Framing consumer education conceptual innovations as consumer activism

This position paper developed the argument that creating innovative and forward‐thinking conceptual approaches to consumer education is a proactive process, the trademark of consumer activism. Assuming that (re)conceptualizing consumer education is a form of consumer activism, this article identified the conceptual contributions and intellectual innovations of 24 consumer education initiatives in North America (1962–2012). Using an historical analysis method, this study profiled consumer educators who tried to stay ahead of the curve by creating leading‐edge approaches to socializing people into their consumer role. In effect, they were expressing their personal and intellectual convictions about the potential and possibilities of consumer education as a means to promote change to protect and empower people in their consumer‐citizen role.     

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.     

Ideological maps of consumer education

The case is made for the merit of discovering and owning the ideological and paradigmatic underpinnings of consumer‐related education initiatives. After briefly profiling two camps of dominant and contending/emergent world views (ideologies and attendant paradigms), two ideological maps of consumer education are developed and applied, providing a scaffold for future deliberations about the import of world views in consumer education.     

College students’ consumer competence: a qualitative exploration

The purpose of this qualitative study was to investigate college people's perception of the competence necessary to play the consumer role and of the different socialization agents and processes involved in their consumer learning. Perception of the meaning of consumer competence seems mostly based on characteristics associated to preventive behaviours. If, on the whole, the subjects think they are competent consumers, their perception of other consumers is much less favourable. The mother appears to remain the most influential socialization agent but the father seems to play an increasing role. Young people's consumer socialization process is mainly achieved through communication, observation, and by learning through trial and error. Some of them find that consumer education in high school was useful but boring, and some others didn’t remember having received this education. The need to study further the competence of young adults and to provide consumer education is discussed.     

Conceptualizing and measuring consumer social responsibility: a neglected aspect of consumer research

Despite the availability of extensive research on a wide range of consumer‐related areas, some socially sensitive consumer issues have still remained relatively unexplored. Since literature review revealed a gap in the conceptualization of consumer social responsibilities, this article conceptualized, developed and validated a measurement scale for consumer social responsibility (CnSR), using a rigorous methodology suggested in the scale development literature. The study responded to the scholarly calls for further research in this area. Using a total sample of 491 respondents (53 respondents for pilot, 207 for exploratory survey and 231 for confirmatory survey), the study proposed a six‐dimensional measurement scale for CnSR, including: (1) social impacts, (2) solidarity, (3) critical appraisal, (4) supporting business growth, (5) environmental impacts and (6) action. It is argued that with ever growing impacts of corporate social responsibility on business practices, the validated measurement scale will contribute to the advancement of research in this nascent consumer area.     

Sustainable consumer empowerment through critical consumer education: a typology of consumer education approaches

It has always been assumed that consumer education serves the purpose of empowering people in their consumer role. This paper reviews the conventional understanding of consumer education and empowerment and then suggests an alternate approach. The argument is made for consumer education that helps people find their inner power and social potential to challenge the status quo, to change the system from a holistic perspective. Consumer empowerment of this type is totally self‐sustaining. Once learned, it cannot be unlearned. This form of sustainable consumer empowerment is the preferred direction for the future of consumer education.     

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.     

Online consumer learning as a tool for improving product appropriation

Online tutorials make access to information easier, faster and more interactive. This research seeks to investigate the role of online knowledge acquisition on the relationship between Internet users and products. In particular, we seek to develop the concept of product appropriation. A survey (N = 810) was conducted using five settings (i.e., different products and online learning media). First, findings support the two-dimensionality of product appropriation (i.e., control and identification). Second, results show a positive relationship between online consumer learning and product appropriation for novices, and a negative relationship for experts. Improved appropriation increases product attitude, word-of-mouth and purchase intention.     

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.     

The cynicism of consumer morality

Based on an empirical analysis of a yearlong netnography of a Swedish online fashion community, and the explication of the concept of modern cynicism, this paper develops a novel perspective on consumer morality. The analysis suggests that modern cynicism informs consumers of the reasonableness in consciously stating one type of morality while acting out another, in order to handle the morally conflicting demands put on them by contemporary consumer culture. The contribution of the paper is mainly threefold: (i) it conceptualizes instances of consumer morality as a form of consumer cynicism; (ii) it advances our understanding of consumer morality by showing how instances of consumer morality are articulated through cynical discursive practices, steeped in an enlightened disbelief in: the market, the other consumer and the self; and (iii) it shows that consumer cynicism, as enlightened critique, does not necessarily constitute an effective form of resistance. It is concluded that we may observe yet another type of morality developing within contemporary consumption, markets and culture: a morality of cynicism where consumers, actors and organizations not only find something healthy, but also something right or good in a cynical reason.     

On consumer trust and product loyalty

Using a multidimensional conceptualization and drawing on previous theoretical frameworks, this study identifies the dynamic relationships between consumer trust and product loyalty, and explores the mechanism, by which these constructs are formed. It further examines the nature and direction of the chain of effects related to the formation of consumer trust and loyalty and their links, all in the context of the core relationship between consumers and firms from the production to consumption, and back to production again. This analysis implies that blind consumer loyalty to a product may lead to the elevation of producer's power and give a blank card for setting prices, adjusting quality and altering services, and ultimately reversing consumer sovereignty. The analysis also implies that consumer satisfaction domain spans much more over and beyond the consumption of a product and the consumer–firm relationship extends way beyond having the product and paying for it.     

Advances in consumer education: European initiatives

The purpose of this article is to inform the reader of developments in consumer education in the European Union and to present future directions for policy and research. The article responds to a call for more consumer education and the promotion of sustainable consumption. It makes a case for the benefits of studying the dynamic multi‐country process of developing coordinated consumer education curriculum and resources involving academics, government officials and non‐governmental organizations, ultimately affecting millions of students. The review of select initiatives, questions posed and subsequent recommendations highlights the complexity of the issues surrounding economic viability and the pedagogical and social value of transnational consumer education initiatives.     

