Why Students Must Keep Consumer Attitudes Away From Day-to-Day Academic Work


Jim Dickinson asked on Twitter why it’s so difficult for some “to imagine that students can both be customers AND learners”. A binary is so often assumed between students as consumers and students as producers. Why can’t people be both at the same time? After all, we see matters on a multitude of levels. Why should this be any different?

I agree. That said, I worry about the way in which some people use the consumer mindset. It’s easy to have good intentions, yet drift off toward a limiting conclusion.

Dickinson explains why the binary attitude doesn’t work:

“[Students are] usually pragmatic, complex, practical people that are bright enough to know that their outcomes need some personal effort, but increasingly hacked off enough to demand redress when the institutions they’re mortgaging their future on let them down.”

The ability to seek redress when something goes wrong is important. What’s difficult is keeping consumerist attitudes away from day-to-day academic work.

In a post on Quite Irregular, Jem Bloomfield refers to a paper which found that students with a more consumer mindset would achieve lower grades:

“The authors studied students from a range of British universities, and asked them to indicate their level of agreement or disagreement with a range of statements intended to identify their attitudes, including their “learner identity” as someone who was engaged in intellectual development, and their “consumer orientation” as someone who was purchasing a product from the university. They also asked for the students’ most recent mark for assessed work.”

The paper concludes that “a lower learner identity was associated with a higher consumer orientation, and in turn with lower academic performance“.

Traditional school leaving students are already overwhelmed by the sheer number of changes and new considerations upon arriving at university. By introducing an additional layer of complexity that compels some students to look at value for money, there are potential dangers.


Instead of coming to university with an open mind to enjoy and experience a wide range of what’s on offer, some students see the huge investment they’re making and keep their focus on only what they consider they are paying for. They break down contact hours from lectures and seminars into divisible chunks. Divide the annual tuition fee by the number of contact hours per year and *that* is how much it costs to attend a session.

Breaking down £9k into a per-lecture framework is sobering. And unhelpful.

The sobering effect can focus the mind on putting all effort into the academic work. It’s this added consumer element that creates a jarring effect. Students are shocked by their three dimensional life and react by putting their actions in two dimensional terms.

Bloomfield says:

“It frames a degree as something which they can just add to their existing collection of possessions. This prepares them to resist ideas which might call into question their previous assumptions, since this would reduce their already accumulated “store” of ideas, rather than adding to it. It also discourages them from taking intellectual risks, since these might damage their final mark and thus devalue the “product”, even if they might also result in personal development and new perspectives which could be useful in future.”

For decades, students in different subjects have compared their workload and structure of their degrees. One spends hours on experiments in a lab and have cosy lectures with just a few other students present. Another has a handful of lectures with a hundred others, losing much of that personal feel felt in a smaller group.

Even when the contact hours are the same, other differences are a marker of better or worse value for money.

This forces an even stronger consumer stance. It’s not about getting what you need, it’s about not being diddled. If someone else can have that level of experience for the same price, why can’t I?

Sheffield’s Vice-Chancellor, Professor Sir Keith Burnett, expresses his concern:

“[A powerful] but in my mind distorting, view comes from the idea that value of a course is not measured in cost or effort but simply in the quantity of contact hours. It is in the comparison between subjects that don’t involve practice and those that do that the sharpest comments arise.”

Such a focus on this limited definition of value doesn’t provide enough context. So those who want better value for money and focus on the transaction may get less value for money as a result.


Even students who align their consumer focus to achieving the best academic results possible aren’t setting themselves up so well for the future. They work to the detriment of everything else for a top result when they graduate, but what other qualities and achievements can they showcase? Employers won’t be interested in how many contact hours they had.

In fact, employers are already less likely to focus so hard on a person’s academic study, choosing to look more broadly at candidates.

Yet research by The Student Room and the University of Sheffield found that 68% of A-level students now plan to take a postgraduate course after they graduate. Respondents mostly want to ‘enhance their career prospects’ and many also believe that postgraduate study will give them better chances of employment and better salary.

Spot the disparity. There are many good reasons you can give for taking up postgraduate study. Is the thought of having more chance of a job a good enough reason on its own?

The transactional side of higher education feels both valuable and damaging at the same time. Gaps could be widening at a time when people think they’re being bridged.

So how can individuals keep their positive three dimensional perspective intact? One way is to stay aware of the hidden value that exists where consumer ideas haven’t yet strayed. Another is to stay focused on the bigger picture as opposed to only what you think you’re paying for.

But if you must have it in consumer terms, think of the degree as the minimum viable product and you as the innovative business. You build your business to improve the initial product.

That product may start as a degree, but thanks to you–the business–it can grow into an irresistible package that’s worth more than the sum of its parts. Synergy-licious!