A social work re-reading of students as consumers

Todd, Sarah; Barnoff, Lisa; Moffatt, Ken; Panitch, Melanie; Parada, Henry; Strumm, Brianna

doi:10.1080/02615479.2016.1225712

Cited by 15 publications

(9 citation statements)

References 30 publications

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“…Other studies have similarly found that some students felt entitled to receive a degree as a result of paying for their education (Delucchi and Korgen, 2002;Peirone and Maticka-Tyndale, 2017). This passive approach was also seen in studies (e.g., Todd et al, 2017;Tomlinson, 2014Tomlinson, , 2016White, 2007) showing that some students positioned themselves as paying customers and adopted instrumental approaches to studying. In Tomlinson (2014), some students perceived lectures as a form of entertainment: 'sometimes you do come out of a lecture and think "well that wasn't very good" and like if you went to see a show, you'd be asking for your money back ' (p. 29).…”

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confidence: 71%

“…Recent evidence suggests that some students have adopted a consumer identity in relation to their higher education, suggesting that their motivation for studying is based more on an extrinsic desire to obtain well-paid employment after their education than on an intrinsic desire to learn about a particular subject (Molesworth et al, 2011;Tomlinson, 2018;Williams, 2013). Students who identify more strongly as consumers are more likely to position themselves as paying customers, see their universities as service providers, complain about difficult content, feel entitled to a particular outcome as a result of paying for their degree, and choose courses that, in their view, would, require minimal effort (Delucchi and Korgen, 2002;Finney and Finney, 2010;Saunders, 2014;Tomlinson, 2016;Todd et al, 2017;White, 2007). Of particular concern is the finding that the more that students identify as consumers of their education, the lower their academic performance (Bunce et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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A degree of studying? Approaches to learning and academic performance among student ‘consumers’

Bunce

Bennett

2019

Active Learning in Higher Education

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The marketization of higher education and focus on graduate employability and earnings data has raised questions about how students perceive their roles and responsibilities while studying for their degree. Of particular concern is the extent to which students identify themselves as consumers of their higher education, for example, whether they view their degree as a purchasable commodity to improve future earnings. This is because research has found that a stronger consumer identity is related to lower academic performance. This study examined whether this relation could be explained by the impact of a consumer identity on the extent to which students adopt deep, surface or strategic approaches to learning. The hypotheses were that the relation between consumer identity and academic performance would be mediated by approaches to learning, whereby a consumer identity would be related to adopting a more surface approach, a less deep approach and less strategic approach. Undergraduates completed an online questionnaire that assessed the extent to which they identified as a consumer, their approaches to learning and academic performance. The analysis partly supported the hypotheses: a stronger consumer identity was related to a more surface approach to learning. However, a surface approach to learning did not mediate the relation between consumer identity and academic performance. Conversely, a deep approach to learning mediated the relation between consumer identity and academic performance, whereby a stronger consumer identity was related to lower academic performance through its negative impact on a deep approach to learning. There was no relation between consumer identity and strategic approach to learning. Implications of students identifying themselves as consumers of their higher education are discussed.

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confidence: 71%

Section: Discussionmentioning

confidence: 99%

A degree of studying? Approaches to learning and academic performance among student ‘consumers’

Bunce

Bennett

2019

Active Learning in Higher Education

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“…Es un sector en auge, en el que la comercialización, la ubicación de las instituciones, las instalaciones de cada campus o las titulaciones ofertadas (Rutter et al, 2017) también son atributos retadores de este tipo de instituciones. Además, se han producido algunos cambios en el ámbito de la ES (Molesworth et al, 2009;Todd et al, 2017), como el constante crecimiento de oferta y la competencia global (Maringe, 2010), la importancia en la empleabilidad de las personas graduadas (McGregor et al, 2002) o la variación en los regímenes de financiación y becas (Foskett, 2011). Según Christensen, 'el 50 por cien de las 4.000 facultades y universidades de Estados Unidos estarán en quiebra en 10-15 años' (2017).…”

Section: El Sector De La Educación Superior (Es) Y El Marketing De Launclassified

La comunicación integrada de marketing (CIM) en la educacion superior (ES) en tiempos de pandemia

Isasi

Cantín

Martíns

2020

ReE

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El artículo presenta la evolución de la comunicación integrada de marketing (CIM) desde sus inicios hacia un concepto que, tras adaptarse al ecosistema de marketing y comunicación actual, incluye estrategias digitales. Se pretende aplicar y adaptar la CIM al sector servicios y, más en concreto, al sector de la educación superior (ES), que ha sido escasamente estudiado hasta la fecha. El actual contexto sugiere también tener en cuenta la pandemia debida al COVID-19 y las posibles implicaciones que esta ha generado en el marketing de la educación superior (MES). La metodología seguida ha sido la de la revisión sistemática de la literatura sobre CIM en la ES. Las conclusiones de esta investigación indican que se requiere seguir investigando en materia de CIM aplicada al sector de la ES, ya que los beneficios generados pueden ser muy interesantes para las estrategias llevadas a cabo en el MES. A su vez, la originalidad del presente manuscrito reside en que se pretende mostrar el escenario actual del MES en la ES, en tiempos de pandemia y bajo el paraguas del enfoque CIM. Se centra en la interactividad como dimensión clave en las estrategias CIM y en el sector de la ES. Asimismo, se enfatiza la relevancia de la interacción con objeto de fidelizar a la audiencia en escenarios globales como la COVID-19.

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“…On the other hand, there was a group of students who explicitly rejected the consumer approach, recognising that it was a passive approach signalling 'lower intellectual merit' (Tomlinson, 2014, p. 11) and resulting in tension with the overall goals of academic growth: '…You've earned that opportunity to be there, so you should work hard…' (Tomlinson, 2017, p. 12). Finally, there was a third group of students expressing a mixed or ambivalent attitude to a consumer orientation, having 'internalised discourses of student rights and entitlements' (Tomlinson, 2017, p. 6), however, these attitudes sat alongside a sense of personal responsibility for their education (See White, 2007, for a similar perspective among Australian undergraduates and Todd et al, 2017, for Canadian students).…”

Section: The Student As Consumer Voice: What the Research Saysmentioning

confidence: 99%

The Voice of the Student as a ‘Consumer’

Bunce

2019

Engaging Student Voices in Higher Education

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Bunce discusses the impact of students being defined as 'consumers' of their higher education. The chapter first considers when and why students came to be defined as consumers in England and Wales, UK, and then reflects upon the advantages and disadvantages associated with treating students as consumers of their education. This discussion includes the perspectives of both students and academic staff, and reviews empirical evidence about the effects of students themselves identifying as consumers on their approaches to learning and academic performance. The chapter concludes with a summary of the challenges for universities when listening to the student as consumer voice and emphasises the importance of striking a balance between making students feel heard, while resisting the notion that 'the customer is always right'. Emergence of the student 'consumer'In several countries around the world, higher education funding models are undergoing an ideological shift away from state responsibility towards student responsibility for tuition fees. This is changing the relationship between students and higher education institutions (HEIs) as well as the nature of student engagement and pedagogic relations (Cardoso, Carvalho &

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A social work re-reading of students as consumers

Cited by 15 publications

References 30 publications

A degree of studying? Approaches to learning and academic performance among student ‘consumers’

A degree of studying? Approaches to learning and academic performance among student ‘consumers’

La comunicación integrada de marketing (CIM) en la educacion superior (ES) en tiempos de pandemia

The Voice of the Student as a ‘Consumer’

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