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.     

消费者增权理论与我国消费者权益保护法的完善

消费者增权理论是近年来西方社会科学领域关注的热点问题之一,在消费者增权理论中,信息供给型增权和制度供给型增权是两种主要模式。我国现阶段的消费模式和消费者权益保护实践表明,制度供给型消费者增权可以更好地保护消费者利益。所以,从消费者增权理论出发,完善消费者权益保护法律体系,是增进消费者利益保护和实现消费和谐的重要举措。     

Comparing online and non‐online shoppers

A web‐based survey was completed by 130 faculty and staff from a university located in the south‐eastern United States. The purposes of this study were to investigate: (a) consumer characteristics related to online shopping; (b) benefits of online shopping as perceived by online shoppers; and (c) concerns about online shopping as perceived by non‐online shoppers. Responses were analysed using SPSS for tests of chi‐square. Findings suggest that the differences between online shoppers and non‐online shoppers correspond with Rogers’ 1 categories of adopters, and that the educational needs of consumers also differ based on their previous experience with online shopping.     

Consumer education and empowerment in Europe: recent developments in policy and practice

This article develops the findings of an evaluation of European Commission consumer education, information and capacity building actions conducted in 2011, with an examination of action taken by 2016 to address the recommendations. Based on empirical research of documents, in‐depth interviews, focus groups and semi‐structured surveys of Directorate General for Health and Consumers and Directorate General for Education and Culture policy networks, it discusses the journey taken to improve consumer education and empowerment throughout Europe. Implementation of the recommendations aims to transform consumer education and empowerment in Europe, with integrated and updated resources for the maximum number of teachers across the European Union, where teachers can focus the resources on consumer education activities relevant for their learners. A key focus of the new developments is to deliver higher European Union (pan‐European) added‐value, better coordination and synergies with national activities.     

Mobile social commerce content,consumer emotions and behaviour

Mobile social commerce (MSC) is exhibiting a growing interest from businesses and buyers due to the increasing number of mobile app users and combination of e-commerce and sharing features of MSC platforms. The limited existing research on MSC recommends that the impact of MSC platform features/content on consumer behaviour should be further explored, while the social commerce literature emphasizes the necessity to investigate impulse buying (IB) and social participation (SP). Thus, this study adopted the Stimulus-Organism-Response (SOR) theory to investigate the impact of MSC content's usefulness, interactivity, entertainment and authenticity, built from the literature, on consumer emotions (arousal and pleasure), and their relationship with IB and SP. A sample of 345 Generation Y Chinese consumers was employed, while responses were collected through a survey, being used partial least squares (PLS) structural equation modelling to test our hypotheses. Significant relationships were established between the content characteristics and emotions, entertainment exhibiting the strongest impact on arousal, and authenticity on pleasure. Arousal had a significant impact on pleasure, and arousal and pleasure significantly affected IB and SP, with arousal displaying a stronger impact. This research expands the MSC theory through the grouping of content characteristics, documentation on the impact on consumer emotions, the relationship between arousal and pleasure, and the effect on both IB and SP, extending the SOR theory applicability. Practical recommendations for Generation Y MSC marketing are proposed. The model could be extended by introducing privacy concern, content personalization, perceived risk as independent factors, and trust and planned behaviour as explained variables.     

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.     

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 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 empowerment: global context,UK strategies and vulnerable consumers

Globalization has created new consumer needs and wants, and resulted in consumer confusion regarding the increasing complexity of products and services. This has stimulated global interest in educating and empowering consumers. The UK government has made a very ambitious commitment to ensure that the framework for consumer empowerment and support is at the level of the best in the world by 2008. The government, many consumer organizations and regulators believe that empowered consumers are key to the success of competitive markets. Two national strategies to co‐ordinate activities in the UK have been developed by the Office of Fair Trading (OFT) and the Financial Services Authority (FSA). The OFT consumer education strategy aims to deliver targeted, effective consumer education by increasing co‐ordination and making the best use of available resources. The FSA is leading a financial capability strategy designed to deliver change to improve the UK's financial capability. Both strategies share a vision of educated and confident consumers making informed choices about the products and services they buy, and both aim to empower vulnerable consumers. Given the global interest and the development of national strategies, it is useful to consider what is meant by the term consumer empowerment. Is there a shared view of consumer empowerment internationally? Does the education of consumers result in empowered consumers? To what extent do the national strategies address the empowerment of vulnerable, disadvantaged, excluded or susceptible consumers? These questions will be addressed in this article which reviews the global context for the consumer education and empowerment agenda and considers key UK developments, with particular reference to the needs of vulnerable consumers. The study found that the language of consumer empowerment is gaining prominence in policy and strategy documents at the highest levels internationally in the Organisation of Economic Cooperation and Development and the European Community, and nationally in the UK.     

