Identities Project Resources

References and Resources 

(in order of relevance)

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, 43(11): 1958-1978.  [free access]

Bunce, L. & Bennett, M. (2021) A degree of studying? Approaches to learning and academic performance among student ‘consumers’ Active Learning in Higher Education, 22(3), 203-214 [free access]

Taylor Bunce, L., Rathbone, C. & King, N. (2023) Students as consumers: A barrier for student engagement? In T. Lowe (Ed.), Advancing Student Engagement in Higher Education. Reflection, Critique and Challenge. Chapter 7. Routledge.

Bunce, L. (2020) A degree of studying: Students who treat education as a commodity perform worse than their intrinsically motivated peers. London School of Economics Impact Blog post.  [free access]

Taylor Bunce, L. (2021) Understanding students’ needs in a marketised higher education environment. In M Kek, H Huijser & F Padro Student support services: Exploring impact on student engagement, experience and learning. Springer Nature [free access].

King, N. & Bunce, L. (2020) Academics’ perceptions of students’ motivation for learning and their own motivation for teaching in a marketized higher education context. British Journal of Educational Psychology, 90(3), 790-808. 

Taylor Bunce, Bennett & Jones (2022) The Relation Between Discipline Identity and Academic Achievement Within a Marketized Higher Education Context: A Serial Mediation Model of Approaches to Learning and Course Complaints. Frontiers in Psychology, 13, DOI=10.3389/fpsyg.2022.749436

Saunders, D.B. (2015). They do not buy it: Exploring the extent to which entering first-year students view themselves as customers. Journal of Marketing for Higher Education, 25(5). 1-24. 

Pintrich, P. R., Smith, D. A., Garcia, T. & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.

Taylor Bunce, L. (Sept. 2021) Social work students: consumers or learners? Professional Social Work Magazine, 20.

Further reading on students as consumers, student identity, and approaches to learning

Biggs, J., Kember, D. & Leung, D. Y. P. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British Journal of Educational Psychology, 71, 133-149.

Bliuc, A., Ellis, R. A., Goodyear, P. & Hendres, D. M. (2011b). Understanding student learning in context: Relationships between university students’ social identity, approaches to learning, and academic performance. European Journal of Psychology of Education, 26, 417-433.

Bunce, L. (2019) The voice of the student as a ‘consumer’. In S. Lygo-Baker, I.M. Kinchin & N.E. Winstone, (Eds.) Engaging Student Voices in Higher Education, Palgrave Macmillan.

Latif, F., Bunce, L. & Ahmad, M. S. (2021) How can universities improve student loyalty? The roles of university social responsibility, service quality, and ‘customer’ satisfaction and trust. International Journal of Educational Management (advanc online publication)

Marton, F. & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology, 46, 4-11.

Pintrich, P. R. et al., (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ).

Smyth, L., Mavor, K. I., Platow, M. J., Grace, D. M. & Reynolds. K. J. (2015). Discipline social identification, study norms and learning approach in university students. Educational Psychology, 35, 53-72.