Learning good judgement: young Europeans’ perceptions of key consumer skills

Abstract

A convenience sample of 27 European Union (EU) citizens and two Romanians residing in the Scottish Central Belt took part in in‐depth interviews to explore a wide range of consumer decision‐making scenarios which ranged from borrowing and saving to impulse buying and ‘value for money’ choices. The aim of the research was to identify and assess how well educated young EU consumers perceive the consumer education process and the precise nature of consumption specific skills. Given the focus of the present paper on consumer judgement, the role of values received particular attention. The Schwartz Value Inventory served as a conceptual framework for analysing the responses. The results show that the family in its role as primary creator of values was considered the most important agent in the consumer education process because it establishes a routine pattern of decision making. Further support from social networks in the wider community and real‐life experience through trial and error were cited as equally significant for acquiring useful consumer skills. There was consensus that the influence of schools was limited to providing generic citizenship education rather than specific consumer studies classes. The findings of this study point to the need for changing the current focus of consumer education and consumer policy from an emphasis on training the vulnerable consumer to a more inclusive agenda which concentrates on value education for all market players including producers and marketers.

Consumer learning for university students: a case for a curriculum

“…Some have indicated the importance of university students as future entrepreneurs (Ekanem & Wyer, 2007), student values in consumer decisions (Schröder & McKinnon, 2003) and the role of student shopping orientations and gender differences (Seock & Bailey, 2008). Other studies have emphasised students as consumers of higher education services (Hill, 1995), the compulsive buying behaviour of students (Roberts & Jones, 2001), students' spending habits and credit use (Hayhoe, Leach, Turner, Bruin, & Lawrence, 2000) and students' responses towards consumer campaigns (Wolburg, 2006).…”

“…These problems are frequently compounded by consumer-related problems such as exploitative sales ploys that could lead to debt, buying faulty goods and receiving poor service. The need for consumer learning at university level as a generic competence is apparent (Atherton & Wells, 1998;Rousseau, 1999;Schuh & Kitson, 2003) and not confined to South Africa (Hill 1995;Schröder & McKinnon 2003).…”

Advances in consumer education: European initiatives

“…Consumer understanding, attitudes and behaviours need to be constantly explored in order to inform development of meaningful consumer education materials Schroeder and McKinnon (). Collaboration between educators, industry and marketing companies should continue to be promoted and supported by institutions, such as those of the EU, and by governments so that financial and human resources are used wisely, and consumers, producers and retailers are all on the winning side.…”