The use of a business model in institutions of higher education Essay Example

in many schools. This is particularly troubling given that most Americans between the ages of 18-22 spend over six hours each day in school, making it an important formative experience that cannot be disregarded (Traib, 114-123).

It is more prevalent in the realm of higher education.

Furthermore, if colleges adopt business models to increase enrollment or to vie for top students, it can significantly affect society. This can lead to the creation of an entitlement culture and increased focus on gratification, replacing purpose, as illustrated by the implementation of luxurious hostels, appealing cafeterias, and inflated grades.

The primary goal of college or university education was to remove young individuals from their usual environments and aid them in becoming independent, efficient, and prosperous members of society. However, replicating or surpassing students' pre-adult lifestyles raises questions about the actual knowledge they are acquiring. Parents often prioritize their children's welfare and may overindulge them. It is uncertain what the term "adult" means in this specific circumstance.

Although 18-year-olds are given some rights and privileges, there is a lack of clarity about what constitutes adulthood in many societies. The trend of extending childhood into one's twenties has become widely accepted. College administrations are frustrated by parents who anxiously monitor their young adult children as they leave for school.

Higher quality materials and better service delivery are demanded by parents or guardians for their children, leading to an increase in expenditure.

Despite the lack of evidence that it improves education, institutions still implement these practices. They follow a business model where they prioritize meeting the needs of fee-paying parents, similar to for-profit companies.

This way, institutions strive to avoid disappointing their customers and also take advantage of the perceived effectiveness of this approach in colleges.

The utilization of the business model in community colleges is evident in the disagreement regarding faculty governance. Under the business model, faculty is regarded as a commodity utilized to obtain flexibility and outcome-focused education. As a result, administrators prioritize achieving business goals, which undermines shared governance with faculty.

To address the issues arising from the implementation of business models in higher education institutions, several specialists have highlighted the significance of labor union campaigns at both state and local levels. It is essential to promote continuing education to raise awareness among the public and policymakers about the risks associated with embracing such models. Gouillart (14-20) suggests that academic staff should spearhead the initiative within their respective institutions and professional departments. Hence, collaboration with college history, peers, and professional associations is crucial in promoting the true essence of education and liberal arts.

It is crucial for individuals to cease their unregulated desires for the unknown and instead give thought to the educational framework.

To combat dislocation, colleges should help students understand that their opinions and ideas may hold less weight and that instant gratification on demand is not common. This can be achieved by reminding students that they are not the center of the world, but only of their own world.

Higher education should provide students with not only skills and qualifications, but also the opportunity to gain knowledge in literature, mathematics, and ethics. This will help them develop into responsible and respectful adults.

In

summary, the world is currently facing a worldwide economic crisis.

Reference:

1. Gouillart, F. The day the music died: Journal of Business Strategy, 16(3), 14-20, 1995.
2. Liedtka, J. M.  Relating strategic thinking with strategic planning: Strategy & leadership, 26,     30-36, 1998.
3. The Cornerstones Report, CSU. www.calstate.edu/cornerstones/reports/cornerstones_report Traib, J.
4. Drive-thru U: Higher education for individual who mean business. New York, 114-123,          1997.
5. Wall, S. J.  The evolution (not the death) of strategy. Organizational Dynamics, 24         - 2, p. 6, 1995.