摘要：This paper examines how the consumer model of education has challenged the academic structure in higher education. Through modeling the interaction of institutional structures and the move to treat students as consumers, forces that promote the decay of academic standards are identified. The article then explores how modification of current structures to facilitate development of a student as “partner in production” model of education can inoculate the academic system and promote student learning. It also suggests why the move by accrediting bodies to require outcomes assessment will not improve learning outcomes until the faculty evaluation, tenure criteria, and student performance measures are properly aligned.
