The student-as-consumer approach in higher education and its effects on academic performance

Bunce, Louise; Baird, Amy; Jones, Siân

doi:10.1080/03075079.2015.1127908

Cited by 360 publications

(334 citation statements)

References 48 publications

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“…The analysis by Bunce et al (2016) revealed disciplinary differences in students' self-identification as passive or active learners, with Science, Technology, Engineering, and Mathematics (STEM) students being more likely to view themselves as passive learners. This suggests that disciplinary differences are a factor to consider in SaP practices and research, which makes sense given the depth of research into disciplinary differences that influence teaching and learning beliefs in higher education (Becher & Trowler, 1989;Mårtensson, Roxå, & Stensaker, 2014).…”

Section: Implications For Sap Researchmentioning

confidence: 99%

“…A recent university graduate opinion piece, "We are not customers" (Afolabi & Stockwell, 2012), challenged the client view of students but acknowledged that curricula often encourages students to self-identify as a passive customer rather than facilitating the process of becoming an effective lifelong learner. While not explicitly framed in SaP, Bunce, Baird, and Jones (2016) explored the consequences of students being considered customers in the UK, which drastically increased university fees in 2012. They administered a survey to 605 undergraduate students from 35 institutions in England and found that students with a "consumer orientation" tended to hold passive attitudes towards learning, which then had a negative impact on academic performance (Bunce et al, 2016).…”

Section: Students As Consumers or Partners In Learning And Teachingmentioning

confidence: 99%

“…While not explicitly framed in SaP, Bunce, Baird, and Jones (2016) explored the consequences of students being considered customers in the UK, which drastically increased university fees in 2012. They administered a survey to 605 undergraduate students from 35 institutions in England and found that students with a "consumer orientation" tended to hold passive attitudes towards learning, which then had a negative impact on academic performance (Bunce et al, 2016). By working together as collaborative partners in the teaching and learning enterprise, SaP is a direct challenge to the idea that students or staff can be passive in the educational process.…”

Section: Students As Consumers or Partners In Learning And Teachingmentioning

confidence: 99%

See 2 more Smart Citations

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

Matthews

Groenendijk²,

Chunduri³

2017

IJSaP

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Engaging students-as-partners is gaining momentum in the higher education sector. This study explores undergraduate students' perceptions of how involved they were in partnership activities across their degree programs, and whether this matched their desired level of involvement in such practices. Analysis of a quantitative study of 268 students showed statistically significant differences between perceived levels of importance and involvement for all the partnership practices (n=18) investigated in our survey. These results highlight that the students in this study want to be more substantially involved in partnership practices across their degree program. We argue against the consumerist rhetoric about the role of students as passive learners and advocate for greater inclusion of partnership activities that foster active student participation in shaping the university curricula. We discuss implications for Students as Partners in relation to the progressive development of university curricula and assessment practices along with future research directions.

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Section: Implications For Sap Researchmentioning

confidence: 99%

Section: Students As Consumers or Partners In Learning And Teachingmentioning

confidence: 99%

Section: Students As Consumers or Partners In Learning And Teachingmentioning

confidence: 99%

See 1 more Smart Citation

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

Matthews

Groenendijk²,

Chunduri³

2017

IJSaP

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“…In the UK, for example, Bachan (2017) confirmed the public speculation of grade inflation in UK higher education. On the other hand, in a study of consumerism in UK HEIs, Bunce et al (2017) noted that students who do not identify themselves as learners have a high probability to develop a consumer-alike orientation, especially if they are self-funded students. The changing perception of students and the growing expectation towards employability skills pose challenge to HEIs in preparing individuals for employment.…”

Section: Challenges Faced By Heismentioning

confidence: 99%

Analysing Challenges of Teaching Supply Chain Management in Higher Education Institutions

Camps¹

2017

IJMAR

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The aim of this paper is to provide an analysis of the main challenges in teaching and learning Supply Chain Management in Higher Education Institutions. It also reviews the perceived challenges faced by university students studying SCM modules as part of business management studies in a Scottish university. Findings indicate that traditional ways of teaching Supply Chain Management are not always effective and students expect a more student-centred pedagogy to improve the depth of their learning.

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“…There is emerging evidence that students who have adopted a more consumerorientated approach are likely to achieve less academically (Bunce et al, 2016). The corollaries of consumerist orientations include the tendency towards extrinsic rather than intrinsic learning approaches, the minimisation of effort and the attribution of academic difficulty on variable provision rather than personal proactivity.…”

mentioning

confidence: 99%

Student Engagement: Towards A Critical Policy Sociology

Tomlinson

2017

High Educ Policy

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This paper develops a critical policy analysis of the student engagement agenda, exploring its establishment as a key policy framework in HE and why it has developed such momentum.Based on a critical policy sociology approach, this article analyses the levels through which student engagement can be conceptualised: macro, meso and micro. At the macro level, the concept can be seen as partly aligned to the market-driven and massified institutional context and informed by New Public Management policy levers intended to enhance the performative value of contemporary universities. At the meso level, student engagement has been instituted by policies and practices evaluated by a range of performance measures that purportedly capture the efficacy of engagement practices. At a micro level, it presents issues around students' relationship with institutions in light of their changing role. If student engagement policy and practice is able to elevate students as active co-producers of self-directed learning, they may also potentially affirm their role as regulatory customers. Policy sociology; neoliberalism; performativity; engagement; studentship Introduction: problem and contextThe concept of student engagement has become firmly established in the lexicon of contemporary higher education (HE) policy and has informed much discussion on the 2 management of student experience (Kuh, 2010). However, it remains conceptually ambiguous, largely due to the multiple ways in which it can be conceived and the multiple contexts in which it is played out (Baron and Corbin, 2012). Student engagement has been defined broadly as the level of effort and investment students make towards their formal study, resulting from educationally purposeful provision that enriches their formal experiences. It is acknowledged that it is likely to have multiple components -for instance, Trowler (2010) has identified cognitive, emotional and behavioural dimensions, each of which are achieved through different facets of students' experiences. Much of the research and analysis has framed the issue in terms of the favourable institutional and pedagogic conditions that encourage students to make further cognitive investments in their higher education learning.A key concern preoccupying those involved in HE teaching and learning has been to develop institutional and pedagogic strategies that enhance student engagement (Coates, 2005). This is followed by endeavours to best capture how effective these are and how well they can be implemented and then measured. This tends to work from the premise that student engagement provision is inherently beneficial to students and that provision must be tailored to enrich its impact. Student engagement has therefore become viewed as a key lever towards the enhancement of institutional effectiveness and quality at a time when policy makers have emphasised the importance of maximising the formal benefits of participating in HE. This has also taken place during a period when, in many countries at least, the costs of participa...

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The student-as-consumer approach in higher education and its effects on academic performance

Cited by 360 publications

References 48 publications

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

Analysing Challenges of Teaching Supply Chain Management in Higher Education Institutions

Student Engagement: Towards A Critical Policy Sociology

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