This paper describes the results of a survey of academic staff at the University of Canterbury, which asked how prevalent a number of instrumental-type behaviours were amongst their students. The results show that the three behaviours perceived as most prevalent were: not doing extra reading or other non-assessed work; not preparing for tutorials; and wanting to be told in detail what will be in a test or exam. In addition, although reported as less prevalent, non-attendance at lectures was seen as a particular problem for learning. Three quarters of our sample had taught at the University for at least five years and of these two thirds thought there had been an increase in these types of behaviours over that period.