Ibrahim Gardner
The relationship between universities and students has been a topic of debate for many years. With the rising costs of tuition, students are increasingly viewed as customers who are purchasing an education product from universities. This perspective has led to discussions about the role of universities in providing value to their students and preparing them for the future workplace. While some argue that treating students as customers can lead to a diluted education, others believe that universities should adapt to meet the needs of their students and provide them with the skills and knowledge sought by employers. This evolving dynamic between universities and students raises questions about the true nature of their relationship and the potential impact on the quality of higher education.
| Characteristics | Values |
|---|---|
| Students as customers | Students are considered customers as they pay for services, products, and experiences that are packaged and delivered to them. |
| Students as products | From a marketing standpoint, students can be viewed as products as education is a value-adding process that transforms students into valuable employees. |
| Student involvement | Students should be actively involved in improving the quality of their courses and modules. |
| Student expectations | Students have high expectations due to the high cost of tuition. |
| Student evaluations | Student evaluations of professors have been commonplace for 35 years and have given students a greater role in campus decision-making. |
| University as a business | Colleges and universities are businesses, and higher education is an important industry. |
| Financial aid | Many universities do not provide financial aid to master's students and rely on their tuition fees for revenue. |
| Diversity, equity, and inclusion | Institutions should reconsider their offerings to provide for students from underprivileged backgrounds or first-generation immigrant families. |
| University rankings | University success may be measured by ranking, admission figures, student accolades, graduate employability, and alumni engagement. |
| Faculty views | Faculty members may be resistant to treating students as customers as it requires them to devote time and effort to areas beyond research. |
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What You'll Learn
Students as customers
The concept of "students as customers" is a highly debated topic, with varying perspectives among educators, institutions, and observers. While some argue that students are customers of universities, others believe that this analogy simplifies a complex relationship and overlooks the unique nature of education.
The "Student as Customer" Perspective
Proponents of the "student as customer" view argue that students are paying for a service, and as such, they should be treated as customers. This perspective has gained traction, particularly in business schools, where the practice of treating education as a product is prevalent. With the rising cost of tuition, students and their families expect a return on their investment, which can manifest in enhanced career prospects, improved skills, or other tangible benefits. This expectation aligns with the traditional customer-business relationship, where customers anticipate value and quality from the products or services they purchase.
Universities as Businesses
The "student as customer" paradigm also stems from the recognition that universities operate in a competitive market, vying for students and resources. In this context, universities resemble businesses, and students become their customers. Institutions invest in marketing and advertising campaigns to promote their brand and attract prospective students, mirroring a commercial approach. This perspective acknowledges the financial realities of higher education, where universities must generate revenue to sustain their operations.
Students as Stakeholders
Some educators advocate for involving students as stakeholders in the educational process. This perspective encourages active student participation in enhancing the quality of their courses and modules. It empowers students to provide feedback, contribute to decision-making, and collaborate with faculty to ensure their educational needs are met. While this approach values student input, it also underscores the shared responsibility between the institution and the student in the learning journey.
Criticisms and Limitations
Critics of the "student as customer" analogy argue that it reduces education to a mere transaction, neglecting its intrinsic value. They contend that education is a process, a service, or even a transformative experience, rather than a product that can be bought and sold. Additionally, the customer-provider relationship implies that the customer is always right, which may not align with the academic rigour and standards universities strive to uphold. There is also a concern that treating students as customers could lead to diminished educational outcomes, as institutions might prioritise student satisfaction over academic excellence.
Balancing Act
The relationship between students and universities is complex and multifaceted. While recognising students' financial investments and expectations, universities must also maintain academic integrity and uphold the intrinsic value of education. This balance requires open communication, transparency around tuition fees, and a shared commitment to educational excellence. Ultimately, the "student as customer" debate underscores the evolving dynamics of higher education and the ongoing quest to define the roles and responsibilities of both students and institutions in this dynamic landscape.
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Students as products
The concept of "students as customers" is a highly debated topic, with some arguing that it is more appropriate to view students as products of universities. From a marketing standpoint, education can be seen as a value-adding process, similar to transforming raw materials into high-value finished products. Parents send their children to university with the hope that they will gain valuable knowledge and skills for future careers.
Universities market their programs by highlighting the student experience, faculty interactions, opportunities available, and courses offered. This marketing approach targets prospective students as customers, and the product is the overall educational package. However, students are not typical customers; they invest significant time and effort to gain value from their education.
The "student as customer" philosophy has been criticised for creating an underworked and overindulged group, potentially impacting their future performance. Additionally, faculty members may be reluctant to embrace this concept as it requires them to devote time and effort to areas beyond their primary research interests.
Alternatively, some argue that students are not merely customers or products but stakeholders in the educational process. This perspective recognises that students actively contribute to their educational outcomes and should be involved in improving course quality. Universities must communicate with students about tuition fees, employment expectations, and the value of their degrees.
