Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

Judson, Kimberly M.; Taylor, Steven A.

doi:10.5539/hes.v4n1p51

Cited by 97 publications

(68 citation statements)

References 79 publications

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“…This review suggests that psychological/hedonistic forms of happiness appear most closely related to the short-term orientations often associated with value delivery within today's typical marketization practices. However, the QOL literature appears to instead largely advocate an emphasis on long-term prudential and perfectionist forms of happiness consistent with the eudaimonic perspective advocated by Judson and Taylor (2014). Second, the emerging SDL perspective of marketing vis-à-vis the marketing of higher education is summarized suggesting that eudaimonic forms of happiness/satisfaction appear more appropriate than hedonistic measures as measures of long-term value co-creation as associated with emerging marketing theory and practice.…”

Section: Eudaimonic Forms Of Stakeholder Satisfaction In Higher Educamentioning

confidence: 99%

“…This article specifically evaluates Judson and Taylor (2014)'s normative call for framing marketing performance as eudaimonic forms of happiness and stakeholder satisfaction within the context of higher education. We evaluate their call through the lenses of the emerging (1) stakeholder marketing literature (Bhattacharya 2010), (2) Service Dominant Logic (SDL, Vargo and Lusch 2004) theory of marketing, as well as (3) Sirgy's (2012b) argument that public policy should be informed and guided, at least in part, by happiness research-in particular, the emerging quality of life (QOL) literature.…”

Section: Eudaimonic Forms Of Stakeholder Satisfaction In Higher Educamentioning

confidence: 99%

“…Thus, satisfaction is arguably typically seen as an affectively-related motivator of human behavior related to the goal-relevant consumption of higher education. Judson and Taylor (2014) observe that satisfaction-as-pleasure underlies many of the stakeholder evaluations commonly used today (e.g., student, employer, etc.). These evaluations are then increasingly being used to assess faculty and organizational performance in higher education.…”

Section: Satisfactionmentioning

confidence: 99%

“…As noted above, given that the consumer satisfaction response has a significant affective component, Oliver notes that terms like happy and pleased are frequently used to tap satisfaction feelings (Note 1). Judson and Taylor (2014) assert that today's typical stakeholder evaluations include perceptual (short-term, goal-related) measures of pleasure in the consumption of higher education delivery. Oliver (2012) argues that satisfaction-as-pleasure is a form of reinforcement satisfaction that reflects the difference between positive reinforcement (i.e., inducing or increasing a pleasurable state) and negative reinforcement (reducing or eliminating an unpleasant state).…”

Section: Satisfactionmentioning

confidence: 99%

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The Nature of Stakeholder Satisfaction with Marketing Education

Taylor¹,

Judson²

2014

HES

Self Cite

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The current article represents a cautionary tale in continuing emerging marketization practices as the dominant form of marketing with higher education. Specifically, a review of three important emerging literature streams (i.e., quality-of-life, service-dominant logic, and stakeholder orientation) all appear to support calls for moving beyond typical (short-term, hedonistic) measures of consumer satisfaction associated with the delivery of higher education toward satisfaction judgments based on higher-order forms of happiness (i.e., prudential and perfectionist forms of happiness such as eudaimonia). This conclusion suggests that the nature of long-term value co-creation associated with higher education should focus on quality of life and well-being. Critical to the success of moving marketing strategy of institutions of higher education in the direction asserted herein will be embracing a primary strategic marketing objective of convincing stakeholders to value long-term, eudaimonic forms of happiness and satisfaction over the current psychological, short-term, hedonistic satisfaction forms assessing today's marketization practices. A series of propositions are offered to help guide marketers in embracing this perspective.

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Section: Eudaimonic Forms Of Stakeholder Satisfaction In Higher Educamentioning

confidence: 99%

Section: Eudaimonic Forms Of Stakeholder Satisfaction In Higher Educamentioning

confidence: 99%

Section: Satisfactionmentioning

confidence: 99%

Section: Satisfactionmentioning

confidence: 99%

See 2 more Smart Citations

The Nature of Stakeholder Satisfaction with Marketing Education

Taylor¹,

Judson²

2014

HES

Self Cite

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“…These sentiments continue to be echoed by contemporary HE scholars (Etzel & Nagy, 2016;Judson & Taylor, 2014). Inspired by Volkwein's (2011) vital observation regarding the primacy of student learning outcomes in defining IE, a search of the relevant literature for what might constitute such outcomes revealed four key themes.…”

Section: Student Educational Outcomesmentioning

confidence: 99%

Developing a measure for student perspectives on institutional effectiveness in higher education

Ayuk

Jacobs²

2018

SA j. ind. psychol.

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Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

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The Place of University Social Responsibility in the Marketisation of Higher Education

Makki

El-Kassar

2021

The Marketisation of Higher Education

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Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

Cited by 97 publications

References 79 publications

The Nature of Stakeholder Satisfaction with Marketing Education

The Nature of Stakeholder Satisfaction with Marketing Education

Developing a measure for student perspectives on institutional effectiveness in higher education

The Place of University Social Responsibility in the Marketisation of Higher Education

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