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Scholars have documented the ways in which the influence of neoliberal ideology, and particularly the extension of free-market logic, has resulted in meaningful changes within colleges and universities in the United States. However, largely omitted from these discussions is the impact of neoliberal ideology on college students. Concurrent with the discussion concerning neoliberalism and higher education, a separate dialogue focusing on the rise of the conceptualization of students as customers has been occurring amongst higher education scholars. Such an understanding of college students is consistent with free-market logic, as the relationship between students and their institutions become defined in economic terms. While many scholars have lamented about the rise of this new approach towards education, few have connected it with larger changes in higher education or with the influence of neoliberal ideology. More importantly, researchers have yet to measure reliably the extent to which students actually express a customer orientation. The purpose of this dissertation is to provide the first measure of a customer orientation, and in the process help describe the impact neoliberal ideology, and freemarket logic in particular, has had on college students.

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Thesis (MComm)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Lifestyles offer a comprehensive view of behaviour and the motives that underlie many of the purchases made by consumers. Impulsive buying behaviour is a complex phenomenon, and it has not yet been actively researched within a South African context. The aim of this study was to investigate the lifestyle of an impulsive student buyer, and to compile a lifestyle profile of such a buyer. A total of 499 respondents from the particular tertiary institution participated in the study. The sample population reflected young consumers in the age group 17 to 33 years. The students were mostly undergraduates studying in a full-time capacity. This study was exploratory and descriptive in nature. An electronic web-based survey was used as the method of data gathering. The survey was programmed and posted for a period of three weeks on the student portal of the tertiary institution where the survey was conducted. The validation of participation in the electronic survey was done in accordance with the requirements of the sample selection criteria. The questionnaire was tested during a pilot study. Factor analysis and Cronbach’s coefficient alpha was used to assess the validity of the questionnaire and to determine its internal consistency. Mean scores and standard deviations were computed to divide the data into three groups. To determine the current lifestyle dimensions of the students, the Activities, Interests and Opinion statements (AIOstatements) were factor analyzed. The factor matrix was rotated by means of an oblique rotation of axes, making use of the Direct Oblimin rotation technique. This resulted in a solution of five activity and interest factors, and two opinion factors. Mean scores and standard deviations were computed for all the valid life style characteristics. The frequency of impulsive shopping was measured through frequency distribution. Pearson’s product moment correlation coefficient analysis was performed between the differentiating variables, namely lifestyle and impulsive shopping behaviour to establish the relationship between these variables. Multivariate analysis of variance (MANOVA) and univariate (one way) analysis of variance (ANOVA) were used to determine differences between the groups. The five activity and interest factors that were identified, included clothes shopping/clothing specific lifestyle, social interaction, media usage, fashion oriented clothes shopping/fasion oriented clothing lifestyle, and cultural activities and interests. The two opinion factors identified, were positive vision for the future and importance of training/education. However, the opinion factors did not differ in terms of statistic significance between the groups, and was therefore not used in the consequent typology of the groups. Three groups of student consumers were identified based on the respondents’ perceptions of their activities and interests, and impulsive shopping behaviour. The students were categorized into the following three groups: Group 1: Non-impulsive shoppers – Non-impulsive Conservatives/ Traditionalists Group 2: Low impulsive shoppers – Moderates Group 3: High impulsive shoppers – Impulsive Trendsetters The three groups differed in terms of their activities and interests, and impulsive shopping behaviour. The following activities and interests characteristics were considered important: clothes shopping/clothing specific lifestyle, social interaction and media usage. The activities and interests factors that are responsible for differences between the groups could provide retailers with valuable means to