Divergent voices: A comparative voice of the customer analysis for redesigning information science curriculum

This study investigates lifecycle-segmented student voices (voice of the customer; VoC) to inform the redesign and governance of an Information Science curriculum. Using a sequential explanatory mixed-methods design, we analyzed survey data from prospective ( n = 988), current ( n = 187), and alumni ( n = 121) cohorts and integrated semi-structured interviews via a joint-display logic. Confirmatory factor analyses supported a three-factor satisfaction structure (Structure, Support, Brand) for current students and alumni, with weaker convergent evidence for alumni Support. A single-factor expectations model fit prospective/current cohorts but not alumni, indicating greater heterogeneity among graduates. Findings reveal a clear lifecycle-segmented divergence: prospective and current students prioritize employability-oriented features—authentic assessment, portfolio-building, and work-integrated learning (WIL)—while alumni elevate enduring analytical foundations coupled with agile integration of fast-evolving tools. Work-integrated learning emerges as a cross-segment anchor and high-impact practice. We translate these insights into a VoC Alignment Framework and Playbook that (i) fortifies the analytical core, (ii) innovates at the edge through modular, industry-linked offerings, and (iii) cultivates the learning ecosystem by expanding mentoring, WIL capacity, and frictionless support. Cross-segment contrasts are interpreted at the pattern level because multi-group invariance was not established and the alumni expectations model showed poor global fit. The study positions VoC as a governed information asset for decision intelligence in higher education and offers a replicable pathway for curriculum governance in iSchool/Information Science contexts.