EU and overseas students respectively). Graduate fees across the UK are set institutionally and generally range from between $8700 to $18000 for a one year Master's level programme (MBA and MPhil fees can be much higher). ...
In Recent Years, Improving The Scientific And Educational Situation And Being Among The Prestigious Universities Has Been The Goal Of Many University Managers Around The World. Experts Believe That Quality And Competent Faculty Members Are A Key And Important Element To Achieve A World-Class University. Despite The Concern About This Issue Among Experts, Administrators And Educational Leaders, But Until Now, The Competencies Of Faculty Members In The Context Of A World-Class University Have Not Been Presented In The Form Of A Scientific And Codified Model. In Order To Cover This Scientific Gap In The Country, This Research Has Provided A Model Of The Competencies Of Faculty Members Of A World-Class University. This Research Is Practical In Terms Of Its Purpose, And In Terms Of The Method Of Data Collection, It Is A Qualitative Research Of Thematic Analysis Type. The Statistical Population Of The Research Was The Resources Related To The World-Class University And Especially The Competencies Of Faculty Members In The World-Class University. After Reviewing The Sources Extracted From The Databases, 84 Sources Were Selected As A Purposive Sample. To Analyze The Data, The Method Of Coding And Thematic Analysis Was Used, And In Order To Validate The Data, The Method Of King And Harrocks Was Used. After Analyzing The Data, A Total Of 96 Basic Themes And 13 Organizing Themes Under Three Overarching Themes Including: "Scientific, Professional", "Social, Cultural" And "Contextual" Were Identified. The Professional Scientific Theme Has 6 Organizing Themes (Scientific Superiority, Teaching Skills, Professional Development, Scientific Freedom, Excellence In Research, Computer Literacy). The Comprehensive Social And Cultural Theme Also Has 5 Organizing Themes (Human Relations, Leadership, Scientific Extroversion, Global Citizenship And Cultural Intelligence).Also, The Comprehensive Social And Cultural Theme Has Two Organizing Themes (Professional Ethics And Cognitive Characteristics).
Nas últimas décadas, e sob forte influência da Nova Gestão Pública e das exigências crescentes da sociedade, as Instituições de Ensino Superior (IES) têm sofrido um conjunto de alterações significativas no seu modelo de organização e gestão.
Em Portugal o novo modelo de organização e gestão das IES, vertido na lei n.º 62/2007, de 10 de setembro - Regime Jurídico das Instituições de Ensino Superior (RJIES) atribui a responsabilidade da sua governação institucional e estratégica num órgão de governo constituído por membros eleitos da comunidade académica e membros externos cooptados - o Conselho Geral (CG).
A flexibilidade e inovação conferida por este normativo trouxe assim perspetivas diferenciadoras quanto à forma como cada instituição interpretou a adequação da presença e participação dos membros não docentes nos órgãos de governo e gestão.
Tomando como pano de fundo, a governação universitária e a vigência do novo modelo de governação, recorrendo a um estudo de caso, tendo por base a análise a 46 entrevistas em 4 universidades públicas em Portugal com regimes diferenciados, o estudo analisa a participação dos membros não docentes e não investigadores com assento nos Conselhos Gerais.
O estudo baseia-se num quadro concetual estruturado em torno de três dimensões de análise, nomeadamente: representações sobre o ensino superior, governação das instituições e motivações e avaliação da participação.
Os resultados da investigação mostram que uma maioria significativa dos entrevistados reconhece no ensino superior um instrumento de utilidade económica, associado ao progresso, a que se juntam um outro conjunto de perceções baseadas na difusão de externalidades positivas propiciadas pelo ensino superior ao nível do desenvolvimento económico, social e cultural. Não obstante, os entrevistados reconhecem a existência de incongruências no atual sistema, advogando a necessidade de uma clarificação do sistema de ensino superior.
Analisada a partir de três perspetivas, é possível constatar que todos os entrevistados percecionam um quadro de transformações visíveis na governação, independentemente do estatuto jurídico da sua instituição. Numa perspetiva macro, os entrevistados atribuem especial significado ao papel da inclusão do corpo das personalidades externas na governação das IES, sendo, no entanto, evidenciadas limitações intrínsecas próprias deste corpo por contextos vários e, resistências e conservadorismo da academia que obstam a que o seu papel seja mais eficaz. O aprofundamento da autonomia institucional das IES e na opção possibilitada pela adesão ao regime fundacional é tida como positiva. No entanto, limitações na sua operacionalização e outros constrangimentos, conduzem a que uma maioria dos entrevistados ainda que reconheçam grandes virtudes do modelo, mostrem ainda algumas reservas.
