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Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
Influences of the Market on Assessment
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Influences of the Market on Assessment

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Describes the impact of market influences on assessment in higher education. Examines how higher education can navigate the demands of both the market and assessment, and describes the relationship …

Describes the impact of market influences on assessment in higher education. Examines how higher education can navigate the demands of both the market and assessment, and describes the relationship between market forces and assessment influences.

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  • 1. Influences of the Market on Assessment <ul><li>Graham Garner </li></ul><ul><li>EDLH 738 Assessment and Accountability in Higher Education </li></ul><ul><li>Idaho State University </li></ul><ul><li>Summer 2008 </li></ul>
  • 2. Why Do Assessment? <ul><li>To evaluate inputs and outputs </li></ul><ul><li>To establish goals and expectations </li></ul><ul><li>To understand the nature of a process </li></ul><ul><li>To offer affirmation of quality </li></ul><ul><li>To determine necessary changes shaped by progress and advances </li></ul>
  • 3. Assessment as a Market Force Market Force <ul><li>Reflects the values of producers and consumers </li></ul><ul><li>Shaped by public and industry values </li></ul><ul><li>Response to those seeking information to influence choice </li></ul><ul><ul><li>Minnesota colleges </li></ul></ul>
  • 4. “Market” Defined <ul><li>The term “market” can mean: </li></ul><ul><ul><li>the action of dealing in or exposing to sale </li></ul></ul><ul><ul><li>a place or a sphere </li></ul></ul><ul><ul><li>groups of people </li></ul></ul>
  • 5. Dimensions of Marketing <ul><li>It has dimensions that are: </li></ul><ul><ul><li>economic </li></ul></ul><ul><ul><ul><li>who pays for it? </li></ul></ul></ul><ul><ul><li>managerial </li></ul></ul><ul><ul><ul><li>who determines governance? </li></ul></ul></ul><ul><ul><li>societal </li></ul></ul><ul><ul><ul><li>public good or private greed? </li></ul></ul></ul>
  • 6. Higher Education as a Commodity <ul><li>Has been termed as a service </li></ul><ul><li>Has a value </li></ul><ul><ul><li>increased earning power for individuals </li></ul></ul><ul><ul><li>economic engine for society </li></ul></ul><ul><li>Instructors are commodity-producers </li></ul><ul><li>Students are consumers </li></ul>
  • 7. Market Forces <ul><li>Performance efficiency (value for money) </li></ul><ul><li>Needed skills for the labor force </li></ul><ul><li>“ Education for the market” or “markets for education?” </li></ul><ul><li>Modularization, self-directed learning </li></ul><ul><li>Informed purchasers </li></ul>
  • 8. Public Involvement <ul><li>In assessment </li></ul><ul><ul><li>Transparency </li></ul></ul><ul><ul><li>External evaluation </li></ul></ul><ul><li>As a market force </li></ul><ul><ul><li>Prospective employers </li></ul></ul><ul><ul><li>Donors, contractors and research </li></ul></ul>
  • 9. Students as Consumers <ul><li>Have expectations before and during </li></ul><ul><ul><li>Disconfirmation: disparity between consumer’s expectations and perceived service performance </li></ul></ul><ul><li>Word of mouth, needs, experience, external communications, price </li></ul><ul><li>Consumer performance impacts service </li></ul>
  • 10. Employers as Consumers <ul><li>Stakeholder information </li></ul><ul><li>Accountability for public funds </li></ul><ul><li>Networking and skills; past experience </li></ul><ul><li>Reputation: horns and halos </li></ul><ul><li>Overqualified or overeducated </li></ul><ul><li>Entry standards and pre-screening </li></ul>
  • 11. Shaping Goals and Missions Goals and Missions <ul><li>As determined by the market </li></ul><ul><ul><li>Everyone has a right, but not an obligation; opportunity, not accreditation </li></ul></ul><ul><ul><li>Trust </li></ul></ul><ul><ul><li>Fiduciary obligations </li></ul></ul><ul><li>As determined by assessment </li></ul>
  • 12. Preservation of Academic Values <ul><li>“ [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 </li></ul>
  • 13. References <ul><li>Banta, T. W. (2001). Is external encouragement for assessment essential? Assessment Update, 13 (6), 3-11. </li></ul><ul><li>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 . </li></ul><ul><li>Denman, B. D. (2005). What is a university in the 21st century? Higher Education Management and Policy, 17 (2), 1-20. </li></ul><ul><li>Gibbs, P. (2001). Higher education as a market: a problem or solution? Studies in Higher Education, 26 (1), 85-94. </li></ul><ul><li>Gist, R. R. (1971). Marketing and society: a conceptual introduction. New York: Holt, Rinehart and Winston. </li></ul><ul><li>Henkel, M. (1997). Academic values and the university as corporate enterprise. Higher Education Quarterly, 51 (2), 134–143 . </li></ul><ul><li>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. </li></ul><ul><li>Hundley, S. P. (2002). Corporate universities: Collaboration, not competition. Assessment Update, 14 (5), 1-15. </li></ul><ul><li>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. </li></ul>

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