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

A contemporary issue is the effects of a corporate production metaphor and consumerism on university education. Efforts by universities to attract students and teaching strategies aimed at 'adult learners' tend to treat student consumers as a homogeneous group with similar expectations. In this paper, I argue that consumer groups are not uniform. I use Dagevos' theoretical approach to categorize consumers as calculating, traditional, unique, and responsible. Based on the characteristics of consumers occupying these categories, I describe the implications of the varying consumer expectations for teaching. I also consider the implications for evaluation of teaching and call for research taking consumer types into account when evaluating teaching.