Developing the conceptual framework of consumer sciences in higher education in the UK

Recent subject benchmarking statements by the Quality Assurance Agency for Higher Education (2002) have included the subject of consumer sciences at bachelor's level. This is significant in that part of the aim of subject benchmark statements is to describe the nature and characteristics of specific degree level subject areas and to identify the ‘typical substantive core’. Consumer science/studies have therefore been defined as: ‘interdisciplinary subjects which seek to understand the relationships between the consumer and the economic, technical, social and environmental forces which influence the development and consumption of goods and services’ (QAA, 2002). If we are seeking, therefore, to encourage empowered consumers, we need to have an understanding of how the context of consumption and consumerism is positioned within current course structures. During the last five years developments and change in both the subject area and courses has made it increasingly necessary to explore the boundaries and development of degree level courses in the subject area in the United Kingdom. Research is therefore being undertaken to investigate the existence of a unique body of knowledge that currently defines the subject field, given its inter and multidisciplinary focus. This research has also aimed to track the changes and developments in courses and to map the forms of knowledge within the subject field between higher education institutions. This has been undertaken by comparing original studies of degree content areas, interviews and surveys of core academic staff and undertaking a recent follow up of this work. The results of this research will be available for presentation at the conference.     

The case for educated UK consumers: the National Consumer Council's consultation on consumer education

Consumer education is an integral part of the consumer empowerment mix. Over recent years the importance of consumer education as a vital tool for protecting consumers and making them better informed has been increasingly recognized in the UK. As part of the developing policy debate in the UK, the National Consumer Council (NCC), one of the key consumer champion bodies, has been arguing the case for a national strategy for consumer education. In order to establish whether a national strategy was needed and, if so, how a strategy could be structured and introduced, the NCC carried out a national consultation. In excess of 100 responses were obtained from a very broad range of organizations. This paper provides a review of the secondary data gathered for the NCC research. It was found that although there are many organizations and networks involved in consumer education in the UK, it lacks focus, is fragmented and is not efficient or coordinated. The research highlighted a need for a strategic approach to place educated and empowered consumers at the heart of the marketplace.     

Netnography as a consumer education research tool

‘Netnography’ is a research methodology in use since the late 1990s in the fields of consumer behaviour and marketing, but not fully utilized by researchers in the field of consumer education. This article argues that netnography is a helpful research tool for consumer education researchers who are interested in capturing and critically examining the education and learning occurring in informal sites of consumer education, especially in online communities. This article also presents an example of recent research conducted using netnography to understand how readers of the informal consumer education lifestyle magazine Budget Living created their own interpretations of meaning from the magazine.     

Consumer Support Networks: improving consumer advice in the UK

In 1999, Central Government launched an initiative to establish Consumer Support Networks (CSNs) throughout Scotland, England and Wales. The purpose of the networks is to improve access to high quality consumer advice services. Information and advice agencies will join together to provide expert, accurate and timely advice for consumers. By April 2002, 191 networks had been established covering in excess of 99% of the population. Only one local authority area in England has yet to establish a network. This paper reviews the development of consumer information and advice provision in the UK and considers the context for establishing CSNs. It also examines the need for consumer advice, the role of Central Government and the quality framework. Each CSN will conduct a gap analysis and assess the need for consumer advice in the local area. This will enable the network to develop a good understanding of consumers in the area and to take a more strategic approach in planning service developments to meet the identified needs. Consumer Support Networks aim to improve the provision of consumer information, education and advice. The literature suggests that consumers who are well educated regarding their rights are empowered through an increased ability to exercise them. Clearly branded advice services, marketed effectively to the public should result in higher levels of consumer awareness and, consequently, improve access to services. It is also expected that better flows of information between agencies will result in greater protection for consumers. Sharing ‘best practice’ nationwide should stimulate service improvements throughout.     

The co-evolution of third stream activities in UK higher education

This paper explores the co-evolution of third stream activities in UK higher education from 1970 to 2008. Drawing on interviews and archival analysis it identifies four distinct periods through which third stream activities have co-evolved. The research suggests that the co-evolution of the third stream mission in universities is inextricably linked to the emerging requirement for universities to demonstrate they have a purpose in society. It concludes that the rise of third stream activities has presented both universities and government with a means of doing this.     

Investigating the need for consumer education among Turkish secondary school students

This study has been planned to determine the need for consumer education by secondary school students. A total of 300 secondary school students (150 female, 150 male) living in central Ankara in different regions with respect to socio‐economic status participated in the study. Consumer education is defined as the management of economic resources, consumer behaviour concepts, relating to consumption, level of knowledge about consumer rights and responsibilities and environmental sensitivity. On the basis of this study, almost half the adolescents draw up a budget plan and carry out market research before shopping. Also, almost half of them put quality first when choosing goods and cost is of secondary importance. More than half of the students save money for unexpected outlay. Nonetheless, adolescents do not know about consumer rights and responsibilities, nor do they have sufficient information about consumer law and the concept of protecting the environment. More than half of the students stated that they need consumer education courses as part of their curriculum.     

