| This study intended to find out what contribution faculty members teaching college freshman through their experience could offer to better understanding of the student/customer phenomenon. This qualitative phenomenological investigation was not intended test a preexisting hypothesis, to ascertain correlations between or among variables, or to manipulate the research setting of participants. Rather, the study was intended to elicit a rich, textural description and to generate insight into this phenomenon.;Eight participants, 4 women and 4 men, who initially declared student/customer phenomenon to be an odd term, participated in this study. Individuals were interviewed to assess their experience with the student/customer phenomenon. All participants taught in South Florida colleges. Years of teaching experience ranged from 2 to 36. Age ranged from early 30s to mid-50s. The open-ended interview questions were informally piloted to asses whether they would elicit information related to the research questions posed in this study. Interviews ranged from 2 to 3 hours in length.;The data were analyzed in terms of the common experiences and themes that emerged from the participants' responses to the questions explored in this study. These themes were analyzed using a phenomenological model.;Findings suggested that the participants shared similar perceptions about the term student/customer phenomenon, including a slight irritation with such a term being discussed in relation to education. Their common experience was that education is a different type of enterprise than a regular business. The use of the term student/customer phenomenon was considered inappropriate for the field of education, but faculty was willing to participate in training to improve their interaction with students.;Implications are presented in the study, and the findings suggest that rewording of the term might be more appropriate. Limitations in the present study also are explored. |
