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oapen-20.500.12657-531842022-03-03T02:53:15Z Chapter 11 Higher education students as consumers? Brooks, Rachel Abrahams, Jessie Comparative; EU; Education; Europe; European; School; Union; Choice; Transition; Inequality; Aspiration; International; Justice; Social; Political bic Book Industry Communication::J Society & social sciences::JN Education In this chapter, we draw on an analysis of English policy documents and focus groups with students at three English higher education institutions, to explore some of the complexity in the ways in which the concept of student-as-consumer is discussed by both those formulating policy and the intended recipients. In relation to policies, this is evident in some of the apparent contradictions within government documents which, on one hand, emphasise strongly many aspects of a consumer discourse (foregrounding ideas around investment, choice and ensuring value of money) but, on the other hand, also discuss in some detail the vulnerability of students and their need of protection– which is clearly at odds with the notion of an ‘empowered consumer’. With respect to students, a similar degree of complexity can be seen in their differential awareness of the student-as-consumer discourse, and their varied responses to it. 2022-03-02T13:20:54Z 2022-03-02T13:20:54Z 2020 chapter 9780367488123 9781315102368 https://library.oapen.org/handle/20.500.12657/53184 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781315102368_10.4324_9781315102368-16.pdf Taylor & Francis Educational Choices, Transitions and Aspirations in Europe Routledge 10.4324/9781315102368-16 10.4324/9781315102368-16 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb 43a9d22d-eaba-455a-b13c-fbdc5acd8d6e 178e65b9-dd53-4922-b85c-0aaa74fce079 9780367488123 9781315102368 European Research Council (ERC) Routledge 19 681018 EUROSTUDENTS H2020 European Research Council H2020 Excellent Science - European Research Council open access
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OAPEN
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English
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In this chapter, we draw on an analysis of English policy documents and focus groups with students at three English higher education institutions, to explore some of the complexity in the ways in which the concept of student-as-consumer is discussed by both those formulating policy and the intended recipients. In relation to policies, this is evident in some of the apparent contradictions within government documents which, on one hand, emphasise strongly many aspects of a consumer discourse (foregrounding ideas around investment, choice and ensuring value of money) but, on the other hand, also discuss in some detail the vulnerability of students and their need of protection– which is clearly at odds with the notion of an ‘empowered consumer’. With respect to students, a similar degree of complexity can be seen in their differential awareness of the student-as-consumer discourse, and their varied responses to it.
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9781315102368_10.4324_9781315102368-16.pdf
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9781315102368_10.4324_9781315102368-16.pdf
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9781315102368_10.4324_9781315102368-16.pdf
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9781315102368_10.4324_9781315102368-16.pdf
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9781315102368_10.4324_9781315102368-16.pdf
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9781315102368_10.4324_9781315102368-16.pdf
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Taylor & Francis
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2022
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1771297514936336384
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