identify market segments, and to satisfy their specific needs. Young South African consumers should not be considered as a homogeneous group of consumers. The South African market is a highly competitive environment providing a wide variety of shops and products to consumers which can be targeted at a specific segment to exert an impact on shopping and specifically impulsive shopping. Therefore the retailer and marketer ought not to underestimate this type of shopping behaviour. Implications for retailers and marketers are stated and recommendations for future research are suggested in order to encourage further investigation in a scientific manner in the field of impulsive shopping behaviour, and lifestyle. / AFRIKAANSE OPSOMMING: Lewenstyl bied ‘n uitgebreide en omvattende beeld van verbruikers se gedrag en die motiewe onderliggend aan die aankope van verbruikers. Impulsiewe aankoopgedrag is ‘n komplekse fenomeen en ‘n studierigting waarin beperkte navorsing in Suid- Afrika gedoen is. Hierdie studie poog om ondersoek in te stel na die lewenstyl van ‘n impulsiewe studente-aankoper en om dan gevolglik ‘n lewenstyltipering van hierdie student te doen. ‘n Totaal van 499 respondente het aan hierdie studie deelgeneem. Die steekproef is uit jong verbruikers in die ouderdomsgroep 17 tot 33 jaar geneem. Die studente was meerendeels voorgraads voltyds ingeskrewe studente. Hierdie studie was verkennend en beskrywend van aard. Data is deur middel van ‘n elektroniese webgebaseerde-opname versamel. Die vraelys is tydens ‘n loodsstudie getoets. Die vraelys is geprogrammeer en vir ‘n tydperk van drie weke op die portaal van die studente aan die betrokke tersiêre instansie geplaas. Die vraelys het uit vier afdelings bestaan. Die kontrole van die deelnemers aan die elektroniese opname is in ooreenstemming met die steekproefseleksiekriteria opgestel. Faktorontleding en Cronbach se koëffisiënt alfa is gebruik om die geldigheid en interne konsekwentheid van die vraelys te ondersoek. Deur gebruik te maak van gemiddelde tellings en standaardafwykings is die data in drie groepe verdeel. Om die bestaande lewenstyldimensies van die studente te bepaal, is die Aktiwiteite, Belangstellings en Opinie-stellings (AIO-stellings) aan faktorontleding onderwerp. Die faktormatriks is volgens die skuinsas-rotasietegniek met behulp van die Direct Oblimin-metode geroteer. Vyf aktiwiteite-en-belangstellingsfaktore en twee opiniefaktore is uit die data verkry. Gemiddelde tellings en standaardafwykings is vir al die geldige lewenstyleienskappe bereken. Die frekwensie van impulsiewe aankoopgedrag is deur middel van frekwensieverspreiding gemeet. Pearson se produk-moment korrelasiekoëffisiënt-ontleding is op die data toegepas om die korrelasies tussen die onderskeie veranderlikes, naamlik lewenstyl en impulsiewe aankoopgedrag, te bepaal. Meervoudige ontleding van variansie (MANOVA) en enkelvoudige ontleding van variansie (ANOVA) is gebruik om verskille tussen die groepe te bepaal. Die belangrikste aktiwiteite-en-belangstellingsfaktore wat geïdentifiseer is, sluit klereaankope/klere-spesifieke lewenstyl, sosiale interaksie, mediaverbruik, modieuse klereaankope/modieuse klere-lewenstyl en kuns en kulturele aktiwiteite en belangstellings in. Die belangrikste opiniefaktore sluit positiewe toekomsvisie en belangrikheid van opleiding in. Die opiniefaktore het egter nie statisties beduidend tussen die groepe onderskei nie en is gevolglik nie in die tipering van die groepe gebruik nie. Drie groepe studenteverbruikers is geïdentifiseer, gebaseer op die respondente se persepsie van hul lewenstyl en impulsiewe aankoopgedrag. Die drie groepe is soos volg gekategoriseer: Groep 1: Nie-impulsiewe kopers – Nie-impulsiewe Konserwatiewes/ Tradisioneles Groep 2: Lae impulsiewe kopers – Gematigdes Groep 3: Hoë impulsiewe kopers – Impulsiewe Tendensaanwysers Die drie groepe het volgens hul impulsiewe aankoopgedrag en aktiwiteite en belangstellings verskil. Die volgende aktiwiteite en belangstellingseienskappe is oor die algemeen die hoogste aangeslaan: klereaankope/klere-spesifieke lewenstyl, sosiale interaksie en mediaverbruik. Die aktiwiteite en belangstellings wat beduidend tussen die groepe onderskei, kan moontlik aan kleinhandelaars waardevolle inligting bied om marksegmente te identifiseer en om aan die behoeftes van die onderskeie verbruikersgroepe te voldoen. Jong Suid-Afrikaanse verbruikers behoort nie as ‘n homogene groep verbruikers beskou te word nie. Die Suid-Afrikaanse mark is hoogs kompeterend met ‘n wye reeks winkels en produkte wat op ‘n spesifieke segment gerig kan word om sodoende ‘n impak op aankope en spesifiek impulsiewe aankope uit te oefen. Die kleinhandelaar en bemarker behoort derhalwe nie hierdie tipe aankoopgedrag gering te skat nie. Implikasies vir die kleinhandelsektor en bemarker is gestel en aanbevelings vir verdere navorsing word gemaak ten einde toekomstige navorsing op ‘n wetenskaplik gefundeerde wyse op die gebied van impulsiewe aankoopgedrag en lewenstyl aan te moedig.

