The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.
The student-as-consumer approach in higher education and its effects on academic performance
Open accessAbstract
Students studying at universities in England have been defined as customers by the government since the introduction of student tuition fees. Although this approach has been rejected by educators, there is a lack of empirical evidence about the extent to which students express a consumer orientation and its effects on academic performance. These issues were examined in the current study by surveying 608 undergraduates at higher education institutions in England about their consumer attitudes and behaviours in relation to their higher education, learner identity, and academic performance. The analysis revealed that consumer orientation mediated traditional relationships between learner identity, grade goal and academic performance, and found that a higher consumer orientation was associated with lower academic performance. Furthermore, responsibility for paying tuition fees and studying a Science, Technology, Engineering and Mathematics subject were associated with a higher consumer orientation and subsequently lower academic performance. Implications for academic performance are discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
Multiple regression: testing and interpreting interactions
(1992) · Choice Reviews Online · doi:10.5860/choice.29-3352 · Cited by 36,654
Preacher, K. J., & Hayes, A. F. (2008) · Behavior Research Methods · doi:10.3758/brm.40.3.879 · Cited by 34,117
Beyond Baron and Kenny: Statistical Mediation Analysis in the New Millennium
Hayes, A. F. (2009) · Communication Monographs · doi:10.1080/03637750903310360 · Cited by 9,757
Construal-level theory of psychological distance.
Trope, Y., & Liberman, N. (2010) · Psychological Review · doi:10.1037/a0018963 · Cited by 6,618
Learning to Teach in Higher Education
Ramsden, P., & Ramsden, P. (2003) · Routledge eBooks · doi:10.4324/9780203507711 · Cited by 5,106
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646 · cited 5×
“Alternatively, a more objective measure of performance that could be considered is a student’s pre-university entry qualifications, which has strong correlations with performance in higher education (Richardson, Abraham, and Bond 2012).”
BackgroundResultInfluentialAchievement goals in the classroom: Students' learning strategies and motivation processes.
Ames, C., & Archer, J. (1988) · Journal of Educational Psychology · doi:10.1037//0022-0663.80.3.260 · Cited by 3,557
A meta-analysis of the five-factor model of personality and academic performance.
Poropat, A. E. (2009) · Psychological Bulletin · doi:10.1037/a0014996 · Cited by 2,729
Mediation Analysis in Social Psychology: Current Practices and New Recommendations
Rucker, D. D., Preacher, K. J., Tormala, Z. L., & Petty, R. E. (2011) · Social and Personality Psychology Compass · doi:10.1111/j.1751-9004.2011.00355.x · Cited by 2,430
Cited by
The development of student feedback literacy: Enabling uptake of feedback
Carless, D., & Boud, D. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463354 · Cited by 2,428
“Increasingly common discourses of students as consumers may also reinforce instrumental attitudes to learning and inhibit students from taking responsibility for developing their own knowledge and skills (Bunce, Baird, and Jones 2017).”
Students’ Workplace Readiness: Assessment and Skill-Building for Graduate Employability
Siddique, S., Ahsan, A., Azizi, N., & Haass, O. (2022) · Sustainability · doi:10.3390/su14031749 · Cited by 47
Johnson, M. (2021) · The International Journal of Management Education · doi:10.1016/j.ijme.2021.100508 · Cited by 22
Abdullah Nagro, S. (2021) · International Journal of Education and Practice · doi:10.18488/journal.61.2021.94.687.714 · Cited by 19
Brar, G., Harney, S., McGarr, O., & McFarland, J. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04513-9 · Cited by 8
Metadata
- Authors
- Bunce, L., Baird, A., & Jones, S. E.
- Venue
- Studies in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2016-01-14
- Volume
- 42
- Issue
- 11
- Pages
- 1958-1978
- ISSN
- 0307-5079 (ISSN-L)
- 1470-174X
- OpenAlex
- W2237670839
- Cited by
- 537
- References
- 49
- FWCI
- 194.64
- Type
- journal article
- Language
- en
- Open access
- hybrid
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The student-as-consumer approach in higher education and its effects on academic performance. https://app.cochat.ai/papers/10.1080/03075079.2015.1127908
- The paper
- Bunce, L., Baird, A., & Jones, S. E. (2017). The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education. https://doi.org/10.1080/03075079.2015.1127908
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
