Visuals for the Session

This webpage provides:

§         Visual If You Are Considering a Change and Want to Be Sure It Works for All of the Customers of Higher Education

§         Visual If You Are Trying to Understand the Effects of a Change Over Time and Want to See Its Consequences for All of the Customers of Higher Education

§         Definition of the Term intransparency

 

Visual If You Are Considering a Change and Want to Be Sure It Works for All of the Customers of Higher Education

Click here for a blank, printable PDF of this chart. Click here for an example of using the chart in this way and here for the longer notes you write on the second sheet. - The example shows a college that determined that it had a retention problem in math. The college administration went to the math faculty and encouraged them to come up with a solution. The faculty proposed a 4th hour of class as a required math lab for this 3-hour class. Collaboration continued to solve this problem; for example, administration dealt with the funding. Refine the plan by using the chart to think through all the issues to see if it works for all of the customers of higher education.

 

 

Looking at All of the Customers of Higher Education

 

Customers (Users, Clients, Stakeholders) and Issues

Higher

Education

 

1. Customer as user?

Student

 

a. Commitment by the user?

a. Varies

 

b. Preparation of the user?

b. Varies

 

c. User as part of product?

c. Almost always

 

2. Customer as who pays?

Student, parents

 

3. Customer who may help to pay the bill?

Almost always taxpayers

 

4. Customer as creator of the product/service

Almost always faculty

 

5. Customer as the field of knowledge behind the product/service?

For professors, almost always their disciplines

 

6. Customer as the regulator (such as a certifier, accreditor, or standards organization)?

Accreditors; some regulators/industry standards as well

 

7. Customer as the region? 

       

 

a. Need for qualified workers?

a. Often1 to Always2

 

b. Need for good jobs?

b. Often1 to Always2

 

c. Need for safe communities?

c. Often1 to Always2

 

d. Need for a solid tax base?

d. Always

 

8. Customer as the nation’s economic competitiveness?

All customers above

 

9. Customer as the nation’s decision-making in a republic?

All customers above

 

10.The product/service is

 

 

a. For short-term use?

a. Occasionally

 

b. For long-term use?

b. Almost always

 

c. On-going but changing?

c. Almost always

 

11. Measurement of the user as part of the product and of the product/service is?

Intransparent and in transition

 

12. Rewards of success go to?

All customers above

 

13. Risks from failure go to?

All customers above

1 With colleges and universities often serving this purpose    2 With community colleges focusing on teaching, rather than research, and serving this purpose from their beginning

 

Copyright C. J. Bibus, Ed.D. 2011 - Column data  provided by P. Batres (Custom Hardware), L. Clark (Attorney in Private Practice), and E. McLane (Storefront Retail, Local Political Campaigns, and Corporate Training)

 

 

Visual If You Are Trying to Understand the Effects of a Change Over Time and Want to See Its Consequences for All of the Customers of Higher Education

If you want to examine change over time you may prefer the 2 columns of text on the left. If so, click here for a blank, printable PDF.

 

Definition of the Term intransparency

Term

Use of the Term in The Logic of Failure

Intransparency

Planners and decision makers … must make decisions affecting a system whose momentary features they can see only partially, unclearly, in blurred and shadowy outline¾or possibly not at all. (p. 40)

 

 

For information or problems with this link, please email using the email address below.

WCJC Department:

History – Dr. Bibus

Contact Information:

281.239.1577 or bibusc@wcjc.edu

Last Updated:

2012 – 06/04

WCJC Home:

http://www.wcjc.edu/