Ultimately, the debate highlights the complex nature of higher education, which involves a relationship of exchange and value creation. While students may be considered products in terms of the value added by universities, they are also active participants in their educational journey, shaping their experiences and future prospects.
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The student experience
From a marketing standpoint, students can be viewed as both customers and products. As customers, students are purchasing an education and all the associated experiences and opportunities that come with attending a university. As products, students are the outcome of the educational process, having been equipped with valuable knowledge and skills that will make them attractive to future employers. This perspective aligns with the primary aim of universities, which is to prepare students for the future workplace by providing them with the necessary skills and knowledge.
However, the student experience is about more than just the academic side of university life. It also includes the social and personal growth that occurs during this formative period. Universities have a responsibility to support students in navigating this transition and providing them with the resources they need to succeed. This includes recognising the diverse backgrounds and experiences of their student body and ensuring that their offerings are accessible and relevant to all.
The debate around the student experience is complex and multifaceted. While some argue for a more retail-based approach to higher education, others caution against treating education as a simple transaction. It is essential to strike a balance between meeting the needs and expectations of students and maintaining the academic integrity of the institution. Ultimately, the student experience should be about partnership and communication, with universities working alongside students to create a valuable and meaningful educational journey.
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Student expectations
Students' expectations from universities have evolved over the years, and this evolution has been accelerated by the rising costs of higher education. Students are increasingly expected to be treated as customers, with the corresponding expectations of receiving a valuable product in exchange for their money. This perspective has been enhanced by the marketing and advertising efforts of universities, which contribute to the sense of an educational marketplace.
However, this view is not without its critics, who argue that treating students as customers or products fails to acknowledge the unique nature of education as a service, and not just a product. From this perspective, students are actors in the process of delivering an education, and universities must recognise students' backgrounds and previous educational experiences to manage their expectations effectively.
The rising costs of higher education have also led to increased scrutiny of what students are receiving in return. Students are increasingly conscious of the value proposition of their education, especially when they are paying for non-academic "extras". This scrutiny has been heightened by the impact of COVID-19, which has exposed underlying weaknesses in the business models of some universities.
Students today expect universities to provide them with the skills and knowledge required for the future workplace. They seek an education that will enhance their employability and add value to their competencies in the eyes of employers. This expectation has led universities to continuously adapt their programmes to meet the changing demands of the job market.
In conclusion, student expectations revolve around receiving a valuable education that justifies the financial investment and equips them with the necessary skills for their future careers. Universities, therefore, need to balance the expectations of students as customers with the understanding that education is a service that requires their active participation to be effective.
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Student involvement
The concept of students as customers or products of universities is a highly debated topic. While some argue that students are customers who pay for a service or product, others view them as products of the university's educational process. This perspective holds that students are transformed by the university, acquiring valuable knowledge and skills that enhance their employability.
Students as customers implies a transactional relationship where they pay for a service or product. In this context, student involvement takes on a consumerist tone, with students expecting to 'get something out of' their education. The more they invest, the higher their expectations become. This can lead to demands for better facilities, more engaging faculty, and even influence over strategic initiatives.
However, the student-as-customer philosophy has its critics. Some argue that it creates an overindulged and underworked student body, potentially impacting their future performance. There are also concerns that treating students as customers may detract from the university's educational mission, requiring faculty to devote time and effort to non-academic areas.
Viewing students as products of the university shifts the focus to the transformation that occurs during their educational journey. In this context, student involvement becomes a collaborative process of knowledge acquisition and skill development. Students actively engage with the university's offerings, shaping their educational outcomes.
Universities play a pivotal role in facilitating this transformation by providing the necessary resources, faculty expertise, and opportunities. However, students are not passive recipients; they contribute significantly to their educational outcomes through their participation, effort, and commitment to learning.
Balancing Act
The student-as-product perspective underscores the importance of student involvement and active participation in their educational journey. Universities must involve students as stakeholders, ensuring they have the information and resources to make informed choices. This includes transparency around tuition fees, course offerings, and graduate employment prospects.
By recognising students as both customers and products, universities can strike a balance between meeting student expectations and delivering a transformative education. This approach acknowledges the financial investment students make and the subsequent expectation of quality education, while also emphasising the intrinsic value of the educational process and its long-term benefits.
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Frequently asked questions
Students are not merely customers of universities. While they do pay for the services and experiences provided by the university, they are also active participants in the process of education, contributing significantly to its outcomes.
The "student as customer" philosophy has resulted in an underworked and overindulged group of future leaders. It has also led to grade inflation, the abandonment of Friday classes, and the provision of country club-like facilities. Faculty members dislike this concept as it requires them to devote time and effort to areas beyond research that they are not interested in and are not traditionally rewarded for.
Instead of treating students as customers, universities should view them as products. In marketing terminology, education is a value-adding process that transforms students into high-value finished products with valuable knowledge and skills for future careers. This perspective ensures that universities are equipping students with the right skills and knowledge for the future workplace.
