ABSTRACT
Time and temporality have received little attention in consumer, marketing or, until recently, higher education literature. This chapter attempts to compare the notions of timing implicit in education as paideia (transitional personal growth) with that implicit in consumerism and the marketing practices which foster it. This investigation uses Heidegger’s three notions of being and their corres - ponding concepts of time to understand the phenomena of education and consumers. It suggests that the consumerist notion of time embedded in market - ing tools changes what higher education might be through how individuals understand their being.
