The Higher Education (HE) environment in the UK is constantly changing (HEFCE, 2009). As a result of the recommendation set out in the Brown Report (2010), we have seen student tuition fees rise to £9,000 in the UK. As a result of the increase in tuition fees, students are becoming viewed as ‘consumers’ (Doherty, 2007; Universities UK, 2017). Due to the shift in the view of students as ‘consumers’, it is suggested that students have a reduced interest in what they learn and take little responsibility for their own learning. Students often expect teachers will provide them with the information they need to know for assessments, which can be a barrier to active engagement (Sambell, Brown & Graham, 2017). The ‘consumer culture’ may lead to greater demands on Higher Education Institutions (HEIs), in terms of the service students expect in return of their financial investment (Kandiko & Mawer, 2013; Tomlinson, 2016). Some students may even believe they are entitled to a ‘good degree’ in return for paying their fees (Naidoo & Jamieson, 2005; Potts, 2005). However, paying money in exchange for a service has been shown to create feelings of entitlement amongst students, which may correlate with an increase in complaints (Finney & Finney, 2010).
Embedding employability into teaching
Higher tuition fees are associated with enhanced views of future employment (Moore, McNeil & Halliday, 2011). Some students are reluctant to engage with their degree, as there is little-perceived value in attending university as their desire to obtain a degree is to enhance their employment prospects (Gourlay & Stevenson, 2017; Molesworth, Nixon & Scullion, 2009). As students are becoming more career focussed (Bunce, Baird & Jones, 2017), it is important to embed employability into teaching sessions (Boyd & Smith, 2016; Bunce et al, 2016; Lizzio & Wilson, 2004; Wood et al, 2009). Recent changes to the TEF (discussed below) have placed increased focus on student employability, therefore, highlighting the importance of developing transferable skills, which will enhance student’s chances of employability and success in their chosen career are imperative (York, 2008). Evidence of increased marketisation in HE in the UK includes universities advertising courses that feature job and career prospects, to try to attract students (Ford, 2007; Lacey, 2006).
