Her majesty the student: marketised higher education and the narcissistic (dis)satisfactions of the student-consumer

Abstract

Intensifying marketisation across higher education (HE) in England continues to generate critical commentary on the potentially devastating consequences of market logic for learning. In this paper, we consider the student-consumer prominent in these debates as a contested yet under-analysed entity. In contrast to the dominance of homo economicus discursively constructed in policy, we offer a psychoanalytically-informed interpretation of undergraduate student narratives, in an educational culture in which the student is positioned as sovereign consumer. We report findings drawn from in-depth interviews that sought to investigate students' experiences of choice within their university experience. Our critical interpretation shows how market ideology in an HE context amplifies the expression of deeper narcissistic desires and aggressive instincts that appear to underpin some of the student 'satisfaction' and 'dissatisfaction' so crucial to the contemporary marketised HE institution. Our analysis suggests that narcissistic gratifications and frustrations may lie at the root of the damage to pedagogy inflicted by unreflective neoliberal agendas. We finish with a discussion about the managerial implications of our work.

Consumerisation in UK higher education business schools: higher fees, greater stress and debatable outcomes

“…Consistent with these views, our findings provide insights into extant academics' perceptions of the impact of the consumerist shift on a range of HEI stakeholders. Consistent with reports from other studies (Naidoo and Jamieson 2005;Nixon et al 2016), the majority of academics within our study note that student attitudes have changed, with academics perceiving their students to simply expect or want a degree in exchange for their fees. This reported perception is consistent with the notion of purchasing a degree as a product, as opposed to being engaged as the co-creators of a knowledge generation service.…”

“…Recently, research has shown there has been an increase in evidence suggesting that consumer-based practices, notions and perceptions are permeating into UK higher education institutions (HEIs) (Nixon et al 2016;Woodall et al 2014). Many of these developments have occurred since the introduction of tuition fees, following which UK HEI leaders have implemented strategies, policies and procedures which focus on income and revenue maximisation (Natale and Doran 2012), as opposed to the traditional staple learning and teaching experiences (Marginson 2012;Nixon et al 2016).…”

“…Many of these developments have occurred since the introduction of tuition fees, following which UK HEI leaders have implemented strategies, policies and procedures which focus on income and revenue maximisation (Natale and Doran 2012), as opposed to the traditional staple learning and teaching experiences (Marginson 2012;Nixon et al 2016).…”

“…In order to accomplish this, we define consumerisation as 'a social phenomenon that empowers buyers and consumers, keeping a check on companies to ensure that the customers receive quality products and or services at the correct price'. This definition is based on the work of multiple researchers (Bunce et al 2016;Lomas 2007;Nixon et al 2016) who view the student as a consumer and the work of Ritzer (1996), who was one of the first to discuss the 'McUniversity' and its impact on the wider consumer society. The 'McUniversity' refers to the transformation of HEIs from knowledge generators to service providers.…”

Developing evaluative judgement: enabling students to make decisions about the quality of work

“…It provides an overarching means to communicate with students about a central purpose of these activities, how they may relate to each other and to course learning outcomes. With sceptical studentconsumers, a strong educational rationale which speaks to students' future use is necessary (Nixon et al 2016). It may also persuade educators that devoting time to work-intensive activities such as using exemplars, co-creating rubrics, and undertaking self and peer assessment and feedback is worthwhile.…”