The student as consumer: The implications and limitations of a metaphor

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Abstract
The metaphor of “Student as Consumer” appeared upon the social horizon in North America and Western Europe seemingly for all the right reasons: the responsibility of higher education to its publics, the attendant accountability, an interest in practical applications of knowledge, and spiraling increases in the cost of going to college. Widespread adoption of the metaphor, however, can produce some negative educational consequences. Drawing upon the literatures of organizational studies, education, communication and rhetoric, we trace the rise of the student consumer metaphor, explore its limitations, and suggest alternatives to its use. Specifically, we argue that this metaphor (a) suggests undue distance between the student and the educational process; (b) highlights the promotional activities of professors and promotes the entertainment model of classroom learning; (c) inappropriately compartmentalizes the educational experience as a product rather than a process; and (d) reinforces individualism at the expense of community. We conclude with a consideration of a more embracing model of the learning process which we term “critical engagement.”