G . J . V A N D E R S T A R

SCHOOL OF COMMERCIAL MANAGEMENT STUDIES

JULY 2008

Bizz Students! Not Customers…

What, Why and How?

Situation AnalysisSociaal Cultureel:

Transformatie van Hoger Economisch Administratief naar Business Education: E-Bizz Competenties i.p.v. boekhouden!40-50% Hoger Opgeleid – geen selectie aan de poort… grote MBO Instroom… etcVan Agrarische en Industriële Economie naar Postindustriële Diensten Economie (90-95% is Dienstverlening)Marketing (Commercieel) transformeert van relatief simpel Functionele Afdeling naar: Kwaliteit Management, HumanResources Management, Suply Chain Management, Marketing Management, Strategisch Management, Financieel Management etc.: alles gericht op het creëren van klant waarde…

Onderwijs:Van Examens Nakijken en Kennis Overdracht naar Assessments , EVC en Training en CoachenNieuw Leren en Rotterdams Onderwijs Model: Van Onderwijs als Product naar Kwalitatief Hoogstaande Dienstverlening

(CoM) Student:Consumentisme vs Onderwijzers wil is wet! Student is Koning Idee…Student wordt, is, voelt zich klant…en heeft geen enkele reden om bezorgd (inspanning leveren…) te zijn…

Personeel:Zelf (over het algemeen) niet getraind in Business Education Services – Gast College CultuurX Generatie mist nieuwe competenties – Y Generatie kent oude competenties niet…X en Y Generatie nu beiden voor de Y (Z) Generation klas (of community?): X Gen sterft uit… - verdwijnt deze GAP?

ObjectivesMet elkaar vanuit Diensten Marketing Management naar een begin van een oplossing zoeken…

StrategyLiteratuur en Hypotheses bij elkaar brengen tot aandachtsgebiedenDiscussie Punten Verzamelen

ControleDiscussie Punten transformeren tot Acties richting verder Expertise Onderzoek…

Agenda

Setting the Scene…Limited Literature ReviewHypothetic Situational AnalysisStrategic Options Discussion“Conclusions…” Actions

Limited Literature Review

Services Marketing ManagementService Encounters: Moments of Truth – No Escape!Servicescape: Physical Evidence of the Service – 7P’sTeachers and other Employees? They are the service, they are the organization, they are the brand and are all marketers! Educate the Educator Paradox…Education is an High Involvement Service requiring inputs from the student to Co-Create the outcome: Co-Creation Training is Required!Research has shown that in education, active participation by students as opposed to passive listening increases learning (the desired service outcome) significantly…Train the Student in Educating Himself Paradox

The Student Customer DebatHR Education Services and ROM

Services Marketing Management

Diensten Marketing Management

Services Marketing Management

IMC?

PhysicalEvidence

?

The Student Customer Debat 1

Ferris (2002) proposed a student-as-junior-partner analogyArmstrong (2003) found that for undergraduate and MBA programs the client model is more useful than the customer of partner model. The partner model is suited for exceptional programs such as PhDHalsleben e.a. (2003) proposes a metaphor based on literature concerning customer labor contributions.

The Student Customer Debat 2

Clayson e.a. (2005) comes to the conclusion that a customer orientation recognizes the students as customer but ignores that multiple stakeholders (parents, alumni, government and business) of higher education.Obermiller e.a. (2005) shows that the faculty generally prefer the product orientation and students prefer the customer orientation

The Student Customer Debat 3

Stodnick e.a. (2008) states that with the rising costs of tuition, newer-generation students are seeing themselves more and more as customers and universities are beginning to adopt customer-centric strategies and missionsOnsman e.a. (2008) mentions that this discussion is about rights, responsibilities and obligations than pedagogic issues

HR Education Services and ROM 1

Position Paper 2007Koers:

“In 2030 wil Rotterdam op het gebied van kennis en innovatie de belangrijkste havenstad van Europa zijn (… )”Hogeschool Rotterdam draagt bij aan die transformatie van werkstad naar kennisstad, en ontwikkelt zich daarbij zelf ook (… )”

Rotterdamse Aanpak:“manier van werken en studeren die omschreven kan worden als innovatief, pragmatisch, gericht op interdisciplinair samenwerken (… )”“de inrichting van het onderwijs tot het Rotterdamse Onderwijsmodel (ROM). Inzet (… ) keuze voor Rotterdam en Rotterdams ook herkenbaar is terug te vinden (…)”

HR Education Services and ROM 2

ROM Universal Pedagogical ModelKennisgestuurd:

Studenten Leggen “fundament van kennis en vaardigheden…”Praktijkgestuurd:

Studenten Leren “vraagstukken uit hun toekomstige beroepspraktijk aanpakken…”

Studentgestuurd: Studenten Staan Centraal “de individuele student centraal: (… ) ontwikkeling wordt intensief begeleid (… ) krijgt (…) ruimte om accenten in eigen programma aan te brengen…”

Int. Hypotheses CoM (Business School?)