Consumer education in the UK: new developments in policy,strategy and implementation

Consumer education is an integral part of the European Community's consumer policy. It plays a key role in consumer empowerment, helping consumers gain the skills, attitudes and knowledge they need to be able to gear the choices they make as consumers to their economic interests and to protect their health and safety. In its policy statement, the Directorate General for Health and Consumer Protection states that the European Community is aware that joint measures at national and Community levels should be more structured, in order to achieve maximum effectiveness. This paper aims to set out the current policy and strategic context for consumer education and empowerment in the UK; review the role of UK government bodies and other agencies concerned with developments; review recent literature; present the results of interviews with an extensive range of key stakeholders and the results of a survey of service heads for trading standards throughout the UK. It will consider implementation, partnership, resources, ideas and opportunities. The research found that the agenda for consumer education in the UK is at an interesting stage of development. The Enterprise Act 2002 gives the Office of Fair Trading (OFT) a statutory power to carry out educational activities. Consumer education is also moving up the agenda in the trading standards service. In addition, the teaching of citizenship in English schools is already stimulating new developments in consumer education. The paper will consider the need for organizations like these to work together to build on these policy developments and ensure that consumer education gains the profile it needs to influence consumer attitudes and behaviour.     

Consumer education and the OECD electronic commerce consumer protection guidelines

This paper explores the implications of e‐commerce transactions and the lack of consumer protection regulation on consumer educators and curricula. The discussion is divided into five sections: conceptualizing e‐commerce; the juggernaut of e‐commerce; consumer education defined, especially consumer protection in the electronic market‐place; the Organization for Economic Co‐operation and Development (OECD) 1998 Ottawa conference on electronic commerce; and the implications of this fluid market and policy context on consumer educators. Empowerment of the consumer, the ultimate objective of consumer education, is a total challenge in the global electronic market‐place, but a challenge that must be embraced by staying informed, becoming a consumer advocate, as well as educator, and remaining ever vigilant as curricula are developed for the domestic consumer transacting in an electronic global market.     

Experience,change and vulnerability: consumer education for older people revisited

Everyday consumer transactions have the same potential for unexpected consequence whatever the age of the consumers involved. Young and old alike can find that products and services fail to live up to performance claims and that they are left with problems not easily resolved, or costs that are difficult to recover. While not overlooking consumer heterogeneity – especially on the basis of age – older consumers are arguably distinguishable in terms of the social and financial context in which they make decisions and attempt to redress problems. In 1988, attention was drawn to the need for consumer education to look beyond generic objectives to the specific situation of older people and their transactions. More than a decade later, in an allegedly consumer‐oriented society, the issue is revisited here to assess the argument's current relevance. Despite the increased availability of information for decisions and consumer protection, difficulties persist in the way information is presented or accessed. Chameleon‐like, old problems become manifest in new unfamiliar ways and invalidate experience. Consumer education today is as important as it was in 1988. Arguably, technological change means that the need for a better understanding of dangers, rights and redress procedures is greater than ever and the needs of older people in increasingly complex private and public sector transaction environments are all the more pressing. However, a fundamental revision of the way we approach the design of products, services and environments is needed to improve prospects for older consumers.     

E‐commerce: consumer protection issues and implications for research and education

The impact of e‐commerce on consumers, public policy, business and education is examined. It behoves academics and students alike to keep abreast of new developments in this field and to contribute to the public debate on the widespread effects of e‐commerce. A discussion of public policy initiatives, research questions and ideas for future research are given.     

Factors involved in the learning of consumer studies

This study explored links between students’ psychological traits and their expressed preferences for learning approaches, and performance, on a consumer studies degree course. Measures to assess field independence, convergence–divergence and Perry position (a developmental classification based on students’ attitudes to knowledge and learning), and students’ preferences with regard to directed, group, project and practical learning approaches, were administered to 60 final‐year and 56 first‐year students on a consumer studies degree course. Perry position and a preference for a project learning approach were found to correlate most highly with overall performance. Field independence and convergence–divergence did not correlate at statistically significant levels with any element of final degree performance. As students proceeded through the course, they developed an enhanced view of a project learning approach and a diminished view of a group learning approach. On the basis of these findings, a number of recommendations for the teaching and learning consumer studies are put forward.     

Antecedents to international student inflows to UK higher education: A comparative analysis

This study explores the antecedents of international student flows into UK higher education and the variations in the antecedents between home countries of origin. The results suggest that home country economic wealth and demographics, historic/linguistic link and UK government preferential policies are the important antecedents for international students from worldwide flows into the UK. However, a comparative analysis shows that a wide variety of economic, social and political factors are all important to the UK international students originally from developing economies, while home country economic wealth and population, and bilateral trade are more important than other factors in determining the students from developed countries studying in the UK. The UK government should formulate effective and flexible policies and UK HEIs should develop specific marketing strategies to attract a growing number of international students in general and from key target countries and regions in particular.     

