Sales-organizing university research and teaching in the age of technological disruption

With the intensified pace of globalization and increasing customer expectations, the higher education sector, like other economy sectors, faces increasing competition in terms of serving customers better. Service has been recognized as an effective tool for a competitive advantage. Thus, there is always a need for a more effective way of improving service, specifically in higher education. For this, a strategic and service-oriented marketing construct that is empirically operationalized and tested is deemed necessary. However, this measure of customer-perceived market orientation for service has yet to be developed for academic and practical purposes. This paper presents the scale development for a service-driven market orientation (SERVMO) in higher education using data from Malaysian institutions of higher learning. The perceptions of senior students were analyzed and the results show that the proposed multi-dimensional construct consists of six components, namely customer orientation, competitor orientation, inter-functional orientation, performance orientation, long-term orientation, and employee orientation. This construct is closely correlated with service quality, customer satisfaction and customer loyalty. Some key implications and future research are also discussed.

Internalizing entrepreneurial awareness at a university is important to ensure the sustainability of supporting entrepreneurial activities and effective resource management. Managers, academics and administrative staff should address entrepreneurship as a strategic goal so that the environmental conditions of entrepreneurship encouragement and support can be created to upgrade to the fourth generation university model, which is the entrepreneur-innovative research university model. Thus, the question should be “What will be the strategic entrepreneurial orientation in terms of effective resource management in higher education?” It is important to look for answers to questions, such as “What are the strategic approaches that directly affect effective resource management and university conditions?”, “What is expected from university administrations?”, and “How can the efforts of university administrations be evaluated?” An alternative model was developed by Koyuncuoğlu and Tekin (2019) to evaluate the extent to which university administrations internalize entrepreneurship and how much its entrepreneurial culture has been embraced in the academic and administrative organization, educational programs, and administrative processes. This study aims to review the studies on strategic entrepreneurial orientation in higher education and to reveal the existing knowledge about the dimensions of entrepreneurship and strategic entrepreneurial orientation. Therefore, the strategic entrepreneurial orientation model developed by Koyuncuoğlu and Tekin (2019) is discussed, the models in the literature are compared, and some suggestions are made for researchers and universities.

PurposeThe purpose of this paper is to encourage the development of a research stream on the market orientation concept in higher education. Specifically, the author explains why this concept has emerged as a potentially relevant strategy to manage higher educational institutions. The paper raises the main problems surrounding the use of market orientation in higher education, and thereby, suggests an extensive research agenda which is expected to improve the importation of marketing concepts in higher education.Design/methodology/approachThis paper is based on an extensive critical literature review on market orientation, and a document analysis to grasp the major changes that have affected higher education institutions' context since the middle of the 1980s. A bulk of research agenda is proposed and summarised in a table. The different topics are rooted in the link the author has attempted to put between marketing theory and higher educational context.FindingsResearch on market orientation in higher education still has many rooms to explore. These are: competition, quality issues, the impact of budget cuts on marketing implementation and market orientation operationalisation, etc.Originality/valueWhile the market orientation strategy has been widely studied in commercial sector, its use in public and non‐profit sector such as higher education is still unsatisfactory. The paper: points on the limits of conceptual transpositions; discusses why market orientation is important to face the new context of higher education; and raises a number of research directions that have tremendous promises in the endeavour to build richer theories of marketing management, and to address significant problems of marketing practice in higher education.

This paper aims at developing a set of items attempting to operationalize the stakeholder orientation for higher education institutions. Stakeholder orientation is viewed as a more relevant framework for understanding and managing the external pressures exerted on universities. We hence break off with the market orientation framework which has been suggested in previous literature. The paper is based on a literature review on stakeholder orientation and market orientation. Its main outcome is that we add to the scattered literature on stakeholders in higher education, what can be seen as a departing point for the adoption of stakeholder orientation in higher education. The originality of my contribution stands through three points: (1) while a few authors have used the market orientation framework to study changes in higher education, this paper relies on the stakeholder theory to show that stakeholder orientation is more relevant for this sector because it encompasses the market orientation dimensions, and fits to the peculiarities of the above sector. (2) Based on an extensive literature review, the paper makes first paces in suggesting items for the dimensions of stakeholder orientation in higher education. (3) Going beyond competition, I find “collaboration” as an important dimension which was missing in previous strategic analysis of the higher education sector.   Key words: Higher education, stakeholder orientation, collaboration, competition, responsiveness, inter-functional coordination.

