Would Marketing Aspect be a Part of Quality System of Academic Institutions?

Kuslina, Boedi H. and -, Joni (2009) Would Marketing Aspect be a Part of Quality System of Academic Institutions? In: 9 th Annual SEAAIR Conference Proceedings 2009.

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Abstract

Similar to most manufacture and service industries that use an input-output model and focus on the process and output measurements - as the central parts of their quality systems, academic institutions also focus their quality systems on teaching-learning activities, research, community service, management and infrastructure. Due to the changing of academic environments such as shift of the competition from national to a global scope, technology wizardry, and many others, different aspects need to be included in the academic quality systems in order to survive in this global competition. Despite the rarity of the marketing aspect to be included in the quality systems, this aspect needs to be considered as one of the key aspects for academic quality systems. The justification for the inclusion is because the marketing objective which is to fulfill consumers’ needs and wants through products or services is in-line with the academic quality system objectives. A number of arguments on the importance of marketing aspect in academic institution quality development are presented in this paper, and the applications of the various marketing aspects and techniques in quality standard development and practice are discussed. The discussion is focused on the marketing audit, and it is based on some observation of academic quality standards, the authors’ experience in quality development in education, and library research.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Quality standard development, multiple measurement and quality standard, marketing audit
Subjects: L Education > L Education (General)
Depositing User: Perpustakaan Maranatha
Date Deposited: 03 Feb 2012 08:30
Last Modified: 23 Apr 2012 07:45
URI: http://repository.maranatha.edu/id/eprint/83

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