Numa perspetiva meso, os dados analisados, remetem-nos para a conclusão que, é percecionado uma apreciação qualitativa favorável sobre o funcionamento dos conselhos gerais das quatro IES, em que o contributo dado pelas boas relações estabelecidas entre o CG e a reitoria e outros órgãos de governo, pautaram-se por um relacionamento positivo de cooperação institucional. Todavia, subsiste a perceção de um conjunto vasto de aspetos que limitam a capacidade do CG.
Numa perspetiva micro os resultados mostram que os membros internos reconhecem a sua perda de representatividade, reclamando, em consequência, pelo seu aumento. Os resultados permitem identificar ainda opiniões que manifestam a possibilidade da composição do CG integrar maioritariamente elementos externos, o que, aparenta constituir uma rutura na forma de governo que tradicionalmente caracterizam as IES.
Por fim, não obstante a análise tenha por base diferentes dinâmicas e contextos variados, os resultados sugerem que uma maioria significativa dos entrevistados avalia positivamente a sua experiência no CG.
This study aims to find out the relationship between the marketing
concept of higher education in light of the technological development of
modern and the concept of foreign students, was introduced conceptual
model, which consists of several variables based on previous studies
globally reliable, this model drop on foreign students, reaching the same
study 300 students, was also tested conceptual model according to the
method of SEM through the program Amos26, as the study found different
results, including, that information technology is working to improve the
quality of higher education through the marketing of this modern concept
and through various means of information technology, which is
demonstrated by the results of Amos26.
Keywords: higher education marketing; foreign students; Information
system; University brand; social media
The content of this Paper focused on studying and identifying the factors that influence the decision to choose an International University, thereby assessing the importance of the factors affecting the student's decision to choose International University. Through the process of qualitative research aimed to both discover and to confirm the factors that influence High Schoolers' decision to choose the International University, along with observational variables to measure these factors. At the same time, the Author designed an appropriate questionnaire for the quantitative research process to collect the necessary information. The Study used a 5-level Likert scale including 6 theoretical scales with 46 observed variables. The collected data was then processed by SPSS 20 with a number of tools including descriptive statistics, verification of reliability of scales through Cronbach's Alpha coefficient, EFA analysis, multiple regression analysis, testing for differences. The research results have achieved the set goals, namely: studying the main factors affecting High Schoolers' decision to choose International University, measuring the level of influence of factors influencing High Schoolers' decision to choose International University, thereby proposing some recommendations drawn from the research results to base the policy making and solutions attract High Schoolers of the university.
Until recently government policy in the UK has encouraged an expansion of higher education to increase participation and with an express aim of creating a more edu cated workforce. This expansion has led to competition between higher education institutions , with students increasingly positioned as consumers and institutions working to improve the extent to which they meet 'consumer demands'. Especially given recent government funding cuts, the most prevalent outlook in higher education today is one of business, forcing institutions to reassess the way they are managed and promoted to ensure maximum efficiency, sales and 'profits'. Students view the opportunity to gain a degree as a right, and a service which they have paid for, demanding a greater choice and a return on their investment. Changes in higher education have been rapid, and there has been little critical research into the implications. This volume brings together internationally comparative academic perspectives, critical accounts and empirical research to explore fully the issues and experiences of education as a commodity, examining: • the international and financial context of marketisation • the new purposes of universities • the implications of university branding and promotion • league tables and student surveys vs. quality of education • the higher education market and distance learning • students as 'active consumers' in the co-creation of value • changing student experiences, demands and focus. With contributions from many of the leading names involved in higher education including Ronald Barnett, Frank Furedi, Lewis Elton, Roger Brown and also Laurie Taylor in his journalistic guise as an academic at the University of Poppleton, this book will be essential reading for many. The Marketisation of Higher Education and the Student as Consumer offers a groundbreaking insight into the effects of government policy on the structure and operation of universities.
The purpose of this review is to identify key research themes in the field of higher education (HE) supply-side marketing through a systematic search of journal article databases of papers published between 2005 and 2019; to report on current issues and themes; and ascertain research gaps in the literature for exploitation in future research. Based on an analysis of 105 papers from the field of HE marketing, five major themes characterizing the research on HE marketing are presented in the paper: the marketization of HE; marketing communications; branding, image and reputation; marketing strategy; and recruitment, alumni and gift-giving. Some thoughts about the nature of the knowledgebase in this field and recommended topics for research conclude the paper.