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.     

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.     

Complexity economics,wicked problems and consumer education

Complexity economics is a promising theory for consumer education that aspires to be focused on global justice and sustainability in a profoundly complex consumer marketplace. This paper first discusses the basic tenets of complexity theory, the foundations of complexity economics, followed by an overview of normal vs. post‐normal science, including tame and wicked problems. The third part of the paper positions consumer education within normal science, explicating the assumptions of conventional neoliberal economic theory. The final part discusses the assumptions of complexity economics and how it challenges traditional economic theory. A case is made for augmenting 21st century consumer education with complexity economics, anticipating a companion paper with pedagogical details.     

Power and responsibility: Advertising self-regulation and consumer protection in a digital world

While advertising self-regulation is generally considered effective in a closed, largely country-based system, the digital world in which we now live is an open and global system. This raises challenges for consumer protection from national regulators trying to enforce compliance from global media platforms, advertisers, and consumers. Applying the power-responsibility equilibrium, this study explores who has the power and who has the responsibility for advertising self-regulation in a digital world. In doing so, it takes an ethnographic approach, eliciting insights from 18 key stakeholders in the self-regulatory process, across the three geographical areas of Europe, United States, and Asia-Pacific. The findings highlight the need for more collaboration and alignment of self-regulatory systems and build a framework for action through embedding responsibility, aligning standards, initiating processes, and improving outcomes. Six recommendations are offered to restore the balance of power and responsibility.     

Consumer education: educational considerations and perspectives

This paper examines questions concerning consumer education in relation to consumption and household management. It is based partly on literature studies and partly on a current pilot study, also on studies carried out in the classroom and developmental work in schools and on teacher training courses. The pilot study on consumer education is being carried out in Denmark and is funded by the Danish Ministry of Business Affairs. Another part of the study concerns a qualitative investigation of pupils’ understandings of consumption and its meaning in their lives, but this is not reported here. The key research questions relate to the way in which the young consumer is educated, both formally and informally, and what the possibilities and perspectives are for consumer education. Introductory research is discussed, followed by a presentation and discussion of key issues for consumer education, such as household management, consumption, home economics and education. Finally, three examples are described and discussed which demonstrate how the advocated principles of consumer education and empowerment can be put into practice. These examples are based on developmental work carried out in lower secondary schools and teacher training courses.     

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.     

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.     

Consumer policy and consumer empowerment: comparing the historic development in Finland and Germany

This article traces the trajectories of consumer policy in Finland and Germany in the light of a comparative history in order to reflect upon the notion of consumer empowerment in public policy. The principle developments of contemporary consumer policy can be traced back to the post‐war political and economic integrations arising from the initial idea of free markets and individual freedom emphasized in classical liberalism. The article explores this development in Finland and Germany to the point of the establishment of a joint European Union (EU) consumer policy to reveal the notion of consumer empowerment. This approach creates an understanding of the peculiarities of consumer policy in EU member states despite the presence of a joint European policy area. Nowadays, both Finnish and German consumers find EU regulations excessive. It is important to acknowledge the influence of this historic development in order to understand what consumer empowerment meant in the past and thus to further develop policy action on a joint level.     

河南省农产品电子商务发展现状及对策分析

河南省是全国农业大省,但农产品销售困难一直困扰河南农业快速发展。在河南农业领域积极应用信息平台,实施电子商务,可以提升农业价值链,提高农业竞争力。发展河南省农产品电子商务,要在加强交易主体的综合能力的基础上,多渠道建设河南省农产品电子商务网站体系,强化河南省农产品电子商务发展的支持条件建设。     

对电子商务时代网络体育消费者购买决策力的分析与研究

随着电子商务的快速发展,越来越多的体育消费者青睐于网络消费。本文通过对网络体育消费群体的特征、类型以及消费行为的特点与动机等因素进行分析,探讨影响该群体消费行为的因素,进而结合目前体育用品网络消费市场的发展现状,探讨相应体育营销手段,以期有助于网络体育零售商制定适合于网络销售的营销战略和营销工具。