The Swedish school has grown multicultural due to the recent years' migration and globalization of society. This place higher demands on the school's responsibility to educate students who are accepting and understanding towards each other, no matter their cultural and ethnic backgrounds. With application of postcolonial theory and its features; alterity, identity and racial prejudice to C.N Adichie's novel Americanah, it is argued that the inclusion of postcolonial literature in the EFL classroom may help students in developing an understanding for democratic values, and in exploring their roles in a diverse environment.

In 2011 Sweden introduced tuition fees for citizens of countries outside the European Union (EU), European Economic Area (EEA) and Switzerland, choosing to study at Swedish universities. The purpose of this thesis has been to explore how institutions of higher education in Sweden has adapted to this change by studying the case of Lund University. Within Lund University we have studied both centrally placed functions and functions at the Faculty of Engineering and the Faculty of Social Sciences, namely Graduate School. We have performed interviews with teachers as well as administrative staff on different levels. Our study is centred around organization pertaining to marketing and recruitment towards fee-paying students as well as services for fee-paying students during their time of study at Lund University. We have also been interested in finding out whether the relation between the university and the students has changed during the time passed and if there has been any adaptations of the offered education. Our study shows that the tuition fees contributed to a more focused attention on international marketing, the development of new practices within communication and service to international students and the creation of a wider range of international educational programmes. We have also found that administrative staff within the university, to a certain extent, think about students in terms of customers. / År 2011 infördes studieavgifter för studenter från tredjeland som valde att studera vid universitetet och högskolor Sverige. Syftet med denna uppsats har varit att utforska hur lärosäten i Sverige anpassat sig till denna förändring genom att studera fallet Lunds universitet. Inom Lunds universitet har vi studerat funktioner både centralt och på fakultetsnivå, vi har genomfört intervjuer med lärare samt med personer på olika nivåer inom administrationen. Vi har inkluderat både Lunds Tekniska Högskola, LTH, och Graduate School som driver ett antal internationella mastersprogram vid den Samhällsvetenskapliga fakulteten. I vår studie har vi fokuserat på̊ organisering som berör rekrytering av och marknadsföring mot betalande studenter till universitetet samt servicefunktioner riktade till betalande studenter under studietiden. Vi har även utforskat om relationen till studenterna har förändrats samt om det skett en anpassning av utbildningsutbudet. Vår studie visar att studieavgiftsreformen bidrog till ett ökat fokus på internationell marknadsföring och positionering, att nya praktiker inom kommunikation och service till internationella studenter utvecklats samt att antalet program med internationell rekrytering utökats. Studien visar även att tjänstemän inom universitetet i viss utsträckning tänker på studenter i termer av kunder.

