This paper examines the social impact of the 'student-as-customer' metaphor on the role of academic leadership and objectivity of the assessment process in the higher education sector. A hybrid approach is used in which Deconstruction seeks to render visible the Foucauldian constructs of power and privilege. The paper draws on the existing literature to explore the problematic relationship between the student as customer metaphor, academic leadership, and student assessment. The paper raises awareness of the inherent tensions with the present reliance on the student as customer metaphor and the resulting negative impact on both students and academic staff. This addresses a gap in the literature in regards to the effect that the use of the student-as- customer metaphor has on academic leadership and assessment in higher education.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.