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This paper highlights the potential of customer decision support systems (CDSS) to assist students in education-related decision making. Faculty can use these resources to more effectively advise students on various elements of college life, while students can employ them to more actively participate in their own learning and improve their academic...
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... the American Marketing Association's www.marketingpower.com (Figure 7, page 28). These primarily informational resources can provide students with insights into the field of marketing, assist with their course-related learning, support their job searches, and build their connections to "real-world" marketing practitioners. ...
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Citations
... Decision Support Systems (DSS) have been given many definitions [13] and most of them agrees on the fact that such systems are developed to help in the decision processes in terms of identifying and resolving problems [9]. Most of these definitions also share the description of these Systems stating that they are the applications that help in supporting and not replacing decision making [14]. ...
Since the beginning of the expansion of information systems, people have been considering using them for making decisions. Decision Support System (DSS) is a computer technology solution that can be used to support complex decision making and problem solving. In order to produce a high quality education decisions, managers have to be equipped with wide range of relevant information which makes the process of decision making even more complex. In situations like this, use of DSS can be a logical solution. The aim of this research is to investigate the intended use of DSS within academic staff at Universiti Tun Hussein Onn Malaysia by applying Technology Acceptance Model (TAM).In this research were employed structural equations modelling (SEM) approach with SmartPLS software to investigate students' adoption process. Findings indicates that the perceived ease of use, perceived usefulness have a positive impact and substantially associated with intend to use DSS among academic staff at universities. The study concludes that academic staffs at universities in Malaysia have positive perceptions towards DSS and intend to practice it for educational purposes. Also, the study indicates the importance of perceived usefulness and perceived ease of use as core factors which influence on the perception of using DSS to support management decision process.
... Task identity and task significance had no predictive value in explaining institutional commitment. Peters et al. (2005) stated that students do not have the depth of knowledge to be able to make informed choices regarding their curriculum. Thus, more control should lie in the hands of the university. ...
Some higher education management departments have started to implement customer service orientation strategies in their marketing activities in order to solidify value exchange perceptions, differentiate themselves, and improve retention rates. However, if students are to get the most out of their academic experiences, they need to become meaningfully and psychologically involved in their studies. This research study explored the specific job context of students within the higher education environment by testing the structure of the “work of students” by utilizing job design theories. The ensuing conceptual Student Engagement Work Design Model (SEWDM) and the empirical findings provide a roadmap of how the engagement elements of autonomy, feedback, skill variety, task identity, and customer services can be utilized by universities when attempting to predict institutional commitment and personal growth needs. A co-creation approach to management education is definitely more complicated to promote and implement, but it has the larger payback as costs can be lowered through the careful design of the students’ work so it will be motivational—with students helping to create a better educational experience for their peers, the faculty, and the community resulting in more positive word-of-mouth promotions.
... However, students in the learning process are not well placed to exercise an 'informed choice,' because they do not have the necessary information and skills to do so. This is something that develops during a programme of study (McCulloch 2009) and often the role of the lecturer includes providing such information (Peters, Bradbard, and Martin 2005). Maringe (2011) argues that the idea of guaranteeing satisfaction suggests that students and staff need to enter into a contract before the start of instruction. ...
This article draws on a qualitative study of student employment patterns among students who both study and work full-time. In the study, 17 employed bachelor students at state-commissioned study places in three Estonian universities, 12 lecturers from the same universities, and 13 employers supervising those full-time students, were interviewed. While recognising that the role of marketisation in higher education can be explored from a number of vantage points, the aim of this article is to demonstrate how marketisation has caused the change in students' expectations towards universities and encouraged them for full-time employment in Estonia. As the latter is a widely accepted phenomenon and adjustments on the ‘supply’-side are made, the implications of full-time employment on education are discussed. The results reveal three areas in which university education is not corresponding to students' expectations: content of study provided at the university, the study process, and university requirements. In some respects students' point of view was supported by the lecturers' and employers' perspectives. The authors argue that the consumer model and customer orientation in universities has decreased rather than enhanced the quality of education. However, the development in quality can only occur with policy measures and a shared responsibility of participants as universities in the current situation appear to have insufficient power to improve the system independently.
... Higher education institutions have increasingly approached education utilizing a service quality perspective, and the colleges and departments have become excellence providers of information and knowledge to their students via the classroom [14]. One of the guidelines is to support effective decisions regarding the selection, development, deployment, management, and utilization of information technologies in higher education. ...
... The majority of the institutions counsel students with regard to careers, graduate school preparation, financial aid, and even personal issues. In addition, the position of the lecturer becomes particularly important: he/she is responsible for delivering the product and carries the burden of ensuring transactional success [14]. Modern ICT significantly facilitates access to data, information, and knowledge resources, but it also pressures to a possibly overload in the decisional processes. ...
Due to increased competition in higher education environments, the universities adopted modern information and communication technologies (ICT) with the aim of completing quality educational processes. They plan to use more efficiently the collected data, develop tools so that to collect and direct management information, in order to support managerial decision making. The collected data could be utilized to evaluate quality, perform analyses and diagnoses, evaluate dependability to the standards and practices of curricula and syllabi, and suggest alternatives in decision processes. Data mining (DM) and decision support systems (DSS) are well suited technologies to provide decision support in the higher education environments, by generating and presenting relevant information and knowledge towards quality improvement of education processes and management.
... There is, however, a case for arguing that, as far as the learning process is concerned, students are not well placed to exercise 'informed choice', because they do not have the necessary information (and tools to use it) to do so. That information and the necessary tools are something that develops during a programme of study, but at early stages of programmes more control must lie in the hands of the higher education professional, and often the role of the lecturer is extended to include the provision of such information (Peters, Bradbard, and Martin 2005). The whole point of a higher education, and particularly one which uses learning outcomes, is to inculcate in students characteristics such that, by the end of a programme, they have the ability to make informed choices. ...
The dominant metaphor/model used to characterise the relationship of the student to the university, that is, the ‘student as consumer’, is partial and not appropriate to the realities of contemporary higher education. This article suggests that co‐production, a concept drawn from the public administration literature, offers a more appropriate metaphor. In this metaphor, the student, lecturers and others who support the learning process are viewed as being engaged in a cooperative enterprise focused on the production, dissemination and application of knowledge, and on the development of learners rather than merely skilled technicians.