Pre‐professionals’ perceptions of home economics in Finland

This article focuses on some new frameworks that have been under discussion in developing the university studies in the field of home economics or family and consumer sciences in Finland. The empirical data were derived from students’ contributions during their university studies in the degree programme for home economics teachers at the Master's level. The aim of this research is to find out students’ present understanding of home economics and its challenges to complete its different functions. All students are at the level of advanced studies (mainly fourth year), and the number of students is 34. The data were collected by essays using SWOT analysis as a method. Students produced a very rich and multisided data that can be analysed in diverse ways and for many purposes. In general, one can say that most students have a very realistic and positive view of their studies. They can analyse them in diverse ways and reveal important qualifications. They are aware of the various challenges which face us in both the present and future societies. Students’ views are critical and they posed several questions outside the course material. They introduced examples from their working experiences and from studies in other departments and education institutes. The empowerment elements were recognized but these should be used more efficiently in attaining further progress in the field. New frameworks and approaches developed in Finland seems to be relevant in the current situations society finds itself.     

Power perceptions and modes of complaining in higher education

This study examines the relationship between student perceptions of different types of educator power and different modes of student complaining behaviour in the case of university education. A large sample of marketing students in the business school responded to the study from a state university in Northeastern United States. Factor analysis and canonical correlation analysis are used to explore the relationships between five bases of power perceptions (referent, expert, reward, legitimate, and punishment) and four modes of complaining behaviour (voice, negative word of mouth, third party, and exit). The results indicate that students engage in different modes of complaining as they perceive different types of educator power. The predominant complaining mode is found to be voice under referent or expert power, third party under legitimate power, and exit under reward or punishment power. Our findings offer important implications for student satisfaction, retention, and completion rates in higher education.     

基于TQM质量理念的高职教育质量观

新时期高职教育任重而道远,需要正确的高职教育质量观。基于TQM的质量理念,并且对新时期高职教育特点的再认识,我们可以提炼出符合高职教育工作实际的质量观,包括适用性的质量观、能力本位的质量观、全过程（全面）的质量观、保证适用的质量观。     

Graduate attributes in higher education: Examining academics' perception in the Middle East

Higher education institutes are facing increasing pressure to ensure that graduates are equipped with the right set of attributes that will make them desirable to potential employers. To deal with this pressure, universities have for some time been embedding employability attributes into their curriculum through classroom-based teaching and external programs. Yet, little research exists into examining academics' perception of graduate attributes and the potential challenges they face in delivering these attributes. The authors examine graduate attributes that are perceived as most important by academics. The findings suggest that communication, teamwork, problem solving, creativity, critical thinking, time management, and research skills were all seen as important for the employability.     

Embedding consumer culture in health and social care education – a university office's perspective

Health and social care services are changing – and this change is radical. Service user and carer involvement has been a key aspect of health and social care policy for a number of years. In terms of the National Health Service (NHS), this has been significantly strengthened by the report ‘High Quality Care for All’. The NHS will no longer be a monolith dictating what services it offers. It is beginning to take seriously the views of its consumers: the patients, service users and carers. The NHS is starting to put the patient experience at the centre of everything it does, and its regulators are asking for evidence of public and patient involvement. This process may yet prove to be one of the NHS' greatest challenges as it transforms to prioritize the consumer viewpoint. Social care, though further down the line in relation to involvement, is now responding to the relatively new personalization agenda. This paper will consider what the university sector can do to embed the consumer and service culture within the education of health and social care professionals. It looks at the challenges of involvement and required culture change, highlighting the key points to address in the early and middle stages of involvement from a university office's perspective. It includes examples of consumer involvement in teaching, assessment and the selection of students and how their input is starting to make a difference. Finally, the paper outlines what is needed in a development office to establish and support effective service user and carer involvement on health and social care courses in higher education. The article concludes by acknowledging that there is much more work that needs to be done in this field to embed the work of a development office, but that early steps have been promising.     

‘Sustainable transport choices’ in consumer shopping: a review of the UK evidence

In the UK, as elsewhere in Europe, government policy aims to reduce the use of private cars for consumer shopping trips. One major instrument of policy aims to ensure that new retail development is located in places accessible by all transport modes. This paper reviews the effectiveness of this and other such policies through analysis of survey evidence relating to routine shopping behaviour in the UK. It appears that these policies are likely to have little impact upon shopping travel, given the advantages to the consumer of private car use. However, demographic trends and increasing use of the Internet for food shopping are likely to stabilize or even reduce the use of private cars in the future.