Redefining higher education value: conceptualising the duality of learner-consumer orientations for college selection and institutional strategy

This mixed methodology study examines how first-year students (n = 1,227) at a large university with multiple campuses navigate the college selection process as learners and consumers. Findings reveal that students strongly prioritise return-on-investment information, underscoring the need for institutions to balance academic-based values while leveraging key consumerist selection criteria. Incoming students demonstrate high expectations for transparent data, including tuition and scholarships, graduation rates, and job placement outcomes, reflecting an emphasis on value and financial clarity. While students increasingly approach higher education as consumers, the large majority still identify as learners, revealing a duality that underscores the importance of integrating these two orientations throughout institutional recruitment approaches. These findings signal a necessary institutional shift in higher education: one that emphasises career-connected learning, strengthens institutional reputation through transparent communication, and positions colleges and universities to redefine the value of higher education for modern students with dual learner and consumer orientations.