Practical Workforce versus Critical Thinking Skills: A Case Study on Ethical Dilemma in Marketing of Higher Education Institutions
DOI:
https://doi.org/10.5281/zenodo.18297150Keywords:
ethics, critical thinking, marketization of education, deontology, utilitarianism, public affairs, education management, skillsAbstract
This study explores a balanced approach in higher education curriculum development, aiming to integrate both market-driven skills and critical-thinking capabilities. Universities face an ethical dilemma: whether to prioritize workforce-ready competencies or intellectual growth. This paper argues that an optimal balance ensures students are well-prepared for employment while fostering analytical and ethical reasoning. Using the frameworks of utilitarianism and deontology, this study evaluates the moral implications of prioritizing either approach. From a utilitarian perspective, maximizing overall societal benefit requires a curriculum that addresses both economic demands and intellectual rigor. A purely market-driven focus may neglect critical analysis, while an exclusively theoretical approach risks producing graduates unprepared for employment. Similarly, deontological ethics suggest that universities have dual duties—to develop students' reasoning skills and to prepare them for future careers. Neglecting either responsibility compromises ethical obligations. This study further addresses external pressures influencing curriculum shifts, such as industry demands and institutional marketing strategies. Recommendations include structured planning, stakeholder engagement, and curriculum audits to balance academic integrity with employability. Additionally, adherence to ethical codes of conduct ensures universities maintain transparency and protect student dignity.
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