Adolescent consumers: reaching them,border crossings and pedagogical challenges

Consumerism is part of living in the contemporary post‐modern world. It is claimed that schools and consumer education have a rather marginal impact on the consumer behaviour of young people. This qualitative study explores adolescents’ ways of consuming in three different worlds: home, school and peer groups. The aim is to understand how the adolescents experience border crossings between these worlds. What do they think about consumerism and consumer education? Finally, the pedagogical challenges of consumer education are discussed. The qualitative data was collected through mind maps, written questionnaires and semi‐structured group interviews. Qualitative content analysis was used to analyse the data. The data was collected from 59 teens (between 14 and 15 years of age) from Vantaa, Finland. According to the results, the adolescents’ way of consuming in each world differs from each other. However, border crossings occur with natural strategies and smooth transitions. The adolescents feel that ‘real’ consumerism does not begin until adulthood. Then, it is time to act like responsible consumers. Their motivation to study consumer issues at school is poor, because they feel the substance of consumer education not corresponding to their lives. Because of this, consumer education needs pedagogical renovation based on the needs of the adolescents and the special features of their consumerism.     

An investigative study of adult consumer education and lifelong learning needs in the United Kingdom and Latvia

Consumer education in Latvia is in the early stages of development and should be seen in the context of the rapidly changing society in the post‐Soviet era and the increasing influence of the marketplace, and Latvia's position as a new accession country. The Latvia University of Agriculture is in the process of developing an adult consumer education programme. A comparative study between the UK and Latvia was designed to test the hypothesis that many adult consumers lack knowledge and understanding of their consumer rights and responsibilities. A sample of adults in both countries completed a consumer rights questionnaire investigating attitude, knowledge and critical thinking ability. The UK questionnaire was modified, taking into account the different consumer environment in the two countries, to compare the need for adult consumer education in Latvia and the United Kingdom. In the United Kingdom results showed that the group overall were not confident that they knew enough about consumer rights and legislation or to resolve consumer problems and were unsure about their consumer responsibilities. Levels of knowledge were poor, leaving adults vulnerable to exploitation in the marketplace, uninformed about their responsibilities to voice dissatisfaction about goods and services, and unaware of how their consumer behaviour can affect the wider community. Adult participants in Latvia thought that they lacked education in consumer legal rights and responsibilities and did not have the necessary skills, knowledge and understanding to manage consumer problems effectively. Results in both countries indicate that adult consumer education is needed, supplemented by a comprehensive package of adult consumer education. Despite the cultural differences between the two countries, the analysis showed that similar adult consumer skills and attitudes were needed. This joint research has shown that this methodology could be used to determine adult consumer and life‐long consumer education needs in other European countries and internationally.     

Co-operation among groups in developing and delivering programmes to consumers

The purpose of this study was to investigate the feasibility of co-operation among consumer education providers, in developing and delivering education programmes for consumers. Four groups of consumer education providers were identified for this study: business representatives, consumer advocates, government agencies and secondary school educators. Members of each group were presented with a series of 42 objectives which had been grouped into eight categories. They were asked to identify the importance of each objective and providers were compared according to their responses. Similarities and differences among consumer education providers were identified and statistical tests applied. Three objectives identified as most important by participants were: (i) developing guidelines for wise use of credit; (ii) identifying the rights and responsibilities of the consumer in our society; and (iii) establishing the essential factors in the developing of a budget. The median test identified significant differences (P < 0.05) between consumer education suppliers in the importance they assigned to consumer education objectives in three categories. Spearman rank-difference correlation test identified objectives within seven categories of objectives for which consumer educators expressed similar importance. These findings indicate sufficient agreement among consumer educators' importance ranking of objectives to indicate support for co-operative educational programmes.     

