that prospective students take into consideration. Apart from employability, students interviewed mentioned having looked at student satisfaction ranking tables rather than academic ones as the later one tend to rely on research potential which students do not deem relevant at the undergraduate level. So, also they do not seem to relay their opinions through channels run by the university, they do impact the university image by giving their feedback and thus the university would be more likely to adapt itself to students' needs. Students do not seem to be particular responsive neither invested in of actively providing feedback in order to improve the quality of teaching they are getting. One of the reasons for that is because from the start, students do not know exactly what to expect and thus only general expectations have to be met by the University of Manchester. An additional one seem to be that students are satisfied with the education they are provided with for the price they are paying and thus do not feel the need to heavily use feedback channels such as course surveys or students representative. Finally, students seem to base themselves on the university's reputation which students' opinion contribute to rather than critical research that could lead to them expressing feedback later. Consequently, respondents do not express a behaviour of customer in this manner. Discussion Results obtained through this study of each hypothesis are influenced by students' opinion of fees. However, the biggest reason as to why students do not act as the customers they could be, is that most do not actually realise the amount that they are paying. It is most obvious among students who are on a loan however students paying their tuition fees directly cannot still be considered as receptive. As previously mentioned, students are first considered as customers because they purchase a service (Kanji and Tamb, 1999; Eagle and Brennan, 2007;
that prospective students take into consideration. Apart from employability, students interviewed mentioned having looked at student satisfaction ranking tables rather than academic ones as the later one tend to rely on research potential which students do not deem relevant at the undergraduate level. So, also they do not seem to relay their opinions through channels run by the university, they do impact the university image by giving their feedback and thus the university would be more likely to adapt itself to students' needs. Students do not seem to be particular responsive neither invested in of actively providing feedback in order to improve the quality of teaching they are getting. One of the reasons for that is because from the start, students do not know exactly what to expect and thus only general expectations have to be met by the University of Manchester. An additional one seem to be that students are satisfied with the education they are provided with for the price they are paying and thus do not feel the need to heavily use feedback channels such as course surveys or students representative. Finally, students seem to base themselves on the university's reputation which students' opinion contribute to rather than critical research that could lead to them expressing feedback later. Consequently, respondents do not express a behaviour of customer in this manner. Discussion Results obtained through this study of each hypothesis are influenced by students' opinion of fees. However, the biggest reason as to why students do not act as the customers they could be, is that most do not actually realise the amount that they are paying. It is most obvious among students who are on a loan however students paying their tuition fees directly cannot still be considered as receptive. As previously mentioned, students are first considered as customers because they purchase a service (Kanji and Tamb, 1999; Eagle and Brennan, 2007;
Clara%20Maure%20-%20Case%20study%20at%20the%20University%20of%20Manchester%20The%20evaluation%20of%20the%20student-as-customer%20concept%20following%20the%20rise%20of%20tuition%20fees%20in%202012.docx