This research revolves around the challenges faced by students in aligning their career orientation with demands and changes, as many traditional jobs are threatened by AI technology. The aim of this study is to identify trends in the transformation of students' career orientation in the era of Artificial Intelligence (AI), map the career challenges for students in the AI era, analyze the skills and competencies required, and assess the role of educational institutions in supporting this career transformation. The research method applied in this study is a systematic literature review. The initial stages involve collecting literature sources from scholarly databases and proceeding with a screening process to select literature relevant to the research focus. Finally, in-depth analysis of selected literature is conducted to identify patterns, trends, and key points related to the research topic. The results of the study describe that the development of AI technology has a significant impact on students' career orientation in higher education. Furthermore, students also face career challenges such as competition with technology, uncertainty about future employment, and skills gaps. To address these challenges, students need to develop technical AI skills, ethical AI understanding, problem-solving abilities, and continuous learning skills to succeed in the AI job market. On the other hand, higher education institutions should play a proactive role in addressing these challenges by developing relevant curricula, organizing training sessions, collaborating with industries, and enhancing AI learning facilities. Further research is suggested to focus on the implementation of these strategies in the specific context of higher education institutions and evaluate their impact on student career preparedness in the evolving AI era.

This paper suggests that the service mindset of academia needs attention to ensure that the potential of university–industry linkages for creating value is used strategically in building advantage in the increasingly competitive market for international higher education. Universities should clearly articulate the value of the higher education–employability interface in the context of growing competition for international students. The paper studies university–industry linkages by deconstructing the relationship with a focus on university–industry service interactions in international higher education service delivery and use and by analysing the relationship elements and dynamics that affect the market for international student recruitment, placements and employability. The relationship marketing paradigm is applied to explain that, by adopting a market-driven, customer-oriented mindset, universities could build strategic relationships with industry, communicate their international higher education services to industry better and more forcefully and develop competitive advantage in attracting and retaining international students.

