Students as Customers and Customer Service Models

With the rising cost of college, students are continually looking at college as a financial investment. This leads to students and parents/guardians to "shop around" for different pieces of their experience to make the full investment. Elements may include accepted credits from advance placement (AP) or dual enrollment coursework, major areas of study, location, tuition and fees, internship opportunities, core curriculum, outside of the classroom opportunities (clubs, activities, externships, on campus and off campus employment, living accommodations, meal options, etc. Now more than ever faculty, staff, and administrators have to be "rolling out the red carpet" for students. Spending time reviewing numerous customer service models including The Fish Philosophy, The Walt Disney Company, and The Boston Beer Company, among others, it is essential to extract pieces of models to create the desired student experience.

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The Development of the Two Year College Student

There are two types of the two year student. The first is the one college personnel readily know. The student who has transferred from another institution or community college with two years of college classes on a college campus "under their belt." These students tend to be "traditional" college age in their curriculum. The second type of two year student is the student who has taken a number of advanced placement (AP) or dual enrollment courses and enter as a first time matriculating student at the traditional 17/18/19 years old but has a number of collegiate credits to be classified as junior status. When many collegiate development programs for that age group are based on a four year experience, how do we have age appropriate and class standing appropriate programs for this new type of two year student.

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Use of Technology in Remote Organizations for Effective Communication

With much of my professional work in the fraternity/sorority world, communicating with chapters on campuses both from a fraternity/sorority office and an inter/national headquarters can be difficult. Students may not have the resources needed for instructions dictated from an inter/national office and/or those instructions may be in conflict with the policies and procedures of the institution. How can a campus fraternity/sorority office in collaboration with an inter/national headquarters deliver information, programming, and expectations effectively with so many business enterprise solutions available. How does each entity utilize technologies to efficiently communicate with the number of entities under their preview.