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Related Experiment Video

Updated: May 12, 2026

Applying an eMASS Customization Program as a Research Tool to Evaluate Consumer Benefits
08:27

Applying an eMASS Customization Program as a Research Tool to Evaluate Consumer Benefits

Published on: September 27, 2019

Consumerism and consumer complexity: implications for university teaching and teaching evaluation.

Wendy A Hall1

  • 1School of Nursing, and Associate Dean, Faculty of Graduate Studies, University of British Columbia, T. 201 2211 Wesbrook Mall, Vancouver, BC Canada V6T 2B5. Wendy.hall@ubc.ca

Nurse Education Today
|April 16, 2013
PubMed
Summary

University education faces challenges from corporate metaphors and consumerism. Recognizing diverse student consumer types, rather than treating them as a uniform group, is crucial for effective teaching and evaluation strategies.

Keywords:
ConsumerismEducationPostgraduateUniversity

Related Experiment Videos

Last Updated: May 12, 2026

Applying an eMASS Customization Program as a Research Tool to Evaluate Consumer Benefits
08:27

Applying an eMASS Customization Program as a Research Tool to Evaluate Consumer Benefits

Published on: September 27, 2019

Area of Science:

  • Higher Education Studies
  • Educational Psychology
  • Sociology of Education

Background:

  • Universities increasingly adopt corporate production metaphors and embrace consumerism to attract students.
  • Current teaching strategies often homogenize 'adult learners,' overlooking diverse student expectations and needs.
  • This approach fails to acknowledge the heterogeneity within student consumer groups.

Purpose of the Study:

  • To challenge the notion of uniform student consumer expectations in higher education.
  • To apply Dagevos' theoretical framework for categorizing consumers into distinct types.
  • To explore the implications of varied consumer expectations for university teaching and evaluation.

Main Methods:

  • Utilizing Dagevos' theoretical approach to classify consumers.
  • Analyzing the characteristics of different consumer categories (calculating, traditional, unique, responsible).
  • Describing the implications of these categories for pedagogical practices and assessment.

Main Results:

  • Student consumers are not a homogeneous group but can be categorized into distinct types.
  • Each consumer type exhibits unique expectations that impact their engagement with university education.
  • Current teaching and evaluation methods may not adequately address this diversity.

Conclusions:

  • Higher education institutions must move beyond a one-size-fits-all approach to student engagement.
  • Recognizing and responding to diverse student consumer types is essential for effective teaching.
  • Future research should incorporate consumer typologies into the evaluation of teaching effectiveness.