Thesis (PhD (Education)--University of Stellenbosch, 2006. / 287 leaves printed as single pages, preliminary pages i-xxii and numbered pages 1-253. Includes bibliography and appendixes. Digitized at 600 dpi grayscale to pdf format (OCR), using a Bizhub 250 Konica Minolta Scanner. / ENGLISH ABSTRACT: This study is aimed at developing a curriculum framework for consumer learning at a higher education institution, using a case study design. To determine the need for consumer learning at the Cape Peninsula University of Technology - the "bounded context" of the study - a situation analysis was conducted as the first phase of curriculum development. Methods to triangulate data included the use of quantitative and qualitative research methods, together with a thorough literature study. The two sets of empirical data were obtained from two research instruments, namely self-administered survey questionnaires and semistructured interviews with learning facilitators (lecturers) at the institution. The survey amongst first-year students was used to assist in the needs assessment for curriculum development at the CPUT and to determine the knowledge, skills, values and attitudes of first-year respondents regarding consumer rights and responsibilities, as well as other consumer-related issues. This not only provided data to analyse the situation, but also assisted in the planning and development of a curriculum framework for consumer learning. The researcher used semi-structured interviews to determine the views and perceptions of learning facilitators regarding the importance of consumer learning, and to gauge the need for such learning at the institution. Aspects relating to the contents, teaching strategies, level of introduction, potential for critical crossfield outcomes development, benefits and major obstacles in the implementation and/or integration into the curriculum were also investigated. The two-tiered situation analysis indicated that students expressed a clear need for consumer learning at the Cape Peninsula University of Technology, especially regarding the areas of consumer rights and responsibilities. The importance of consumer learning and the "readiness climate" from the perspective of the learning facilitators was also clearly established. The study culminated in the development of a curriculum framework for consumer learning that is compatible with the requirements of the South African Qualifications Authority and the Higher Education Qualifications Framework in South Africa. Key findings reported in the form of a curriculum framework could serve as a guideline for the planning and implementation of a consumer learning programme at the Cape Peninsula University of Technology. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem met die doel om 'n kurrikulumraamwerk vir verbruikersleer aan 'n hoëronderwysinstelling te ontwikkel. 'n Gevallestudiebenadering is gebruik om die sosiale verskynsel van verbruikersleer te ondersoek. Om die behoefte aan verbruikersleer aan die Kaapse Skiereilandse Universiteit van Tegnologie - die konteks van die studie - te bepaal, is 'n situasie-analise onderneem as die eerste fase van kurrikulumontwikkeling. Metodes van triangulasie in hierdie navorsing sluit die benutting van kwantitatiewe en kwalitatiewe gegewens in, asook 'n literatuurstudie. Die twee stelle empiriese gegewens is verkry vanuit 'n selfgeadministreerde opnamevraelys aan studente en onderhoude met leerfasiliteerders (dosente) aan die instelling. Die doel van die opnamevraelys was om te help met die behoeftebepaling vir kurrikulumontwikkeling aan die Kaapse Skiereilandse Universiteit van Tegnologie, en veral om die kennis, vaardighede, waardes en houdings van eerstejaarrespondente met betrekking tot verbruikersregte en -verantwoordelikhede te bepaal. Dit het nie alleen insig in die situasie-ontleding gegee nie, maar het ook gehelp met die beplanning en ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer. Die doel met die gebruik van semi-gestruktureerde onderhoude in hierdie studie was om die navorser in staat te stel om die sienswyse en persepsies van leerfasiliteerders met betrekking tot die belangrikheid van verbruikersleer, asook die behoefte daarvoor by die instelling te bepaal. Aspekte wat verband hou met die inhoud, onderrigstrategieë, vlak van bekendstelling, potensiaal vir kritieke uitkomsontwikkeling, voordele en vernaamste struikelblokke in die implementering en/of integrasie van die kurrikulum is ook getoets. Die situasie-analise dui daarop dat studente aan die Kaapse Skiereilandse Universiteit van Tegnologie 'n behoefte het aan verbruikersleer, veral met betrekking tot die bevordering van verbruikersregte en -verantwoordelikhede. Die belangrikheid van verbruikersleer en die "gereedheidsklimaat" daarvoor vanuit die perspektief van die leerfasiliteerders is ook bevestig. Die resultaat van die navorsing het gelei tot die ontwikkeling van 'n kurrikulumraamwerk vir verbruikersleer wat versoenbaar is met die vereistes van die Suid-Afrikaanse Kwalifikasie-Owerheid en die van die Hoëronderwys Kwalifikasieraamwerk in Suid-Afrika. Sleutelbevindings in verband met verbruikersleer is ook in die raamwerk opgeneem. Hierdie bevindings kan as 'n riglyn dien vir die beplanning en implementering van 'n verbruikersleerprogram aan die Kaapse Skiereilandse Universiteit van Tegnologie.

Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.