Developing the conceptual framework of consumer sciences in higher education in the UK

Abstract

Recent subject benchmarking statements by the Quality Assurance Agency for Higher Education (2002) have included the subject of consumer sciences at bachelor's level. This is significant in that part of the aim of subject benchmark statements is to describe the nature and characteristics of specific degree level subject areas and to identify the ‘typical substantive core’.Consumer science/studies have therefore been defined as: ‘interdisciplinary subjects which seek to understand the relationships between the consumer and the economic, technical, social and environmental forces which influence the development and consumption of goods and services’ (QAA, 2002).If we are seeking, therefore, to encourage empowered consumers, we need to have an understanding of how the context of consumption and consumerism is positioned within current course structures. During the last five years developments and change in both the subject area and courses has made it increasingly necessary to explore the boundaries and development of degree level courses in the subject area in the United Kingdom.Research is therefore being undertaken to investigate the existence of a unique body of knowledge that currently defines the subject field, given its inter and multidisciplinary focus.This research has also aimed to track the changes and developments in courses and to map the forms of knowledge within the subject field between higher education institutions. This has been undertaken by comparing original studies of degree content areas, interviews and surveys of core academic staff and undertaking a recent follow up of this work. The results of this research will be available for presentation at the conference.