ABSTRACT
We could, with justification, conclude this edited collection by pulling the various themes of the chapters together to illustrate the complexity of the investigation of market-orientation in higher education (HE). We could then simply point out the many contradictions apparent when reading the contributions and then leave them to ‘hang in the air’ by drawing the attention of the reader to the inevitable tensions that arise when asking the types of questions this book does. However we want to try to move beyond a concluding statement that merely re-states that the higher education sector – with its multitude of stakeholders and missions – is bound to have conflicting expectations placed on it, including in terms of how students should be perceived.