Queer Quantitative Query:Sexual Orientation in Higher Education Surveys Jason C. Garvey (bio) The dearth of quantitative research on sexual orientation in higher education is highly problematic yet not entirely surprising, particularly considering the historical exclusion of sexual orientation in national higher education data sets (Garvey, 2014). The lack of inclusive quantitative research on lesbian, gay, bisexual, and queer (LGBQ) students perpetuates hetero-normative and dominant methodological assumptions, which has great impact on policy and practice (re)formation. To promote inclusivity in quantitative research about LGBQ students, scholars must first understand how sexual orientat ion data are collected in higher education survey research (Garvey, 2014; Rankin & Garvey, 2015). There is one research question that guides this study: How is sexual orientation demographic information operationalized and collected in prevalent higher education quantitative surveys? The intended audience is survey developers, both researchers and assessment practitioners, who occupy a critical position for influencing sexual orientation survey data, which has lasting consequences for data analyses. [End Page 495] Because of the widespread use of the term sexual orientation within surveys, I chose to maintain this term within my manuscript, although I also advocate for more inclusive and dynamic terms in surveys (e.g., sexuality, sexual identity, sexual behavior, sexual attraction). Although there is a necessary entanglement of sexual orientation with gender identity, gender expression, and biological sex, I chose to foreground sexual orientation to recognize its distinct and separate context in survey data. For a critical examination the operationalization and collection of gender and sex data in higher education surveys, see Garvey, Hart, Metcalfe, and Fellabaum-Toston (in press). METHOD The purpose of this study was to examine how demographic information on sexual orientation is operationalized and collected in widely used quantitative surveys in higher education. Pascarella and Terenzini (2005) noted the importance of national surveys in higher education research: "A number of national [US] data sets, which produce a substantial portion of the evidence on the impact of college on students, have become targets of opportunity for large numbers of social scientists" (p. 15). Higher education survey instruments are "systems of knowledge" (Renn, 2010, p. 138), with great influence and importance, that require closer examination, particularly those overrepresented in highly regarded and widely circulated journals. To address the research question, I utilized Garvey's (2014) catalog of higher education survey instruments used three or more times within tier–1 higher education journals from 2010 through 2012. The focus on these particular journals is supported by Bray and Major's (2011) assertion that they are identified by higher education program faculty as influential and prestigious, as evidenced by their frequency of knowledge use, authorship, readership, and citations. Because sexual orientation is understudied in higher education quantitative scholarship (Garvey, 2014), focusing on tier–1 journals highlights systemic issues of inclusivity within a small set of prestigious and highly influential publications. One third (124 of 373) ofall the quantitative studies published in tier–1 higher education journals from 2010 to 2012 used data from 19 widely used survey instruments, demonstrating the high influence of these surveys. Of the 19 instruments, 6 were U.S. federal government surveys, and 13 were administered by nonprofit educational organizations. I chose not to include 3 of the nonprofit educational organization survey instruments in the analysis. First, the Cooperative Institutional Research Program College Students' Beliefs and Values Survey is connected to the Freshman Survey, which is already included in the analysis. Second, I did not include the National Association of State Student Grant and Aid Programs survey because it assessed program information and did not include student-level variables. Third, the National Student Clearinghouse Research Center does not publish and did not make available the National Student Clearinghouse survey for this study. Using Garvey's (2014) survey catalog, I acquired copies of the most widely used higher education survey instruments by either contacting survey distributors or downloading the instruments online. After collecting all the instruments, I conducted a detailed, directed assessment of the surveys (Hsieh & Shannon, 2005), concentrating on the prevalence and operationalization of sexual orientation in demographic questions. My analysis focused on (a) whether the survey included a question/ item about sexual orientation, and, if so, (a) how the question...

Factors influencing students’ corporate social responsibility orientation in higher education

What does higher education offer to make students competent actors in the world of work and other life spheres? This issue is most controversially debated in economically advanced countries since about four decades ago when higher education in economically advanced countries began to serve larger ranges of the occupational pyramid than merely the intellectually and professionally chosen few. In this volume, a broad range of issues over four decades is surveyed. Employer and graduate surveys, secondary analyses of education and employment statistics as well as analyses of policy and academic debates form the basis of the key argument: that trust in expectations formulated by employers or in income and status as measures of successful study or isolated claims for the pursuit of academic knowledge for its own sake and for the critical functions of higher education are not a suitable reference frame for understanding the dynamic links between higher education and the world of work. A ‘match’ between the number of graduates and the corresponding positions or between the competences acquired during study and job requirements cannot be expected. Students are more ambitious and strive for a broader range of goals than they can expect to be rewarded for. Key themes of this book are: the causes and consequences of an imperfect ‘match’ between higher education and employment; the tensions between ‘employment’ and ‘work’ orientation in higher education; opportunities in a ‘highly educated society’; the dynamics of the variety of students, the patterns of the higher education system and the horizontal and vertical diversity of careers; different notions of higher education and the world of work among economically advanced countries; and major controversial notions of professional relevance of study in policy and research debates.

Substantial discussion has been going on surrounding the potential negative consequences of a customer orientation in college education. A major concern stems from the ideological gap – the perceived differentiation between what the students want and the educators' view of what is in the best interests of the students. A key aspect of the ideological gap pertains to students' short-term wants (pleasure) versus educators' long-term-oriented interests (learning). Inspired by the societal marketing concept, we examine the possibility of closing this gap by means of a desirable educational model that aligns the interests of students and educators. Empirically, an open-ended survey explores student perceptions of a desirable educational model in the context of the marketing discipline. Then, two quantitative surveys show that students prefer desirable over pleasing and salutary models, and that academic motivation moderates their preference.