CONSUMER KNOWLEDGE,RIGHTS AND BEHAVIOUR OF COMMUNITY CONSUMER LEADERS

Research has indicated that the attitudes of teachers are often reflected in their students.¹ If so, then what are the attitudes that potential community consumer educators may pass on to the people in their localities? Is there a relationship between their knowledge of consumer rights and responsibilities, and their opinions and behaviours? The knowledge, opinions and behaviours concerning consumer rights and responsibilities of community consumer educators may be reflected in their effectiveness in conducting community programs. Are they knowledgeable of their consumer rights and responsibilities? Do their own reported marketplace behaviours support their attitudes, or are they different? This study was designed to seek answers to these and related questions.²     

Consumer Education: Does It Change Students' Competencies and Attitudes?

A number of states require or are considering the required teaching of consumer education in secondary schools. However, almost all previous research has found no difference in consumer economic competency between students who had taken a consumer education/economics course and students who had not taken the course. This research was conducted in a state that requires consumer education of all students to see if there was a change in competency level and attitudes toward business. Potential differences in types of courses used to meet the state requirements were also investigated. The basic finding is that students who took a course specifically designed to present consumer education topics did improve their consumer economics competency and developed a more positive attitude toward business.     

Assessing the Validity of Consumer Ratings for Higher Education: Evidence from a New Survey

This analysis assesses the validity of using consumer surveys to measure the quality of colleges using new survey data from the Strada‐Gallup Education Consumer Survey. I develop an individual consumer rating based on responses to 14 items related to the quality of education and implement two validity tests: Do higher ratings predict higher welfare, and do they correspond to objective quality measures? I conclude that they do. Indeed, the mean ratings of at least 20 other alumni provide a better prediction of individual satisfaction than popular college rankings from media sources. Consumers rate their experiences higher after attending not‐for‐profit colleges that generate better economic opportunities, enroll students with higher test scores, employ well‐paid faculty, and graduate a higher percentage of students who eventually earn doctorates. I conclude that survey‐based consumer ratings of postsecondary institutions can provide valid and reliable quality comparisons.     

Guiding the path: Identified skills for educating the next generation of workers

The changing economy brings about new and exciting opportunities for emerging workers. Research shows that adolescents transitioning to adulthood are eager to enter the workforce and begin their careers, but many will be underprepared for the types of responsibilities that their new positions will entail. Subjectively identifying the skills that current workers believe will be necessary for future job success provides insight into how school curriculum may adapt to the changing economy and better support their students. This study explores the viewpoints of workers and the skills that they will need to take the next steps in their careers.     

On Being Consumer Educators in the 1980's

Consumerism as a force in our society is maturing. Consumer education as a field of study is also growing up. It is beginning to be recognized as a positive and constructive force in the economy. In the decade of the 80's we can probably place less emphasis on the adversarial and protective issues and more on the rights and responsibilities of consumers in a market economy. A second or “hidden” agenda should be to encourage improvement in the production and delivery system itself. Consumer education belongs to no single discipline. Even economics cannot provide the whole story for a consumer education program. However, consumer education that does not require solid economic understanding is indeed misnamed. Although the primary focus of our efforts should be on the decision making of the individual and the household, our teaching must clearly articulate with the larger economy. We are living in a different economic climate than prevailed a decade or so ago. We must keep abreast of rapidly changing social institutions and market arrangements if our teaching is to be relevant and meet the challenges of the coming decade.     

Knowledge and attitudes of Bahraini adolescents towards obesity

The aim of this study is to evaluate the knowledge and attitudes of Bahraini secondary students towards obesity. A multistage stratified sampling procedure was used to select 742 adolescents aged 14 to 19 years. The findings revealed that the knowledge of adolescents toward causes and complications of obesity was quite sufficient. However, adolescents were more likely to believe many food fads related to reducing weight. Lack of physical excercise, excessive food intake and heredity were the main reasons given by adolescents for obesity. Girls were more likely to depend on television (71—3%) and newspapers and magazine (55—6%) as sources of nutrition education than boys (66—7% and 44—8%, respectively). It was concluded that the school curriculum should include more information about nutritional problems prevalent in the community.     

