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.     

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.     

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.     

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.     

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.     

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.     

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.     

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.     

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.     

Validation of Consumer Styles Inventory for consumer decision making styles

The Consumer Styles Inventory (CSI) developed by Sproles and Kendall, Journal of Consumer Affairs, 1986, 20: 267–279, is one of the most widely used instruments to classify consumers by their decision making styles. With changes in consumption culture attributable to the coexistence of global and local consumer culture in the past few decades, it is essential to reaffirm that the CSI measurement instrument is valid for contemporary consumers and can be applied in various contexts. This study, therefore, aimed to present a set of CSI validation procedures using contemporaneous participants and targeting two groups of participants in the United States. Two sets of exploratory factor analysis using the main data set (n = 390) were performed and confirmatory factor analysis was applied to the main data set and the cross-validation data set (n = 172). Results from both the exploratory factor and confirmatory factor analyses seem to validate the eight underlying consumer characteristics of CSI.     

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.     

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.     

Reorienting consumer education using social learning theory: sustainable development via authentic consumer pedagogy

The paper illustrates the growing interest in understanding consumer behaviour through a social learning theory (SLT) lens, and explains the recently launched United Nations Decade for Education for Sustainable Development (ESD). Then, the discussion turns to an overview of a recently developed ESD/SLT integrated theoretical framework, which is then applied to consumer education via an authentic pedagogy. The paper highlights the rich potential of authentic intellectual work in the form of observational learning by augmenting ESD within authentic consumer education curricula.     

Associations between demographics and perceptions of unethical consumer behaviour

Retailers may lose profits as a result of shoplifting and other unethical consumer behaviour. Research focusing on consumer ethical decision making is needed. Information provided by 1117 undergraduate students from universities within the US revealed that women are less accepting of unethical consumer behaviour than men. Subjects who reported that they very consistently follow the teachings of their primary faith are less accepting of unethical consumer behaviour than subjects who reported that they do not very consistently follow the teachings of their primary faith. Relationships between consumer ethical response scores and other demographic characteristics are discussed.     

Retailer corporate social responsibility and consumer citizenship behavior: The mediating roles of perceived consumer effectiveness and consumer trust

Retailers often face pressure from stakeholders to address social and environmental issues. The purpose of this study is to investigate the influence of retailer corporate social responsibility (CSR) on consumers' perceptions and behavior. Drawing on the theoretical foundations of social identity theory and signaling theory, this study presents and validates a unique model which examines the mediating effects of perceived consumer effectiveness and consumer trust on the relationship between retailer CSR and consumer citizenship behavior. Using a sample of 407 consumers in China, results of structural equation modeling show that retailer CSR is positively associated with consumer citizenship behavior. Additionally, perceived consumer effectiveness and consumer trust positively mediate this association. Taken together, these findings provide support for retailers to develop CSR programs that remind and reinforce consumers’ perceptions about socially responsible behaviors.     

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.     

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.     

Learning good judgement: young Europeans’ perceptions of key consumer skills

A convenience sample of 27 European Union (EU) citizens and two Romanians residing in the Scottish Central Belt took part in in‐depth interviews to explore a wide range of consumer decision‐making scenarios which ranged from borrowing and saving to impulse buying and ‘value for money’ choices. The aim of the research was to identify and assess how well educated young EU consumers perceive the consumer education process and the precise nature of consumption specific skills. Given the focus of the present paper on consumer judgement, the role of values received particular attention. The Schwartz Value Inventory served as a conceptual framework for analysing the responses. The results show that the family in its role as primary creator of values was considered the most important agent in the consumer education process because it establishes a routine pattern of decision making. Further support from social networks in the wider community and real‐life experience through trial and error were cited as equally significant for acquiring useful consumer skills. There was consensus that the influence of schools was limited to providing generic citizenship education rather than specific consumer studies classes. The findings of this study point to the need for changing the current focus of consumer education and consumer policy from an emphasis on training the vulnerable consumer to a more inclusive agenda which concentrates on value education for all market players including producers and marketers.