Демин Павел Владиславович – аспирант факультета социальных наук, Национальный исследовательский университет «Высшая школа экономики».Адрес: 101000, Москва, ул. Мясницкая, 20. E-mail: pdemin.hse@gmail.comВ рецензируемом сборнике обсуждаются современные тенденции маркетизации высшего образования и внедрения брендирования в деятельность университетов. Будучи вынуждены отвечать на вызовы внешней среды, в частности искать дополнительные источники средств в условиях снижения государственного финансирования, университеты все чаще перенимают принципы управления и развития у бизнес-организаций. Авторы сборника придерживаются взгляда на сферу высшего образования как на высоко-конкурентный рынок, на котором вузы соперничают друг с другом таким же образом, как и классические экономические организации. В условиях конкуренции одним из эффективных механизмов привлечения партнеров и студентов для университета становится создание и продвижение собственного бренда. В сборнике на примерах систем высшего образования разных стран (Бельгии, Мозамбика, Гонконга, Чили, Мексики и др.) рассматриваются стратегии, используемые высшими учебными заведениями для создания, продвижения и дифференциации своего бренда. Обсуждается специфика брендирования частных вузов, роль рейтингов в формировании бренда, участие государства в позиционировании национальных университетов на международном рынке высшего образования и актуальные вызовы в сфере создания и продвижения брендов: необходимость развития социального капитала вуза, обеспечение дифференциации от других учебных заведений и преодоление «паразитирования на бренде».
Since the mid-1970s, the higher education system in the UK has massified. Over this period, the government policy drivers for higher education have shifted towards a homogenised rationale, linking higher education to the economic well-being of the country. The massification of higher education has involved a widening of participation from traditional students to new and diverse student cohorts with differing information needs. The increased positioning of students as consumers by higher education means the student choice process has become complex. Drawing on a recently conferred doctorate, this article asks whether the messages sent by institutions about the motivation for undertaking a degree have changed during the recent period of massification of UK higher education. It asks how such changes are reflected, overtly or in coded form, in the institutional pre-entry ‘prospectus’ documents aimed at students. Taking a discourse-historical approach, the work identifies six periods of discourse change between 1976 and 2013, analysing prospectuses from four case-study institutions of different perceived status. The research finds that the materials homogenise gradually over the period and there is a concordant concealment of the differential status, purpose and offer of the institutions, alongside an increase in the functional importance of the coded signalling power of the differential prestige of undergraduate degrees within the UK. This research’s finding that the documents produced by institutions have become increasingly difficult to differentiate highlights equity issues in provision of marketing in terms of widening participation and fair access aims.
For the past six years the Unger International Center for Local Government Leadership in the Maxine Goodman Levin College of Urban Affairs, Cleveland State University, Cleveland, Ohio USA, has been collaborating with the Faculty of Economics, University of Rijeka and USAID’s Local Government Reform Project to advance education and in-service training for local government officials in Croatia. This paper presents an in depth review and analysis of focusing on its successes and challenges and the application of lessons learned to the future of public administration education, training and professional development in Southeast Europe.
Defining markets has never been an easy task. Despite their importance for economic theory and practice, they are hard to pin down as a concept and economists have tended to adopt simplified axiomatic models or rely on piecemeal case studies. This book argues that an extended range of theory, social as well as economic, can provide a better foundation for the portrayal of markets. The book first looks at the definition of markets, their inadequate treatment in orthodox economic theory, and their historical background in the pre-capitalist and capitalist eras. It then assesses various alternatives to orthodox theory, categorised as social/cultural, structural, functional and ethical approaches. Among the alternatives considered are institutionalist accounts, Marxian views, network models, performativity arguments, field theories, Austrian views and ethical notions of fair trade. A key finding of the book is that these diverse approaches, valuable as they are, could present a more effective challenge to orthodoxy if they were less disparate. Possibilities are investigated for a more unified theoretical alternative to orthodoxy. Unlike most studies of markets, this book adopts a fully interdisciplinary viewpoint expressed in accessible, non-technical language. Ideas are brought together from heterodox economics, social theory, critical realism, as well as other social sciences such as sociology, anthropology and geography. Anybody seeking a broad critical survey of the theoretical analysis of markets will find this book useful and it will be of great interest to economists, social scientists, students and policy-makers.
