Improving Society by Improving Education through Service-Dominant Logic: Reframing the Role of Students in Higher Education
Abstract
:1. Introduction
2. The Marketized University and the Student-as-Customer Metaphor
3. Controversies of the Student-as-Customer Metaphor
4. HE through the SDL Lens: Value Co-Creation
5. SDL and Participants as Co-Creators
6. Conclusions and Implications
- (i)
- For university managers to adopt an SDL perspective: HE institutions need to change their focus from value-in-exchange to value-in-use. In the former, the student’s degree has ‘value’ in terms of competences to be exchanged in the professional marketplace; in the latter, the focus of value is not only on the student’s experience, but also in their character development, professional future, and lifelong self-learning capacity. University managers should ask and provide answers to questions such as: How a degree can deliver lifelong learning skills? How long will it take graduates to find a job that pays for their educational investment? What is the impact of the alumni network on new generations? How may technology be integrated into the learning process? That is, how different actors may integrate their resources to enhance the co-creation experience.
- (ii)
- For education professionals, the marketization of and the student-as-consumer metaphor in HE bring into question the application of traditional management practices for the education sector, since they do not capture the unique characteristics and complexity of HE. This article proposes SDL as a framework to rethink the application of conventional marketing concepts such as customers, commercial transactions, or market orientation when applied to specific social sectors such as education.
7. Limitations and Further Research
Author Contributions
Funding
Conflicts of Interest
References
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Process | Internal Customers | External Customers |
---|---|---|
Teaching |
|
|
Learning |
|
|
Research |
|
|
Key Component | SDL | When Applied to HE |
---|---|---|
Value driver | Value-in-use or value-in-context | A shift from to ‘obtain a degree’ to managing the value generated by the applied use of knowledge and skills in a specific context (e.g., job, community) over the lifetime of the degree holder |
Creator of value | Firm, network, partners, and customers | HE conceived as a service system where many actors interact with each other to co-create value. Actors include teachers, students, faculty staff, the research community, and society at large. |
Process of value creation | Firms propose value through market offerings, and customers continue the value-creation process through use | A shift from teachers as service providers to teachers as value facilitators; from students as customers to students as co-creators. Teachers facilitate value (e.g., a case study) and students use it as an input for value co-creation. |
Purpose of value | Increase adaptability, survivability, and system wellbeing through service (applied knowledge and skills) of others | Managing the learning experience to develop a student’s employability skills and competences to be used in a specific context. |
Measurement of value | The adaptability and survivability of the beneficiary system | The main role of universities is to manage the bundle of resources provided by all the actors involved to achieve a successful student learning experience, by preparing them for lifelong learning, in order to achieve economic growth and societal wellbeing for society at large. |
Resources used | Primarily operant resources, sometimes transferred by embedding them in operand resources–goods | Education is conceived as a bundle of resources, both operand (e.g., books, technology, presentation materials, etc.) and operant (teaching methods, experience, communication capabilities, etc.) |
Role of firms | Propose and co-create value | Teachers as value facilitators |
Role of customers | Co-create value through the integration of firm-provided resources with other private and public resources | Students become active collaborators in the co-creation of their own knowledge |
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Díaz-Méndez, M.; Paredes, M.R.; Saren, M. Improving Society by Improving Education through Service-Dominant Logic: Reframing the Role of Students in Higher Education. Sustainability 2019, 11, 5292. https://doi.org/10.3390/su11195292
Díaz-Méndez M, Paredes MR, Saren M. Improving Society by Improving Education through Service-Dominant Logic: Reframing the Role of Students in Higher Education. Sustainability. 2019; 11(19):5292. https://doi.org/10.3390/su11195292
Chicago/Turabian StyleDíaz-Méndez, Montserrat, Mario R. Paredes, and Michael Saren. 2019. "Improving Society by Improving Education through Service-Dominant Logic: Reframing the Role of Students in Higher Education" Sustainability 11, no. 19: 5292. https://doi.org/10.3390/su11195292