KONSUMERISME MAHASISWA TERHADAP STARBUCKS COFFEE DALAM KERANGKA TEORI FETISISME KOMODITAS DAN MOTIVASI HEDONIS

<p><em>The rise of coffee shop business in Indonesia makes both global and local brands also compete to reach the position in the minds of consumers. An interesting phenomenon is that there are many students who participate in it. Though a serving of coffee sold at a price that is not cheap, given that not all students have a status of side jobs. One coffee shop brand most widely mentioned when done pre-test is Starbucks Coffee.</em></p><p><em>Using qualitative research methods with case study designs, this study interviewed 20 informants who were all active students from several universities in Jakarta. The impact of the pattern of life on the basis of commodity fetishism, the consumerism accumulated in the lifestyle can lead to an avid or in the formal language of hedon to continue to desire for material satisfaction. The emergence of this on the basis of the motivation, which is referred to as hedonic motivation.</em></p><p><em>For this reason this research wants to know how student consumerism toward Starbucks Coffee in the framework of commodity fetishism theory and hedonis motivation in order to help advance the local products that move in the field of culinary, especially coffee drinks.</em></p><p><strong><em>Keywords</em></strong><em>: brand, commodity fetishism, consumerism, hedonic motivation.</em></p>

Business Schools

This chapter offers a conceptual contribution to the debate of European business schools and their future directions within the context of higher education internationalization. On the one hand, European business schools represent a continuous success story in terms of enrolment figures and increasing visibility on international rankings. On the other hand, particularly driven by overarching competitiveness paradigms, they are on a path of conformity and obedience to external pressures, leading to dangerously homogenous institutions. Furthermore, they are losing their esteem within society and face increasing criticism in the wake of financial and social crises, as business school contributions have come under scrutiny. Four drivers of European business schools internationalization are identified: globalization, EU policy, rankings/accreditation, and student consumerism. Opportunities and risks arising from all four drivers are highlighted in this chapter, and the subsequent discussion outlines potential future pathways of a more beneficial internationalization that allows for new perspectives beyond apparent Americanization tendencies. It is argued that, despite manifold ambiguities associated with such concepts, through a strategic elaboration of a distinct European identity, business schools could better meet their responsibilities and also develop propositions that are competitive in the global marketplace as well as inspiring constituencies beyond this continent.

A's for Everyone: The Effect of Student Consumerism in the Post-Secondary Classroom

With millennial students as the primary population in many higher education institutions today, many instructors experiencing a paradigm shift of behaviors they are observing in their classroom. Many educators are observing today’s students failing to take personal responsibility for their educational endeavors and in turn viewing their educational experiences as a services-for-payment relationship rather than an exploration of knowledge. With this shift and the ever present consumerism type behaviors now being observed, the role of instructor has changed and many are seeking tools to effectively manage their students and classroom.

Business Schools

This chapter offers a conceptual contribution to the debate of European business schools and their future directions within the context of higher education internationalization. On the one hand, European business schools represent a continuous success story in terms of enrolment figures and increasing visibility on international rankings. On the other hand, particularly driven by overarching competitiveness paradigms, they are on a path of conformity and obedience to external pressures, leading to dangerously homogenous institutions. Furthermore, they are losing their esteem within society and face increasing criticism in the wake of financial and social crises, as business school contributions have come under scrutiny. Four drivers of European business schools internationalization are identified: globalization, EU policy, rankings/accreditation, and student consumerism. Opportunities and risks arising from all four drivers are highlighted in this chapter, and the subsequent discussion outlines potential future pathways of a more beneficial internationalization that allows for new perspectives beyond apparent Americanization tendencies. It is argued that, despite manifold ambiguities associated with such concepts, through a strategic elaboration of a distinct European identity, business schools could better meet their responsibilities and also develop propositions that are competitive in the global marketplace as well as inspiring constituencies beyond this continent.