![\"Photograph](\"/readers/do-we-have-to-provide-educational-services-when-we-teach/media/img-fd7155ee3f616f1b.png\")
Dominik Lukeš
University of East Anglia, School of Education and Lifelong Learning
![\"Photograph](\"/readers/do-we-have-to-provide-educational-services-when-we-teach/media/img-60bca931665b355a.png\")
" }, { "id": "section-4", "title": "… and this …", "level": 2, "headingHtml": "Slide 4", "html": "“Does it matter whether the academy thinks of itself as a business? Yes, it matters. How we in higher education perceive of ourselves conditions our behavior.” … “Continuing claims by the mainstream higher education community that \"education is not a business\" and is not susceptible to market forces will increasingly be viewed as a Luddite fantasy.” … “If higher education is to lead its own renewal, it must think about its people, its property, and its productivity in business terms.”
Milton Greenberg, 2004, EDUCAUSE Review
" }, { "id": "section-5", "title": "… and this …", "level": 2, "headingHtml": "Slide 5", "html": "“If we look at higher education purely as a business venture, and not as laudable social enrichment, one would easily say that we should eliminate funding in certain areas. But public higher education is not a business, it is not run like a department store, nor should it be. Those who make decisions on such funding should understand that.
But also, there is a clear responsibility that those who operate and provide the services within the system must recognize that today's higher education marketplace is much different. The consumer, meaning the student, has far more flexibility to travel beyond the borders of one state for a quality higher education. And unfortunately, in many cases they are doing that. We need to be more competitive, and at the same time understand our mission and responsibility to the general public. It takes two to complete this dance.”
Robert A. Weygand, Chronicle of Higher Education, 2002
" }, { "id": "section-6", "title": "… and also this!", "level": 2, "headingHtml": "Slide 6", "html": "“In a private school, education is a business where parents directly pay the school to have their educated according to certain standards. On the other hand, in public schools the parents do not directly pay for to have their children educated and often do not any say-so concerning the quality of education. Both private and public education should be considered businesses, where the parents get their money's worth in the education of their children.
… it is important that the school treat the parents as customers and respond to their desires instead of regarding them as meddlers. Even public schools must be run as businesses that try to satisfy their customers and make sure children get a good education.”
Ron Kurtus, School for Champions, 2003
" }, { "id": "section-7", "title": "Education is business", "level": 2, "headingHtml": "Slide 7", "html": "“Longtime readers of this site know that education is a business, with billions in transactions that involve vendors, management companies, consultants, and universities. Pretending that it's not -- that \"public education\" is entirely public and that there's a bright line between it and the private sector except for vouchers or charters -- doesn't do anyone any good in the long run. It just means you don't know what's really going on, for better or worse.”
Alexander Russo, 2007, http://blogs.edweek.org
| Business | Education |
|---|---|
| Product | Knowledge, certificate |
| Customers | Parents, students |
| Profit | Tuition / Social change |
| Production / management processes | Teaching |
| Sales | Hiring consultants |
| Competition | School vouchers, paying attention to parents |
| Innovation | Using computers in schools |
" }, { "id": "section-10", "title": "More about domains: Frames", "level": 2, "headingHtml": "Slide 10", "html": "“University is a business and it gets students as part of its business and anything that makes it look better is a business purpose.”
(about 2002 US federal court ruling in Madey v. Duke on use of patented technology in teaching, NPR programme on intellectual property)
Online processing
Principles of blending
The controversy can only be resolved if we look at metaphor through multiple perspectives. It is not simply enough to assert that metaphors are psychologically real. It is also important to investigate their reality in social interaction and the construction of text.
" }, { "id": "section-15", "title": "Cognitive nature of metaphor", "level": 2, "headingHtml": "Slide 15", "html": "![\"Google](\"/readers/do-we-have-to-provide-educational-services-when-we-teach/media/img-df8b9c13a0b06b5e.png\")
Kenneth Baker introducing Education bill in 1987: “We must give consumers of education a central part in decision-making. That means freeing schools and colleges to deliver the standards that parents and employers want. It means encouraging the consumer to expect and demand that all educational bodies do the best job possible. In a word, it means choice.”
Conservative reforms of 80s and 90s \"sought deliberately to introduce market relations into educational services at all levels” … “The 'LEA monopolies' of schooling were eroded by the introduction of the grant-maintained sector.” (Bridges and Husbands 1996)
" }, { "id": "section-22", "title": "Marketplace domain I", "level": 2, "headingHtml": "Slide 22", "html": "“From a business perspective, the education system presents an alarming picture. It is one in which too little is expected of too many, results are sacrificed to bureaucratic convenience, and professionalism--particularly teacher professionalism--is discouraged. The system is not just failing a large number of students--those who drop out or fail to make satisfactory academic progress; it is failing dedicated teachers as well.” … “Today's high-tech firm is lean: It has stripped away middle management. It is decentralized, relying on the know-how and professionalism of workers close to the problem. It is innovative in the deployment of personnel, no longer relying on limiting job classifications. It spends heavily on employee education and training. It invests heavily in research.Successful firms have discarded the archaic, outmoded, and thoroughly discredited practices that are still in place in most of our large school districts. Those districts are organized like a factory of the late 19th century: top-down, command-control management, a system designed to stifle creativity and independent judgment.” 1988 Education Week
" }, { "id": "section-24", "title": "Marketplace domain II", "level": 2, "headingHtml": "Slide 24", "html": "“The most important aspect of using the market model to improve education is the incentives that come with competition. The only hope of changing a rigid, dysfunctional system is by empowering its customers to make choices that penalize dismal performers. The mind-set that \"public education is a social commitment that transcends individual interest and corporate gain\" enshrines the system at the expense of its intended beneficiaries. Instead, we have to think about the \"education of the public,\" which is crucial in a democratic republic. And we have to develop mechanisms that enable consumers to use our tax dollars in the schools that best educate the individual child.“It is only through the market mechanism of choice that we can get away from the stultifying and inherently unjust method of assigning children to schools according to their ZIP codes.” Education Week 2002
" }, { "id": "section-26", "title": "Marketplace domain III", "level": 2, "headingHtml": "Slide 26", "html": "“Public education is a social commitment that transcends individual interest and corporate gain. It is highly probable that schools designed to meet this responsibility are inherently unprofitable. This does not mean the commitment should be abandoned. It means that, as a human service, education is grounded in a belief in human dignity that transcends the values and behaviors associated with markets. It means public education cannot be squeezed to fit the market model and still meet the needs of a just society.” Education Week, 2002
" }, { "id": "section-28", "title": "Marketplace domain IV", "level": 2, "headingHtml": "Slide 28", "html": "