It’s been a long time since I earned an undergraduate degree in economics and a concentration in marketing and management studies. To be honest, off the top of my head, I don’t remember a ton from my lessons on market research…but I remember that it’s important to do some. Of course, I am more than willing to refresh and extend my knowledge and understanding in market research, especially because I think it might be very important for schools.
I’m curious how schools might engage in some important market research – or something closely akin to market research.
How do people learn during the final three-quarters of their lives? Doesn’t that make for a strong research question for schools?
I’m taking some liberties here and oversimplifying a lot of data. Let’s assume that an average lifespan in the U.S. is about 80 years. Let’s approximate that formal education represents close to one quarter of our learning life. [I know formal education could be more or less than 20 years.] Using this admittedly oversimplified data, we can assume that about three quarters (3/4, or 75%) of a person’s learning happens “outside” of formal education.
Wouldn’t it be great market research for schools to study how the learning occurs in this 75% of our lives?
Consider that most schools state as a mission that we are trying to prepare students for something called “real life.” In order to enhance our ability and capacity to prepare students for “real life,” shouldn’t more of school actually look like “real life,” smell like “real life,” sound like “real life,”…?
For nearly a decade, I have been immersed in a research question of my own: If schools are supposed to prepare students for “real life,” then how come more of school doesn’t look more like “real life?” I’m a bit embarrassed that I never thought of the other market-research question until now.
Why aren’t we studying more about how people learn in the other 75% of their lives? How might school be adjusted and adapted to look more like this other 75%? Isn’t that an obligation we face, if we are serious about preparing students for “real life?” Just imagine how much more relevant and engaging and even preparatory school could be with such market research. We could even pool our efforts and contribute our market research to a common repository of findings. Then, we could all get better.
[Note: I keep putting “real life” in quotations because I think school IS real life for the students. In other words, school is not just preparation for “real life,” but school IS real life. It should reflect that fact to a great degree.]