This movement towards a tradable service could lead to an alteration in the character of universities roles within society by changing them from being a centre of learning into a business orientated establishment (Doring 2002). This arguably may lead to the shift of the educational focal point away from an academic focus, moving towards a commodity focus thus allowing the values of the commercial sector to be encoded into the centre of the university system.Recent Government policy within the UK has encouraged the rapid growth of HE, in order to widen participation with the aim of creating a more educated and marketable labour force. This growth has led to the inevitable competition between HE institutions with students viewed more as consumers than learners. A view surmised by Willmott when he stated that students are openly viewed as customers (Willmott 1995). However, this rapid expansion may be under threat given the latest government funding cuts (Barker 2010) but still the most prevalent outlook within HE is one of business. Students view the opportunity to gain a degree, once selected, as a right and a service for which they have paid for. Maringe and Gibbs (2009) further ratify the issue when they stated "the idea of education and knowledge for its own sake - the intrinsic value of learning - is becoming subordinate to the tangible benefits associated with engaging with higher education". This leads to a requirement for greater choice and a demand for a return on the student's investment.