Value Proposition canvas- Customer needs and pains
Students! Not Customers
1. Bizz Students! Not Customers…
G.J. VAN DER STAR
SCHOOL OF COMMERCIAL
MANAGEMENT STUDIES
JULY 2008
2. What, Why and How?
Situation Analysis
Sociaal 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… etc
Van Agrarische en Industriële Economie naar Postindustriële Diensten Economie (90-95% is Dienstverlening)
Marketing (Commercieel) transformeert van relatief simpel Functionele Afdeling naar: Kwaliteit Management, Human
Resources 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 Coachen
Nieuw 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 Cultuur
X 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?
Objectives
Met elkaar vanuit Diensten Marketing Management naar een begin van een oplossing zoeken…
Strategy
Literatuur en Hypotheses bij elkaar brengen tot aandachtsgebieden
Discussie Punten Verzamelen
Controle
Discussie Punten transformeren tot Acties richting verder Expertise Onderzoek…
3. Agenda
Setting the Scene…
Limited Literature Review
Hypothetic Situational Analysis
Strategic Options Discussion
“Conclusions…”
Actions
4. Limited Literature Review
Services Marketing Management
Service Encounters: Moments of Truth – No Escape!
Servicescape: Physical Evidence of the Service – 7P’s
Teachers 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 Debat
HR Education Services and ROM
8. The Student Customer Debat 1
Ferris (2002) proposed a student-as-junior-
partner analogy
Armstrong (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
PhD
Halsleben e.a. (2003) proposes a metaphor based on
literature concerning customer labor
contributions.
9. 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
10. 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 missions
Onsman e.a. (2008) mentions that this discussion is
about rights, responsibilities and obligations
than pedagogic issues
11. HR Education Services and ROM 1
Position Paper 2007
Koers:
“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 (…)”
12. HR Education Services and ROM 2
ROM Universal Pedagogical Model
Kennisgestuurd:
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…”
13. 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 entertainment
CoM (Teachers) not always produce services requiring involvement
CoM produces much low contact (e.g. Sheet: SHIT) Business Education
ROM Model not communicated and not understood well at CoM
CoM Personnel not Equipped for participating Business Education
CoM Personnel is Sick of Change
Business Model CoM is based on Throughput: Quantity seems to be
more important than HES Business Education Quality…
14. Ext. Hypotheses CoM (Business School?)
Stimulating Student Involvement and
Participation improves Education Quality
Training Business Students to become
Partners results in Participation and Involvement
Y Generation Teachers might understand
Involvement better than X Generation Teachers
Senior 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 Education
Teachers/Lecturers may be better equipped in
assessing Theoretical Education
15. Ext. Hypotheses CoM (Business School?)
Common Students like to act as Consumers want
Entertainment
Some 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…)
16. Situational Hypothesis Confrontation
Opportunities Threaths
Slow moving Governmental
CoM To benefit from Good
International and National
Current Business Attitude
Commercial Competition
Good Quality > Efficient
Partner Model Contract
X Generation Teachers
and Effective Quantity
Growing Number of Y
Generation Teachers
Business Image HES
Business Education
in the Netherlands
Leaving the Arena
Education Culture
CoM HES Reputation still very Good ++ ++ - -- +
Strengths
IMAGE & CULTURE
ROM Pedagogical Model Useful ++ ++ + - +
Alumni Database + + ++ ++ +
PITBULL PARTNERS
At least 5% Pit-bull Students ++
CoM Students do not expect Business Education + + -- -- --
Weaknesses
PR & EXPECTATION TRAINING
CoM Teachers not Equipped for Business Education + + - -- --
CoM Personnel Tired of Change + + --
BUSYNESS
ROM Model is not Understood - --
17. Situational Hypothesis Issues
Slow Moving Governmental Culture vs Business
Entrepreneurial Image HES
Pitbull Business Students could become Partners
Expectations 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 teaching
Teaching Personnel is doing the wrong thing… busy with
Peda Busyness not with business… busy with change!
18. Applying Services Marketing Mgnt
Real Business Use HES in ROM
ROM is like HES: Promotion:
Tough Training! Business Fitness
Students are Train Students in
Contract Partners ROM Business
in Business ROM Education
Students and Train Personnel in
Teachers are both ROM Business
Learning Education
Involvement Non Involvement
Project / Educat: Exams / E-Sheets:
1to1 or 8 1to200 or 400
19. 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 Criterion
Selection 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”
21. Possible Discussion Points
ROM as Pedagogical Model for Business Education requires a new
mindset and approach and further research
ROM = 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 Knowledge
Use ROM sequence – without knowledge you are not seeing Year 2!
Year 1: Knowledge
Year 2: Practical
Year 3: Student
22. Possible Actions
Study Group – TTI Management
Expertise / Lectorate – Responsibility (Business?)
Onderwijs & Kwaliteit Contact
Develop Trainings – Contract Education
Advice Curriculum CoM
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