Effect of Business Education on Women and Men Students’ Attitudes on Corporate Responsibility in Society

This article describes a survey among Finnish business students to find answers to the following questions: How do business students define a well-run company? What are their attitudes on the responsibilities of business in society? Do the attitudes of women students differ from those of men? What is the influence of business education on these attitudes? Our sample comprised 217 students pursuing a master’s degree in business studies at two Finnish universities. The results show that, as a whole, students valued the stakeholder model of the company more than the shareholder model. However, attitudes differed according to gender: women students were more in favor of the stakeholder model and placed more weight on corporate ethical, environmental, and societal responsibilities than their men counterparts – both at the beginning and at the end of their studies. Thus, no gender socialization effect of business school education could be observed in this sense. Business school education was found to shape women and men students’ attitudes in two ways. Firstly, valuation of the shareholder model increased and, secondly, the importance of equal-opportunity employment decreased in the course of education. This raises the question whether the educational context is creating an undesirable tendency among future business professionals. The results further suggest that the sociocultural context can make a difference in how corporate social responsibility is perceived. The article also discusses possible ways to influence the attitudes of business students.     

Perceived consumer competence of college students: a qualitative exploratory study

Considering the large sums of money young people spend on goods and services and the huge importance marketers grant to them, it is easy to agree on the very important role they play in today's consumer society. Autonomous role enactment involves the attainment of a certain level of performance which implies certain socially desirable behaviours. However, studies about consumer skills are rather sparse. Consequently, we do not know if young people present the necessary abilities to make educated choices, protecting their own interests and exerting their responsibilities as citizens in the community and by this, contributing to balancing the market forces. The data presented are an extract from the qualitative part of a larger study about the consumer skills of French Canadian college students. Thirteen students, aged from 18 to 22 years old, were recruited in three colleges of the Quebec City area through personal contacts with academic members. They participated in semistructured interviews during the months of November and December 2001. During the discussions, they expressed their perceptions of the skills necessary for being an educated consumer, their own level of competence in this area, the general level of competence of people of their age and that of older adults. They identified the most significant agents in their consumer socialisation and detailed the nature and content of these influences. This information implements research in consumer behaviour from a non‐commercial perspective and has helped to plan the quantitative stage of the study which is presently under way. The study is financed by the Social Sciences and Humanities Research Council of Canada.     

Consumer bankruptcy in Utah (USA): who files and why?

This study examined consumer debtors who filed for bankruptcy and their reasons for filing in Utah, the U.S. state that ranked first in household filing rate in 2002–2004 and consistently ranks in the top ten of the 50 states. The purpose of the study was to determine the demographic characteristics of debtors and reasons for filing. Data were collected during 2004–2005 via survey from 508 debtors. The debtors reported employment problems, medical expenses, divorce or other family problems, as well as trouble managing their finances and overuse of credit cards. More than half of the debtors owed medical providers. Debtors were more likely to report a reduction in income than job loss. Self‐employed persons were over represented. Respondent debtors are less educated, less likely to be married and less likely to own a home compared with Utahns and other Americans. Contrary to expectations, debtor households were smaller than the state average, which may be due to the young age of debtors. Results suggest that in order to reduce the bankruptcy rate in Utah, consumer educators should target renters, adults with less than a college education, divorcing persons and small business owners. Utah's mandate for a personal finance graduation requirement should be implemented early in the secondary school curriculum.     

