series of meetings, over some specified time period, takes place between instructor and student in order to engage student learning during a course. Fourthly, it is assumed that not all knowledge transfer can take place in class meetings and students must therefore invest additional time in study. Fifthly, it is assumed that student work is assessed and graded in order to verify the extent of student learning. These broad assumptions provide the underpinning for the teaching and learning processes analysed in this paper. The paper makes two main contributions: firstly, it identifies and separates out several key teaching and learning processes and examines in detail the transformation that takes place during the process. The paper then identifies the various roles that students and instructors take on during each process; the identification of these roles and their implications for teaching and learning provides the second contribution of the paper. The paper is laid out as follows. Section one briefly reviews the literature on learning paradigms and metaphors for students. In section two the analysis approach is presented and the process analysis techniques are introduced. Section three examines in detail six key university teaching and learning transformation processes. Section four presents a discussion of the implications of the process analysis for faculty and students. 1. STUDENT METAPHORS AND LEARNING PARADIGMS This paper was prompted by a debate on the topic of as that took place a ‘student customer’ number of years ago in the university in which the author works. Unsurprisingly the debate became heated with strong arguments being made for and against. A similar debate is taking place in the academic literature with many authors recommending that academics view their students as customers and be responsive to their needs (Wallace, 1999; Bridges, 1999; McCollough & Gremler, 1999; Obermiller & Atwood, 2011). While the student-as-customer
series of meetings, over some specified time period, takes place between instructor and student in order to engage student learning during a course. Fourthly, it is assumed that not all knowledge transfer can take place in class meetings and students must therefore invest additional time in study. Fifthly, it is assumed that student work is assessed and graded in order to verify the extent of student learning. These broad assumptions provide the underpinning for the teaching and learning processes analysed in this paper. The paper makes two main contributions: firstly, it identifies and separates out several key teaching and learning processes and examines in detail the transformation that takes place during the process. The paper then identifies the various roles that students and instructors take on during each process; the identification of these roles and their implications for teaching and learning provides the second contribution of the paper. The paper is laid out as follows. Section one briefly reviews the literature on learning paradigms and metaphors for students. In section two the analysis approach is presented and the process analysis techniques are introduced. Section three examines in detail six key university teaching and learning transformation processes. Section four presents a discussion of the implications of the process analysis for faculty and students. 1. STUDENT METAPHORS AND LEARNING PARADIGMS This paper was prompted by a debate on the topic of ‘student as customer’ that took place a number of years ago in the university in which the author works. Unsurprisingly the debate became heated with strong arguments being made for and against. A similar debate is taking place in the academic literature with many authors recommending that academics view their students as customers and be responsive to their needs (Wallace, 1999; Bridges, 1999; McCollough & Gremler, 1999; Obermiller & Atwood, 2011). While the student-as-customer