☺ ROM Learning Model is IDEAL for Vocational Learning Models☺ ROM might be a useable platform for good Business Education Services☺ CoM has still (some) HES = Business Reputation

(CoM) Students act like Consumers, looking for entertainmentCoM (Teachers) not always produce services requiring involvementCoM produces much low contact (e.g. Sheet: SHIT) Business EducationROM Model not communicated and not understood well at CoMCoM Personnel not Equipped for participating Business EducationCoM Personnel is Sick of ChangeBusiness Model CoM is based on Throughput: Quantity seems to be more important than HES Business Education Quality…

Ext. Hypotheses CoM (Business School?)

Stimulating Student Involvement and Participation improves Education QualityTraining Business Students to become Partners results in Participation and InvolvementY Generation Teachers might understand Involvement better than X Generation TeachersSenior Partner Students (4th Yr Students) may be used as Teachers = Is This Quality Education?Business Partners (Guest Lecturers e.g.) may be better equipped in assessing Practical EducationTeachers/Lecturers may be better equipped in assessing Theoretical Education

Ext. Hypotheses CoM (Business School?)

Common Students like to act as Consumers want EntertainmentSome Students use their Fitness School to Socialize not to train: they do not build their body…Involvement is like intense Working: Students are just like People (e.g. Teachers, Lecturers…): they do not like too much involvement… they do not like to work! (Calvin, 1536)For Vocational Business Education proven Pedagogical Models are not available (other than Harvard Case Method…)

Situational Hypothesis Confrontation

Opportunities Threaths

Good

Qua

lity >

Effici

ent

and E

ffecti

ve Q

uanti

ty

CoM

To be

nefit

from

Good

Busin

ess I

mage

HES

Partn

er Mo

del C

ontra

ct

Busin

ess E

duca

tion

Grow

ing Nu

mber

of Y

Gene

ration

Teac

hers

X Ge

nerat

ion Te

ache

rs

Leav

ing th

e Aren

a

Curre

nt Bu

sines

s Atti

tude

in the

Nethe

rland

s

Slow

movin

g Gov

ernme

ntal

Educ

ation

Cultu

re

Intern

ation

al an

d Nati

onal

Comm

ercial

Comp

etitio

n

Stre

ngth

s CoM HES Reputation still very Good ++ ++ - -- +

ROM Pedagogical Model Useful ++ ++ + - +

Alumni Database + + ++ ++ +

At least 5% Pit-bull Students ++

Wea

knes

ses CoM Students do not expect Business Education + + -- -- --

CoM Teachers not Equipped for Business Education + + - -- --

CoM Personnel Tired of Change + + --

ROM Model is not Understood - --

PITBULL PARTNERS

TRAINING

IMAGE & CULTURE

BUSYNESS

PR & EXPECTATION

Situational Hypothesis Issues

Slow Moving Governmental Culture vs Business Entrepreneurial Image HES

Pitbull Business Students could become PartnersExpectations New Students and Employees not Focused on Business Education: No Participation?

No Training available for Current Students and Employees on developing Business Attitude towards learning and teachingTeaching Personnel is doing the wrong thing… busy with Peda Busyness not with business… busy with change!

Applying Services Marketing Mgnt

Use HES in ROM Promotion:

Business Fitness

Train Personnel in ROM Business

Education

Students are Contract Partners in Business ROM

InvolvementProject / Educat:

1to1 or 8

Non InvolvementExams / E-Sheets:

1to200 or 400

Real Business ROM is like HES: Tough Training!

Train Students in ROM Business

Education

Students and Teachers are both

Learning

Strategies to Quality Business Education

Communicate “CoM uses ROM = HES Education!”HES Education is like real Business: Tough Training!HES as Quality Indicator and Selection CriterionSelection at the Gate: Students and Employees!Distinguish Low and High Involvement Services: Invest in Automation of Low Involvement (Sheet Lecturing) and focus in High Involvement Project Coaching…ROM Business Education as a Platform for Internal and External Marketing: Develop Training in “How to be a good Business Student” and “How to Service (=Train) these Students in Business Education”

Questions / Discussion Points

………………………

Possible Discussion Points

ROM as Pedagogical Model for Business Education requires a new mindset and approach and further researchROM = HES = GIP & Chaos?InSide-Out:

focus on CoM Teachers / Students Groups helping advising the Business World with solving real-life practical problems seeing them as our CoM Customers…

Outside-In:In return the Business World should assess and provide feedback on performance in these practical projects: let the students grow…

Stop Practical Business Simulation as Junior Enterprise: has no meaning as High Involvement Business Education Services Instead invest in Automated Low Involvement Education Services: Robotization… Continuous Assessment on KnowledgeUse ROM sequence – without knowledge you are not seeing Year 2!

Year 1: KnowledgeYear 2: PracticalYear 3: Student

Possible Actions

Study Group – TTI ManagementExpertise / Lectorate – Responsibility (Business?)Onderwijs & Kwaliteit ContactDevelop Trainings – Contract EducationAdvice Curriculum CoM……………