MUDANÇAS GOVERNAMENTAIS NOS PROGRAMAS DE FINANCIAMENTO DO ENSINO SUPERIOR PRIVADO, ASSIM COMO A AMPLIAÇÃO DA OFERTA DE VAGAS NESSAS INSTITUIÇÕES, TÊM GERADO DIFICULDADES PARA SE CONTROLAR A EVASÃO. COM ISSO, ESTUDAR ESTRATÉGIAS DE MARKETING QUE POSSAM MINIMIZAR ESSES IMPACTOS TORNA-SE RELEVANTE. O OBJETIVO DESTE ARTIGO FOI ANALISAR AS RELAÇÕES ENTRE VALOR PERCEBIDO E RETENÇÃO DE ESTUDANTES DO ENSINO SUPERIOR PRIVADO E O PAPEL MEDIADOR DA SATISFAÇÃO PERCEBIDA NESSA RELAÇÃO. POR MEIO DE UMA SURVEY, 314 INDIVÍDUOS PARTICIPARAM DO ESTUDO. OS RESULTADOS INDICAM HAVER RELAÇÃO POSITIVA ENTRE VALOR PERCEBIDO E RETENÇÃO, SENDO A SATISFAÇÃO UM CONSTRUTO QUE MEDIA ESSA RELAÇÃO. É POSSÍVEL PERCEBER QUE A SATISFAÇÃO PODE SER MAIOR QUANDO HÁ MAIS VALOR PERCEBIDO, NO ENTANTO OS EFEITOS DA SATISFAÇÃO SÃO MAIS FORTES PARA RETER O ESTUDANTE. O ESTUDO CONTRIBUI COM A LITERATURA AO REVELAR QUE O VALOR PERCEBIDO É UM CONSTRUTO RELEVANTE PARA RETENÇÃO DE ALUNOS, MAS A CONDIÇÃO DE SATISFEITO TENDE A AUMENTAR A SUA PERMANÊNCIA NA INSTITUIÇÃO.
Effect of Selected Marketing Communication Tools on Student
Enrolment in Private Universities in Kenya
In 2013 this journal published the paper ‘Integrity in Higher Education Marketing: A typology of misleading data-based claims in the university prospectus.’ It argued that UK universities were using data and statistics in a misleading way in their advertising and proposed a nine-part typology to describe such claims. The present paper describes the subsequent responses in national media and academic writing. It then analyses recent developments in the regulation of university marketing in the UK, where the Advertising Standards Authority has publically rebuked universities and issued new guidance. Rulings against six UK universities are analysed and the paper considers the extent to which the new guidance addresses the nine types of misleading claims. The paper goes on to consider how issues such as this come to be addressed by regulators and what incentives will encourage universities to ensure the integrity of their marketing.
One of the traditional arguments for public schooling is that modern technological democratic societies need to replace the particularistic values of the family and the local community with the more universal values of the larger society. In the family or the local community feelings of love or loyalty determine the distribution of material and symbolic resources, in advanced technological societies the ideals of competence and achievement are supposed to determine this distribution (see Dreeben, 1968). This argument held special ideological force during the 19th and much of the 20th century when the United States was undergoing both technological and population changes. Public schools were thought to have an essential role in realizing the ideal of equality of opportunity by providing children from traditional communities with the attitudes and skills that they needed to compete in a modern society. Although the argument clearly overlooked race bias in the school, as well and gender tracking in both the school and the family, the ideals presented have played an important role in liberal educational reform through both conservative and progressive iterations.
The contemporary world is faced with many global problems, such as atmospheric pollution. The handling of these problems involves not only the assembling of established knowledge and technologies but diagnosing, and making due allowance for, powerful subjective influences. These latter involve subjective perceptions of the world around one and—especially—assumptions about values and about priorities among values, ‘values˚s being used in the sense of the driving motives of people's lives to which an element of obligation is attached. There would appear to be an urgent need, therefore, for education systems to include programmes which prepare students for recognising, and learning to think critically about, such subjective perceptions and value questions. To develop such insight, in a form which influences one's active professional judgement, the usual lecture courses are inadequate: the learning must have an experiential and indeed ‘existential˚s basis; it must be ‘felt in the bones˚s. The existential dimension required in the exploration and analysis of value issues will only be secured if students become personally involved in the study of the motivation and morality of human situations, whether in the humanities or elsewhere. Some account is given of various techniques for achieving these ends. A final section discusses the problem of indoctrination as it may arise in this context.
