Influences of the Market on Assessment Graham Garner EDLH 738 Assessment and Accountability in Higher Education Idaho State University Summer 2008

Graham Garner

EDLH 738 Assessment and Accountability in Higher Education

Idaho State University

Summer 2008

Why Do Assessment? To evaluate inputs and outputs To establish goals and expectations To understand the nature of a process To offer affirmation of quality To determine necessary changes shaped by progress and advances

To evaluate inputs and outputs

To establish goals and expectations

To understand the nature of a process

To offer affirmation of quality

To determine necessary changes shaped by progress and advances

Assessment as a Market Force Market Force Reflects the values of producers and consumers Shaped by public and industry values Response to those seeking information to influence choice Minnesota colleges

Reflects the values of producers and consumers

Shaped by public and industry values

Response to those seeking information to influence choice

Minnesota colleges

“Market” Defined The term “market” can mean: the action of dealing in or exposing to sale a place or a sphere groups of people

The term “market” can mean:

the action of dealing in or exposing to sale

a place or a sphere

groups of people

Dimensions of Marketing It has dimensions that are: economic who pays for it? managerial who determines governance? societal public good or private greed?

It has dimensions that are:

economic

who pays for it?

managerial

who determines governance?

societal

public good or private greed?

Higher Education as a Commodity Has been termed as a service Has a value increased earning power for individuals economic engine for society Instructors are commodity-producers Students are consumers

Has been termed as a service

Has a value

increased earning power for individuals

economic engine for society

Instructors are commodity-producers

Students are consumers

Market Forces Performance efficiency (value for money) Needed skills for the labor force “ Education for the market” or “markets for education?” Modularization, self-directed learning Informed purchasers

Performance efficiency (value for money)

Needed skills for the labor force

“ Education for the market” or “markets for education?”

Modularization, self-directed learning

Informed purchasers

Public Involvement In assessment Transparency External evaluation As a market force Prospective employers Donors, contractors and research

In assessment

Transparency

External evaluation

As a market force

Prospective employers

Donors, contractors and research

Students as Consumers Have expectations before and during Disconfirmation: disparity between consumer’s expectations and perceived service performance Word of mouth, needs, experience, external communications, price Consumer performance impacts service

Have expectations before and during

Disconfirmation: disparity between consumer’s expectations and perceived service performance

Word of mouth, needs, experience, external communications, price

Consumer performance impacts service

Employers as Consumers Stakeholder information Accountability for public funds Networking and skills; past experience Reputation: horns and halos Overqualified or overeducated Entry standards and pre-screening

Stakeholder information

Accountability for public funds

Networking and skills; past experience

Reputation: horns and halos

Overqualified or overeducated

Entry standards and pre-screening

Shaping Goals and Missions Goals and Missions As determined by the market Everyone has a right, but not an obligation; opportunity, not accreditation Trust Fiduciary obligations As determined by assessment

As determined by the market

Everyone has a right, but not an obligation; opportunity, not accreditation

Trust

Fiduciary obligations

As determined by assessment

Preservation of Academic Values “ [U]nder pressure from a short-termist market and in order to compete for students, the temptation for universities is to neglect the well-being of their students and concentrate on measuring the financial aspect of their success.” — Paul Gibbs

“ [U]nder pressure from a short-termist market and in order to compete for students, the temptation for universities is to neglect the well-being of their students and concentrate on measuring the financial aspect of their success.” — Paul Gibbs

References Banta, T. W. (2001). Is external encouragement for assessment essential? Assessment Update, 13 (6), 3-11. Basken, P. (2008). Minnesota colleges seek accountability by the dashboard light. The Chronicle of Higher Education. Retrieved June 8, 2008, from http://chronicle.com/daily/2008/06/3423n.htm . Denman, B. D. (2005). What is a university in the 21st century? Higher Education Management and Policy, 17 (2), 1-20. Gibbs, P. (2001). Higher education as a market: a problem or solution? Studies in Higher Education, 26 (1), 85-94. Gist, R. R. (1971). Marketing and society: a conceptual introduction. New York: Holt, Rinehart and Winston. Henkel, M. (1997). Academic values and the university as corporate enterprise. Higher Education Quarterly, 51 (2), 134–143 . Hill, F. M. (1995). Managing service quality in higher education: the role of the student as primary consumer. Quality Assurance in Education, 3 (3), 10–21. Hundley, S. P. (2002). Corporate universities: Collaboration, not competition. Assessment Update, 14 (5), 1-15. Morley, L. & Aynsley, S. (2007). Employers, quality and standards in higher education: Shared values and vocabularies or elitism and inequalities? Higher Education Quarterly, 61 (3), 229–249.

Banta, T. W. (2001). Is external encouragement for assessment essential? Assessment Update, 13 (6), 3-11.

Basken, P. (2008). Minnesota colleges seek accountability by the dashboard light. The Chronicle of Higher Education. Retrieved June 8, 2008, from http://chronicle.com/daily/2008/06/3423n.htm .

Denman, B. D. (2005). What is a university in the 21st century? Higher Education Management and Policy, 17 (2), 1-20.

Gibbs, P. (2001). Higher education as a market: a problem or solution? Studies in Higher Education, 26 (1), 85-94.

Gist, R. R. (1971). Marketing and society: a conceptual introduction. New York: Holt, Rinehart and Winston.

Henkel, M. (1997). Academic values and the university as corporate enterprise. Higher Education Quarterly, 51 (2), 134–143 .

Hill, F. M. (1995). Managing service quality in higher education: the role of the student as primary consumer. Quality Assurance in Education, 3 (3), 10–21.

Hundley, S. P. (2002). Corporate universities: Collaboration, not competition. Assessment Update, 14 (5), 1-15.

Morley, L. & Aynsley, S. (2007). Employers, quality and standards in higher education: Shared values and vocabularies or elitism and inequalities? Higher Education Quarterly, 61 (3), 229–249.