Empowering Participants or Corroding Learning? Towards a Research Agenda on the Impact of Student Consumerism in Higher Education

Autor/inn/en	Naidoo, Rajani; Jamieson, Ian
Titel	Empowering Participants or Corroding Learning? Towards a Research Agenda on the Impact of Student Consumerism in Higher Education
Quelle	In: Journal of Education Policy, 20 (2005) 3, S.267-281 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
Schlagwörter	Academic Standards; Labor Market; Higher Education + Suchen Sie Ihr Suchwort? Labour market; Arbeitsmarkt; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The paper seeks to link the structural and the institutional to learning outcomes in order to articulate a research agenda capable of evaluating the impact of consumerism on learning and teaching in higher education. Consumerist mechanisms are situated in the context of quasi-market and new managerial regulatory frameworks and concepts developed by Pierre Bourdieu are drawn on to establish a theoretical model of the uneven impact of consumerism across different types of universities. Empirical studies, conducted in a variety of national settings, are outlined to confirm the plausibility of the model. The possible interactions between first, changes in academic identity, teaching and the curriculum; and secondly, on student identities and their impact on teaching and assessment and their consequent learning outcomes, are outlined. Some important questions about the consequences for the labour market are also raised. The paper hypothesizes that attempts to restructure pedagogical cultures and identities to comply with consumerist frameworks may unintentionally deter innovation, promote passive and instrumental attitudes to learning, threaten academic standards and further entrench academic privilege. The paper concludes by outlining key areas that require investigation in order to address some of the problems posed by consumerism in a mass higher education system. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10