Consumer learning for university students: a case for a curriculum

Abstract

This article indicates how the application of a simplified version of the analytical abstraction method (AAM) was used in curriculum development for consumer learning at one higher education institution in South Africa. We used a case study design and qualitative research methodology to generate data through semi‐structured interviews with eight learning facilitators at the Cape Peninsula University of Technology. This data set forms the basis of the reported research. Application of basic‐ and higher‐level analysis resulted in the identification of patterns that confirmed the need for consumer learning and informed the situation analysis with regard to a ‘readiness climate’ at the institution. We also gained insight into aspects that need to be considered during curriculum development for consumer learning as the AAM has proved to be a useful guiding tool in developing a structured explanatory framework for curriculum development. The article concludes with the view that the promotion of consumer learning in university curricula has been under‐researched and that, despite current efforts, university curricula are slow to adopt consumer learning as a critical learning outcome. We suggest several possibilities that might assist in overcoming this inertia.

Keywords:

• analytical abstraction method
• consumer learning
• curriculum development
• generic competence
• generic skills
• higher education
• situation analysis
• university curricula