This book, which is intended primarily for students and others interested in the theory and practice of adult education, contains nine essays demonstrating how traditional adult education values that are derived from philosophies of "individualism" also imply a "public" dimension that is referred to as "mutuality" and manifested not only in the liberal idea of "citizenship" education but also in the concepts of "autonomy,""knowledge and truth," and "rationality," and in language and communication. The essays also make the argument that adult education cannot be detached from such ideas as "moral obligation." The titles of the essays are as follows: Some Problems in the Conceptualization of Adult Education for the Purposes of Research and Practice; Deontological Liberalism: The Political Philosophy of Liberal Adult Education; Liberal Education, Rule-Governed Behaviour and Legal Philosophy; From Citizen to Self; The Concept of "Moral Obligation" as an Ethical Foundation of Liberal Adult Education; Limits to the Concept of "Autonomy" as an Adult Education Objective; The Concepts of "Tradition" and "Translation"; Rationality, Meaning and Truth; and "Intention" and the Concept of Self-Directed Learning. The book contains 90 references and an index. (MN)
The way in which teachers interact with learners may be more important than the teaching methods used. With adult learners, there is the possibility of a mutual teaching-learning relationship, which becomes the moral responsibility of both parties to achieve. (SK)
The first part of the paper argues that the formidable problems facing the contemporary world involve intractable questions of values and of priorities among values: ‘values’ being used in the sense of the objects on which people set a value, not at a conscious, explicit level but at the deeper level of the driving purposes or ambitions of their lives. Supporting material is presented from four sources. A Club of Rome Report insists on the need to re‐articulate the values which sustain civilized societies. A historian of Western civilization presents a similar conclusion drawn from other evidence. A survivor of the Nazi holocaust raises questions as to the reality of commitment of Western societies to civilized values. A fourth report points to the significance of the value‐assumptions operating in a clash of cultures.The second part of the paper is concerned with the challenge posed to higher education by the above considerations. It is noted that higher education is dominated by an ‘academic culture’ which focusses on the analytical training of the intelligence in the context of a subject discipline. It is argued that if students are to be prepared for undertaking the above tasks, then teaching needs to be given in a context which evokes a felt personal response from the students. The paper concludes with a sketch of the problems involved in establishing such teaching.
To those who think that an institution must be a function of its history it must seem a considerable anomaly that when universities were first set up in the Middle Ages their main aim, apart from being communities of scholars, was to produce theologians, lawyers and doctors of medicine. For arts and what then had some connection with what we now know as science, as incorporated in the traditional seven liberal arts of grammar, logic and rhetoric, followed by arithmetic, geometry, music and astronomy, were thought of as merely propaedeutic to the study of theology, law and medicine. Those seven liberal arts occupied the student during the course for the B.A., which gave the licence to teach, and some students went no further than that. But the main concern of a university lay in what happened after the B.A., in the attainment of a mastership or in what was in effect the doctorate in one of the three areas which I have mentioned before. Indeed, in some universities, particularly those in the south of Europe, the B.A. was given only scant attention and only lip service was given to the idea of liberal arts.
The paper provides a comprehensive update of the profitability of investment in education at a global scale. The rate of return patterns established in earlier reviews are upheld: namely, that primary education continues to be the number one investment priority in developing countries; the returns decline by the level of schooling and the country's per capita income; investment in women's education is in general more profitable than that for men; returns in the private competitive sector of the economy are higher than among those working in the public sector; and that the public financing of higher education is regressive. The above findings are discussed in the context of controversies in the field, concluding that investment in education continues to be a very attractive investment opportunity in the world today - both from the private and the social point of view.
The Universities We Need
- N Blake
- R Smith
- P Standish
BLAKE, N., SMITH, R. & STANDISH, P. (1998) The Universities We Need, Higher Education after Dearing
(London, Kogan Page).
Illusory freedoms: liberalism, education and the market, Special Issue of the Journal of Philosophy of Education
- R Jonathan
JONATHAN, R. (1997) Illusory freedoms: liberalism, education and the market, Special Issue of the Journal of
Philosophy of Education, 31.
After Progress, Finding the Old Way Forward
- A O'hear
O'HEAR, A. (1999) After Progress, Finding the Old Way Forward (London; Bloomsbury Press).
Liberal Adult Education the end of an era?
- R W K Paterson
PATERSON, R.W.K. (1996) Education and autonomy, in: J. WALLIS (Ed.) Liberal Adult Education the end of an
era? (Nottingham; Continuing Education Press, University of Nottingham).
Development as Freedom (Oxford
- A Sen
SEN, A. (1999) Development as Freedom (Oxford; Oxford University Press).
- C Taylor
TAYLOR, C. (1997) The Ethics of Authenticity (London;
Reclaiming Education
- J Tooley
TOOLEY, J. (2000) Reclaiming Education (London, Cassell).