Conceptualizing Consumer Competence: A Transdisciplinary Approach

Author(s):

Daniel FischerMatthias Barth

Conference:

ECER 2010

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Poster

Session Information

MC_Poster, Poster Session Main Conference

Main Conference Poster Session

Time:

2010-08-27

12:15-13:15

Room:

2nd Floor Hall (M.B)/ II KRS AULA, Päärakennus / Main Building,

Chair:

Contribution

Education and educational organizations feature prominently in the discourse on approaches to change unsustainable patterns of consumption. However, it remains unclear, what the potential contribution of education(al organizations) in promoting sustainable consumption can be. The contribution presented bases on two propositions. Firstly, scientifically derived measures of intervention targeted at modifying consumer behavior are criticized from a pedagogical stance as ethically questionable for baring the risk of overpowering students. From an educational perspective, it is suggested to shift the focus on the promotion of consumer competence as a central target figure for measures of intervention to foster consumer learning. Consumer competence is conceptualized as "shaping competence in the field of consumption" as it is discussed in the context of education for sustainable development (ESD) (cf. Haan 2006) and located in the reference framework of the DeSeCo key competencies (cf. Rychen & Salganik 2003). Secondly, the concept of sustainable consumption, just as the broad concept of sustainable development in general, can be regarded as a fuzzy and vague concept (cf. Reisch 1998) that needs to be negotiated, interpreted and determined by different stakeholders. Hence, the definition of a target for measures of intervention aimed to promote sustainable consumption requires the broad involvement of different disciplinary views and (groups of) non-academic actors.

Method

Against the background of these propositions, a transdisciplinary approach is followed to specify the construct of consumer competence that comprises (a) of a literature analysis of existing concepts of competence in the broad field of consumer education and (b) of an analysis of educational practitioners‘ concepts of competence.

Expected Outcomes

As a result, sub-competencies are extracted and underlying cognitive and non-cognitive dispositions described. Finally, consequences are drawn for the development of an assessment instrument as well as potentials and limitations of the approach for consumer learning towards (a more) sustainable consumption discussed.

References

Haan, G. de (2006). The BLK '21' programme in Germany: a 'Gestaltungskompetenz'-based model for Education for Sustainable Development. Environmental Education Research, 12, (1), 19–32. Reisch, L. A. (1998). Sustainable Consumption: Three Questions About A Fuzzy Concept (Working Paper, Research Group: Consumption, Environment and Culture, Nr. 13). Kopenhagen: Copenhagen Business School, Department of Marketing. Rychen, D. S. & Salganik, L. H. (Hrsg.) (2003). Key competencies for a successful life and a well-functioning society. Cambridge, Mass.: Hogrefe & Huber

Author Information

Daniel Fischer

Leuphana University of Lueneburg

Institute for Environmental & Sustainability Communication

Lueneburg

Matthias Barth

Leuphana University of Lueneburg, Germany

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