How to create tools to empower the consumer – the challenges of home economics/FCS and home economics teacher education

The aim of this presentation is to introduce some new frameworks that have been under discussion in developing university studies in the field of home economics or family and consumer sciences in Finland. The empirical data is derived from students’ contributions during their university studies in the degree program for home economics teachers at the Master's level. The main data is based on students’ opinions and conceptions about strengths (S), weaknesses (W), opportunities (O) and threats (T) of their university discipline and field to meet the future challenges. All students are at the level of advanced studies (mainly 4th year), and the number of students is 34. All have some school experience as a home economics teacher and most also have some other work experience in the field of home economics, family and consumer sciences. The research questions were: (1) How do the students see their field according to the SWOT analysis? and (2) What type of developments do they pose for the future? There was also an implementation section. Students were asked to produce their own ‘action plan’ for the next few years. The preliminary data analysis reveals that inside the discipline and the field there are several empowerment elements, but also that they are not used as efficiently as they could be. In conclusion, most students have a very realistic view of their studies. They can analyse them in diverse ways, and reveal important qualifications. They are aware of the various challenges that face us in both the present and future societies. Students also see that home economics not only gives them tools that are relevant in present school situations, but the subject includes such future potentials that can be used in directing the school towards the more open learning environments. Home economics has its place inside the education system. Both the idea of ‘home economics teacher as a researcher’ and ‘home economics teacher as an educator’ were seen as important aims to maintain in the university degree.     

A comparative analysis of patients’ rights: an international perspective

Consumer rights are used as a framework comparing the patients’ rights of selected countries. Patients’ right documents of geographically dispersed countries, regional coalitions and international organizations were selected for analysis and comparison reflecting health and consumer policy. The content of patients’ rights policies, including populations addressed, basic consumer rights, dignity and privacy or confidentiality were analysed. The inclusion of consumer responsibilities and enforcement of patients’ rights was evaluated. Countries used comprehensive laws and charters to address patients’ rights. The consumer rights most often noted in the patients’ rights analysed were the rights to information, choice and redress. Five countries lacked inclusion of consumer responsibilities and the responsibility for enforcement. Suggestions for action on the part of family and consumer educators and scientists were offered.     

The Historical Development of the Content of Consumer Education: An Examination of Selected High School Texts, 1938–1978

This study was designed to determine which topics historically have been most frequently considered to be a part of consumer education and to identify changes over time in the coverage of particular topics. Fifteen selected high school consumer education texts published over a 40-year period were examined and their contents classified into 50 topic categories. Overall, it was found that there was substantial variation among the texts in the topics included and in the length of coverage given to them. While a small group of topics was covered in all of the books, only limited evidence was found for a developing consensus about many other areas. It also appears that the content of consumer education textbooks was relatively unresponsive to economic and social changes over the 40-year period.     

How Consumer Law Travels

This article synthesizes a number of the findings and themes emerging from the various case studies presented about the efficacy of the transplantation process of the EU consumer acquis in some of the EU accession and new Member States. Specifically, the article examines the process of incorporation through the lens of the domestication of the consumer rules either through the making of the local consumer laws or their subsequent enforcement in the case study jurisdictions. The overall conclusions from the case studies are that accession pressures are an important impetus for legal reform in consumer law, that there is limited tailoring of the rules in their transposition, and that there is slow take up by local actors in the resolution of consumer problems. The article suggests that getting it right in the law-making process in tailoring the rules to local needs or the extant local law may not be crucial for their subsequent efficacy, both because deliberations about the efficacy and fit of the rules may be irresolvable ex ante and because the relevant collocutors often do not exist at the time of original enactment of the consumer laws. Yet if the transplanted rules can be enlivened through local institutions as spaces for contestation of the rights and responsibilities that arise under consumer law, they can be domesticated or contextualized precisely through processes of ongoing contestation. From that perspective, it is institutional diversity in implementation in different jurisdictions, remedial hybridity and EU monitoring of the efficacy of local solutions that can help unblock suboptimal local outcomes.     