An heretical consumer research perspective on music,culture and heritage

ABSTRACT

This special issue presents both empirical and conceptual papers on music, culture, and heritage as a discursive site of human action and social interaction. The theme of this special issue of music, culture, and heritage are aspects symbolically embedded throughout the market, as well as within cultural and ritualistic practice. The work featured in this special issue captures the essence of the 2015 Heretical Consumer Research Revival conference held 28–30 September in New Orleans, LA (partially funded by Association of Consumer Research). This diverse gathering of critical thinkers and consumer researchers considered various avenues to enrich future directions for consumer culture research. In line with that conference, this special issue is oriented towards generating innovative, radical, and even heretical schools of thought in consumer culture research surrounding markets, music, culture, and heritage in a nonconventional, nonconformist manner.     

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.     

Private certification schemes as consumer protection: a viable supplement to regulation in Europe?

In the European single market, most product certification schemes are privately organized. This paper considers the goals and pitfalls of private certification as a form of market‐based and multi‐stakeholder consumer protection that relies on the transparency of information and the possibility of consumers choosing accordingly with their preferences.     

Critical consumer issues in St. Lucia: an examination of consumer challenges and related learning among rural adults according to income levels

Consumer education is a relatively new and growing interest in St. Lucia. Neither the government nor the National Consumer Association has established a consumer education programme to address the growing consumer concerns in the country. The purpose of this study was to examine critical consumer issues, related learning challenges and strategies among rural adults in St. Lucia according to income levels. Rural adult consumers are most disadvantaged in terms of levels of education, income and access to resources, which may help to prevent and mediate consumer concerns. The specific research questions examined were: (1) What is the nature of problems experienced by rural St. Lucian adult consumers in the marketplace? (2) How do rural St. Lucian adult consumers solve the challenges they encounter in the marketplace? (3) What is it like for rural St. Lucian adult consumers as they go about trying to learn to solve the consumer issues they face? and (4) What do rural St. Lucian adult consumers perceive to be the requisites for effective decision making in the marketplace? Data were collected using a questionnaire comprising of 29 questions divided into four sections (problems, strategies, solving consumer problems and making effective decisions) and two biographical questions. A total of 500 rural adult consumers were surveyed verbally through door‐to‐door contact. The findings of this study revealed that middle‐income rural adult consumers experience more problems in the marketplace than those with each lower or higher level of income. Middle‐income rural adult St. Lucian consumers in particular seek more information and are comfortable with using more strategies than the lower‐ and higher‐income rural adult consumers. This research gives us a better understanding of the problems faced by rural adult consumers based on their income. Research results will be useful to the government of St. Lucia and the National Consumer Association when they decide to establish an adult consumer education programme for St. Lucia.     

Consumers’ motivations and roles in rooting for or against underdog consumer

When wronged customers feel powerless they could bring publicly their fight against offending firms. Doing so could help to put the perpetrator firms under pressure and urge them to restore fairness. While some consumers could express their commitment to wronged consumers, others may disagree and disapprove their fight. This paper investigates consumers’ motivations and roles in supporting and rooting against powerless customers‐ referred here as underdogs. Using a netnography approach to analyse online participants’ postings, we identified two types of roles: supportive and unsupportive roles. The former consist of five consumers’ roles that are endorsed when rooting for underdogs, namely the Admirer, the Rebel, the Learner, the Opportunist and the Lawyer. The latter consists of four roles adopted by opponent consumers when rooting against underdogs, namely the Sarcastic, the Elitist, the Conformist and the Schadenfreudist. Understanding consumers’ roles and motivations in rooting for the underdogs, is helpful for firms in managing their defensive marketing efforts and reduce the anti‐corporate attitudes. Likewise, knowing what motivates consumers to root against an underdog may help in capitalizing on supportive attitudes and to reinforce the commitment toward the firm.     

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.     

Developing a contemporary conceptualization for consumer sciences in higher education in the UK

Consumer sciences and consumer studies as a recent interdisciplinary degree area in higher education in the UK has had limited published research either on the subject heritage or its disciplinary identity. Since the major subject review was undertaken by the Council for National Academic Awards 17 years ago, the research investigation aimed to study how consumer studies and home economics had moved to consumer sciences and consumer studies. The research has therefore involved a survey over a 15‐year period of development and changes of institutions and degrees and a content analysis of programme outlines and national benchmarking to reveal changing trends in how the subject has been conceptualized. The comparison used data from 1992, 1999, 2003 and 2007 to map degree programme and institutional changes. External and internal political and economic factors influenced subject growth, decline and development. It was found that the number of degree programme titles had remained relatively stable, with still a balance between BA and BSc degrees but that this disguised many changes in institutions and degree titles. The content analysis of trends was undertaken, comparing 1992, 1999, 2003 and 2007. Subject benchmarking statements introduced in 2002, currently being revised in 2009, were compared with programme content themes in 2003 and 2007. The content analysis showed that the overall approach or principles, areas of study, context, perspectives and processes for degree programmes at the undergraduate level had developed noticeably over the last 15 years and had been clarified by benchmarking guidelines. Themes of behavioural change, consumer ethics, consumer services, skills and education, sustainability and well‐being had developed with applied contexts depending on programme orientation. A model has been proposed to illustrate the current conceptualization of the subject in the UK at degree level, and Chenoweth's definition of consumer sciences and consumer studies has been redefined for the UK. It is recommended that there should be more theoretical reflection on the interpretation and development of the subject.