Tuesday, January 29, 2013

Is education a part of the service industry?


Recently, I have been thinking about how educators need to carefully consider and construct their material in ways that is palatable to their "clients" and how these clients are actually two different target audiences: students and parents. In my lesson planning, not only do I need to make sure that my students will be engaged and actively learning, but I have to make sure that the parents will find the content and methods acceptable for their child. 

This led me to ask if education falls under the category of "service industry," where the customer is always right. Wikipedia says
"The service sector consists of the "soft" parts of the economy, i.e. activities where people offer their knowledge and time to improve productivity, performance, potential, and sustainability. The basic characteristic of this sector is the production of services instead of end products. Services (also known as "intangible goods") include attention, advice, access, experience, and discussion. ... Service providers face obstacles selling services that goods-sellers rarely face. Services are not tangible, making it difficult for potential customers to understand what they will receive and what value it will hold for them."

Although you might disagree with me when I say that education is not about the end product, I think there is little question that education does indeed focus on "attention, advice, access, experience, and discussion." That, in fact, is a fantastic summary of what I would like to provide to my students. 

However, if education does fall into the tertiary sector of the economy, it means that our goal as educators is to please those we serve, exactly because it is "difficult for ... customers to understand what they will receive and what value it will hold for them."

So, are educators to cater to what our clients want? If so, we must ask if we are to prioritize the wants and needs of our students or those of the parents. 

Or are educators bound by some different code and driven to present material that is judged by a different standard, and therefore less immediately pleasing to our "customers"? I fear that consumer-driven education would perpetuate homeostasis, where students only learned what they found enjoyable and what was directly related to their parents’ experiences. I’ve found that my most rapid personal growth has happened when I was in situations far removed from the world of my childhood, the exact world that my parents (ever so lovingly) crafted.

I must admit that part of this train of thought stems from some parents questioning what I am teaching their children. To a certain extent, I understand their point of view: they know their child better than I do; they have more invested in their child than I do; they will live with their child far longer than I will. Ultimately, I do not get to make the over-arching decisions regarding the life of the young person. But I still wonder: am I working for knowledge, or for parents?

11 comments:

  1. I completely agree that education requires careful consideration of both students and parents. It’s a balancing act between meeting student learning needs and addressing parent expectations.
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  2. It’s true that education shares qualities with the service sector, especially when you consider that educators offer intangible benefits like guidance and mentorship. But unlike other services, educators also shape minds, which adds a unique layer of responsibility
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  3. The idea that educators should focus on the long-term growth of students rather than immediate “customer satisfaction” resonates with me. Learning is often uncomfortable and challenging, but that’s where true growth happens.
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  4. I think it’s a fine line—catering to parents’ wishes without compromising educational integrity. Sometimes parents’ expectations can be based on what’s familiar rather than what’s actually beneficial for learning.
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  5. This post really makes me think about how much education is influenced by “customer demand.” When we treat students as clients, we might risk making education too focused on comfort rather than growth.
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  6. I relate to your experience of parental scrutiny. It’s a reminder of the importance of transparent communication between educators and parents about teaching goals and methods.
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  7. The concept of educators being in the service sector is fascinating! It makes sense since we are providing knowledge and experience, but unlike other services, education’s value is often realized much later in life
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  8. I wonder if there’s a way to better educate parents on the benefits of a challenging curriculum. Often, they may question what’s unfamiliar because they don’t fully understand its value.
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  9. The point about consumer-driven education possibly reinforcing homeostasis is eye-opening. If we only cater to what’s familiar or comfortable, are we truly preparing students for a world of rapid change
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  10. I appreciate that you’re questioning the role of “client” in education. It’s not straightforward, but perhaps striking a balance between student engagement and parental trust is key.
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  11. Education is unique in that the impact of teaching can take years to be fully realized. In that sense, it’s not about “instant satisfaction” but about lasting value.
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