The merits of being customer-oriented for firm innovation have long been debated. Firms focused on their existing customers have been argued to be less innovative. This paper distinguishes between mainstream and emerging customer orientations and examines their effects on the introduction of disruptive and radical product innovations. Radical product innovations draw on a substantially new technology and could initially be targeted at a mainstream or an emerging market. In contrast, disruptive innovations are initially targeted at an emerging market, and may not involve the newest technology. This paper hypothesizes that mainstream customer orientation is negatively related to disruptive innovation and positively related to radical innovation, and that emerging customer orientation is positively related to disruptive innovation. To test these hypotheses, longitudinal and multiple informant data from senior executives in 128 SBUs of 19 Fortune 200 corporations are analyzed, with technology scanning and willingness to cannibalize as key control variables. The results support the hypotheses, providing evidence for contrasting effects of being oriented to mainstream customers and/or emerging customers on radical and disruptive innovations. Mainstream customer orientation has a positive impact on the introduction of radical innovations but a negative impact on disruptive innovation, while emerging customer orientation has a positive effect on disruptive innovation and is unrelated to radical innovations. Technology scanning is positively related to radical innovation but not to disruptive innovation, supporting the idea that disruptive innovation may not require new technology. In contrast, willingness to cannibalize is positively related to disruptive innovation but not to radical innovation, supporting the idea that radical innovation does not require cannibalization of existing investments. Additionally, mainstream customer orientation is found to have a near-zero correlation with emerging customer orientation, indicating that the two can coexist and can be pursued simultaneously.