Consumer socialization,social structural factors and decision‐making styles: a case study of adolescents in Malaysia

The purpose of this study is to investigate how the process of consumer socialization will determine adolescents’ decision‐making styles. Eight decision‐making styles were conceptualized as outcomes of the socialization process, which is acquired via interaction with socialization agents, namely parents, peers, printed media, television commercials and in‐school education. The study also proposed five social structural variables (social class, gender, ethnicity, residence and religion) as being associated with the socialization agents and decision‐making styles. The study sample consisted of 934 adolescents between the ages of 16 and 19 years. The data were collected using a self‐administered questionnaire and analysed with the SPSS computer program. As a result of regression analyses, significant relationships were found between social structural factors and socialization processes, suggesting that the influence of socialization agents on adolescents may vary according to certain demographic characteristics. Significant relationships were also found between social structural factors and socialization processes. Peers appeared to be the most important agents of consumer socialization, contributing to a variety of desirable as well as undesirable consumer decision styles. Printed media and television commercials were also found to be significant sources of the acquisition of both desirable and undesirable decision‐making styles. Parents and in‐school education, however, were insignificant in the acquisition of any decision‐making styles among adolescents. Information obtained from this study could be useful to government agencies and consumer educators. The most revealing finding of this study is that parents did not contribute to the formulation of decision‐making orientation for adolescents. This points to the need for consumer educators to take steps in designing programmes that will involve parents as primary socialization agents at home; this may be facilitated via printed materials. Apart from this, the information can also be helpful in enabling marketers to be more effective in targeting various adolescent markets by formulating marketing strategies according to demographic factors, socialization process and decision‐making styles.     

Vendor Hygienic Practices and Consumer Perception of Food Safety during the Carnival festival on the island of Tobago,West Indies

Local festivals are usually the highlights on the small island, Tobago, West Indies. The street vendors capitalized on the Carnival season where they provide a variety of foods and beverages on‐demand for masqueraders and spectators. Therefore, this study examined food safety and hygienic practices by vendors and consumer perception of such practices at the Carnival festivals in Tobago. Standard structured questionnaires and observational checklists were compiled and administered to 50 vendors and 150 consumers at five Carnival events. Each vendor was observed for frequency of practices for 15–20 min. Consumers were sampled systematically (every fifth person encountered) at each event. The vendors examined were generally female (70.0%), 41–50 years old (34.0%), possessed less than primary education (36.0%), acquired more than 5 years of experience (44.0%) and were stationary (78.0%). The most common food prepared and sold was hot dog (36.0% of all sold foods). Educated vendors practised good personal hygiene and on‐site food handling, whereas the others performed improper practices such as absence of aprons and hair covering, wearing of jewellery and handling money while serving. Also, vendors displaying valid food badges generally practised more proper personal hygiene and food handling than those without badges. The majority of the consumers examined were residents of Tobago (80.0%), female (74.7%), 21–30 years old (39.3%) and possessed secondary education (53.3%). More than half of the consumers purchased foods at Carnival events (57.3%). Most (82.7%) who did not purchase stored foods in coolers. More than half (58.0%) had seen or read Carnival food safety articles in the local newspapers and most (96.0%) were aware that illnesses can be transmitted via consumption of food. Additionally, 42 out of 74 respondents (56.8%), who indicated that they were affected by foodborne illness, sought medical help when foodborne illness was suspected. However, a mere 13 out of 74 consumers (17.6%), who indicated that they were affected by foodborne illness, lodged reports of suspected foodborne illness with the local health authority. Younger consumers (21–30 years old) mostly read food safety articles and were conscious of illness being transmitted via consumption of food. In addition, the more educated consumers (tertiary education) indicated awareness as well as formal reporting of foodborne illness. Some gaps in vendor practices included handling of money while serving (78.0%), failure to clean utensils (68.0%) and access to water (48.0%). Noteworthy, only visual observation and interviews were utilized in the study.     

Development and Validation of a Simulated Market to Test Children for Selected Consumer Skills

This study investigated use of selected consumer skills by children of two ages. A simulated market was developed and used to determine each participating child's level of consumer competence. It was found that (a) children learn consumer skills by being given opportunities to participate in consumer decision-making and sharing family responsibilities, (b) too little or excessive time spent in market search lessened the chance of obtaining a best buy, and (c) although children can and do learn to be consumers early, some skills depend upon maturation and use of education.