McDonald's is astoundingly victorious at purveying uncostly fast food of consistently high quality. They have achieved this primarily straight through standardization and ability control. If you buy an "Egg McMuffin," or a "Big Mac" at an outlet in Seattle, or Milwaukee, Chicago or Miami, it will be approximately exactly the same.
Standardization is increasingly production in-roads into education. Once the realm of diversity (of opinion, thought, approach, teaching technique, classroom styles, etc.) and independence (academic freedom), the higher education classroom is being transformed into a "product" type delivery system. The "products" in this case are the concepts, lesson plans, group exercises, assignments, etc. - indeed, the education itself.
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The intent of this transformation is to furnish a "standard" high ability trainee classroom experience within disciplines, and across institutions. With the trainee being the customer (consumer) of the educational delivery system, we want to make sure he or she is getting the highest inherent ability product, and the key to this is "quality control" and standardization.
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Instead of the after-the-fact ability control offered straight through trainer "evaluations," " classroom observations," and the like, the approach introduces a far more intrusive and directive model. lesson Plans, indeed, entire courses and curricula are loaded into pre-packaged modules, on thumb drives (Usb) or onto computers, or servers.
As in the fast food business, manufacturing, or other stock producing sectors, the stock creation and delivery process is developed to gain the efficiency and effectiveness obtained in industry.
Just Like McDonald's
Just like McDonald's where the customer can expect to enjoy a standard, high ability product, served in a clean, well-designed environment, the trainee buyer can expect favorable delivery of the educational product, for his consumption, and enjoyment - "satisfaction guaranteed."
The Process
First, a stock team is assembled. In this case it consists of scholastic experts, curriculum designers, procedure writers, technology experts, stock representatives, trainers, content specialists, etc. The stock improvement process is based on outcome objectives, i.e., "what do we want the trainee to know?," "what should he learn while this course?" and "how do we portion that?" This "beginning at the end" religious doctrine is crucial. It keeps the spotlight on the product, promotes quality, and ultimately, "customer satisfaction."
The Entertainmet Component
Gen Y students have different expectations from their predecessors, and are less likely to indulge obsolete or dated instructional methods and techniques. They quiz, to be engaged.
Instructors are partially prime on their ability to "entertain" as well as "inform." They are imaginable to be animated, humorous, engaging, and entertaining. They are imaginable to transport knowledge in convenient, enjoyable, and satisfying, bites.
Steamlining The Educational Process
The more standardized the process becomes, the less latitude for the educator, the more prescribed the content, exercises and studying activities are, the more the business managers of the vocation and "for profit" colleges like it. This opinion may, however, benefit the trainee as it concentrates on a quality, standardized, classroom experience.
It'S Easier
Once the trainer has mastered the technology, the whole instructional process is easier under this model. all things is pre-packaged. No messy improvement of lesson plans - they're already done - and done well. No reasoning about creative studying activities and approaches - they're already there. You could approximately do it in your sleep! (if it wasn't for the requirement to be spirited and entertaining.)
Student Needs
Students in this new education model will be immersed in technology throughout their degree program. This is the world of today, and the future. They will partake and interact with Smartboards, laptops, WiFi, simulations, business games, remote "clickers," interactive learning, real-world relevant projects, presentations, etc. It's designed to match their studying styles and concentration spans It is preeminently designed to put in order them for their careers. Although many students are "comfortable" with technology, fewer are proficient, and fewer yet have an in-depth understanding. The curriculum should help them become more proficient and better ready for the technology demands of the time to come business environment. The intensely technological nature of the classroom contact also addresses the varied studying styles. The auditory trainee will have voice, music, and noise. The visual trainee will enjoy the videos, powerpoints, and other visuals. The kinesthetic trainee will appreciate the hands on components, especially the Smartboard.
Student pleasure is, of course, a traditional objective. Education, especially for-profit education, exists to serve the student, while running a business. And, straight through serving and satisfying the student, finally the trainee will stay in school, graduate, and learn considerable knowledge and skills in the process. These graduates will benefit the business community, and community at large. An developed community like ours is critically dependent on an educated and sufficient populous.
Employer Needs
What do employers want and need? The link to owner requirements is a vital one. Businesses need educated workers. They wish technologically adroit employees who can meet the demands of a rapidly changing technological environment and a highly competitive situation.
Ours is a sufficient society. Businesses spend billions of dollars training and re-training their employees. "Business Ready" graduates will be more sufficient from day one and employers will appreciate this.
Has education Come To This?
Purists would argue that the more traditional approaches are preferable, and that scholastic free time is being infringed upon. They would say that instructors should be hired based on their knowledge, ability of education, expertise, investigate history and contributions to their field. They would well prefer to see pure "academicians" and "scholars" in the classroom. However, there is room for an spirited moot here. Is it about the trainer or the student? Obviously, we understand that it's about both, but whose needs take precedence? The talk has to be - The Student! After all, the whole educational law is in place to meet the needs of the student, and ultimately, society.
Instructors with real-world, practical contact and without techno-phobia will be more adaptable to this new format, and possibly better equipped to chronicle to the student.
The lowest Line
In education there is always room for a broad range of opinions and approaches. Let's try this new one. It works in business - why not education? This is probably why vocation Colleges are embracing the approach much more effortlessly than their mainstream counterparts. The "for-profit" vocation Colleges are by all means; of course the forefront of this initiative, and "early adopters."
We all know that "quality " is an issue in education. Graduates with virtually identical credentials can have vastly different skills, knowledge, and abilities. This is, and always has been a concern. This standardized, quality-assured model addresses that issue.
Sure, this educational model is controversial, as it should be! But the end corollary may very well be that students have a reasonably similar experience, learn comparable skills, and become better "fits" within the business world. Employers can be better assured and safe bet that graduates have the knowledge and skill base they wish to be victorious contributors. They will probably, at some point, wish to be full participants in the curriculum improvement process. In the globally competitive market, this might just be what is needed.
When we're teaching business we must be business-minded. Let's exchange those "best practices" from the business world to academia, keep our students involved, and better put in order them for their time to come careers. And, the lessons to be learned from places like McDonald's may be more applicable to education than we might have ever imagined.
Copyright ©, 2009, Dr. Ben A. Carlsen, Mba. All possession Reserved Worldwide for all Media. You may reprint this record in your ezine, newsletter, newspaper, magazine, website, etc. As long as you leave all of the links active, do not edit the record in any way, leave my name and bio box intact, and you corollary all of the EzineArticles Terms of assistance for Publishers.
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