소비에트 권력 초기 고등교육 체제의 정립에서 핵심적 두 문제는 고등교육 기관을 구성하는 학생 충원의 문제와 그들에게 어떤 내용의 교육을 실시할 것인가의 문제였다. 소비에트 권력이 정권의 기반이라고 주장하는 기층 민중을 고등교육 체제에 편입시켜 그들을 체제의 핵심간부로 양성하는 과정은 체제의 공고화를 위해 반드시 필요했다. 그렇지만 소련 고등교육 기관의 계급성분을 우선시 하여 고등교육 체제를 변화시키려는 정책은 소비에트 체제의 산업화에 기여하는 우수한 자질의 전문가를 기대만큼 배출하지 못했다. 교육환경의 열악함, 생산현장과 학업의 병행을 어려워하는 학생들의 학업포기 등의 현상이 등장했기 때문이다. 고등교육 체제는 1930년대 중반에 이르면 단계적 교육과정과 교수의 권위를 인정하는 방향으로 회귀했다. 고등교육 과정의 구체적 내용을 어떻게 설정할 것인가의 문제도 볼셰비키 권력 지도부 내에서도 뜨거운 논쟁거리였다. 교육 인민위원부의 수장 루나차르스키는 혁명 권력이 고등교육의 실용적 측면만을 강조하면서 미래의 핵심간부들에게 러시아 역사문화의 전통에 대한 깊이 있는 이해의 기회를 박탈한다면 체제발전에 대한 장기적 전망을 제시할 수 있는 전문가를 배출할 수는 없다고 생각했다. 반면에 국가경제 최고위원회와 같이 산업화의 절박성을 강조하는 경제기구의 관리들은 실용성을 강조하는 교육과정을 강조했다. 더 나아가 그들은 고등 기술교육의 관리는 교육 인민위원부가 아닌 국가 경제최고위원회와 같은 경제기구로 이관해야 한다고 주장하기도 했다. 이러한 혼란은 1933년 전 연방 고등교육 위원회가 내린 결정, 즉 고등교육의 목표는 협소한 분야의 전문 지식을 목표로 해서는 안 된다는 결정이 내려짐으로써 해소되었다. 장기적 전망 아래 체제발전의 청사진을 제시할 수 있는 전문가 양성, 아니면 당장의 산업화에 기여하는 기술 전문가 양성에 집중할 지의 문제도 고등교육 체제 개혁에서 또 다른 논쟁거리였다. 단기적 목적에 이바지 하는 전문가 양성을 주장하는 집단들은 고등교육의 관리도 경제관련 국가기구에 넘겨야 한다고 주장하기도 했다. 고등교육의 교과내용을 협소한 분야의 기술교육에만 한정하지 않으며 중앙차원의 교육기구를 관리의 주체로 결정한 1933년에 이러한 논쟁은 결말이 났다. 고등교육 체제를 정비하면서 해결해야 될 마지막 문제는 제정시대의 고등교육체제에서 최고의 권위를 자랑하던 러시아 학술원의 처리 문제였다. 대학의 교수집단 이상으로 러시아 학술원의 학자들은 정치권력에 의해 학문의 자율성이 통제받는 것을 싫어했다. 소비에트 권력에 협조하기를 거부한 학자들도 있었지만 소비에트 학술원의 회원자격을 보유하며 이전 시대부터 누려왔던 학자의 최고권위를 유지하려는 학자들도 많았다. 공산주의 학술원은 소련 학술원에 편입되었던 학자들에게 체제가 필요한 이념을 확대재생산하는 역할을 맡길 수는 없다고 생각했다. 그들은 여전히 체제의 전반적 이익보다 자신들의 학문적 자율성을 더욱 중시한다는 것이 공산주의 학술원의 판단이었다. 소련 학술원과 공산주의 학술원의 대립적 관계는 러시아 학술원의 전통을 일정 부분 계승한 소련 학술원의 권위를 높게 보아 공산주의 학술원을 폐지한 1936년에 와서야 사라졌다.This paper attempts to provide the fundamental structure of Soviet higher educational system crucial to creating Soviet cadres. From the perspective of Bolshevik government, higher educational system of prerevolutionary period was just for the privileged classes. In order to transform the higher educational institutions into conduits for future ‘Soviet intelligentisa,’ the Bolshevik government set out the task of changing the social composition of higher educational institutions. Leaders of higher educational reform thought that by giving preferences to workers and peasants in admission the creation of loyal Soviet cadres was possible. Soviet type of ‘affirmative actions’ greatly contributed to the increase of students from lower social classes, which in turn failed to produce qualified technical cadres required by the rapid achievement for industrialization. By the middle of the 1930s, social background of applicants was no loner priority in deciding to entering higher educational institutions. The orientation of higher education as well as management of it were another debating problems among Soviet educational reformers. Lunacharskii, head of Narkompros, argued that Soviet technical cadres were not created only by studying utilitarian subjects. Future technical cadres of Soviet Union also should have wide range of knowledge such as historical tradition of Russia and artistic values. On the other hand, the leadership of state institutions engaged in economic matters considered Lunacharskii s view as naive. The curriculum of higher educational institutions should be focused on utilitarian subjects directly related to increasing the productivity of production fields. The debates concerning about the qualification of Soviet technical cadres were continued by the middle of 1930s. The relationship of Communist Academy of Sciences and Soviet Academy of Sciences was another hot issue in finalizing the structure of higher educational system. The Communist Academy of Sciences could not accept the argument that the Soviet Academy of Sciences was the highest organ in the higher educational system, because from its perspective the Soviet Academy of Sciences still clung to bourgeois ideology of academic autonomy. Faced with this kind of criticism, the Soviet Academy of Sciences employed the strategy of antagonistic symbiosis, which meant that it conceded to several demands of Soviet government, while at the same time it tried to get over too much interference from the government. The hostile relationship between the two was finally solved in 1936 when Stalin abolished the Communist Academy of Sciences and regarded the Soviet Academy of Sciences in his full grasp.

Market orientation in higher education is an issue in many Western European countries and Britain1 is no exception. Although it is often unclear what is precisely meant by market orientation, in the British context it usually refers to giving institutions of higher education an incentive structure that is similar to organisations operating on a market.

Chinese higher education goals that value orientation, it is constantly changing in a number of stages of development, before and after the 2010 Higher Education has entered a historic period of reflection; higher education is no longer the goal is to train for the social production and service talent so simple, rapid development of the information age requires colleges trained personnel will need to have a wide range of adaptability. However, they are not the same those parents and students in higher education values, aspirations and social needs, thus leading to a college to provide educational services in the social needs and the needs of student’s dilemma. Because some universities want to stabilize enrollment, allowing students to replace professional; in the non-rational utility value orientation induction, they flood the so-called popular professional, and the results led to different professions like China's pork prices the same, with when periodic cold is hot.

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