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ments that enhance the educational experience. It is not just completing a program and getting a sheep- skin, but acquiring skills and experiences that will net a future—defined for most people at this stage as a job or career.

 SPIRITUALLY, the student demands that actualiza- tion he saw at the top of Maslow’s hierarchy of needs pyramid back in Psychology 101. In my judgment, that could be stated as empowering the student to competently manage successfully in any milieu, whether career, family, social life or global environ- ment—now or fifty years from now. In essence, to be resilient in the face of constant change.

The thought of higher education consumers (students)

participating in the development of products (curriculum and programs) might seem preposterous or even sacrile- gious to traditional academe . . . but in a way, they already do. They effect change and influence product development indirectly with their decision to matriculate initially, to make repeat purchases for eight semesters, and to support the school as an alum. Marketing 3.0 v. HE calls for direct participation of stu-

dents, faculty, employers, civic leaders, financiers, artists, thought leaders, government and other players in the

development of programs, non-academic opportunities for learning, new models for access and delivery, and a view of the relationship with the school well beyond grad- uation. That is a radically different view of the institution simply

as a course provider or even degree granter. It is not incon- sistent with it, though. It is a departure from the institu- tion’s role simply as educator. Yet, it is not inconsistent with a liberal arts education. Indeed, it is an advocate for the importance of humanities, history, aesthetics, language, critical thinking, communication, spirituality, creativity and culture. It does embrace an obligation to help the stu- dent find suitable employment or provide a stepping stone to a graduate or professional school. It does call for improved access and affordability. It does call for innova- tion and flexibility in teaching methods and delivery mod- els. It does call for a broad array of collaborative partners. It does see the value of a relationship that extends consid- erably beyond four years. Marketing 3.0 v. HE requires that formerly separate func-

tions—academics and enrollment management—be cleaved together to create what the marketplace pines for. The schools that embrace this notion and engage Career Services, Student Services, Alumni Relations and Admin- istration will have a distinct advantage over those mired in conventional systems. TC



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