Explores the nature and symptoms of instrumental attitudes to learning in higher education and the relationship between instrumental and expressive learning. Examines some of the causes of student instrumentality, particularly with respect to business and management, including the increasing
emphasis on higher education's contribution to economic reproduction; instrumental attitudes among tutors, with learner support being seen as a means to an end, rather than an end in itself; and an over-reliance on didactic methods of teaching. Suggests some remedies, such as giving due recognition
to the affective dimension of education; using research to stimulate teaching; and the adoption of more creative approaches to learner support.