Do you think this is the case for top universities in the UK? Or does it mainly affect lower ranking universities?
Definitely observable at the top ones too. We aren't really able to discipline them if they don't do the work, sadly. But it used to be up until recently, you'd have a certain number of students who were lazy and didn't do enough work and then put on a desperate sprint before exams - they at least had the grace to own it though, and didn't try to pretend otherwise! Now we seem to have a lot of students who don't do the work but also are surprised when they don't do as well as they'd like.
The top ones are as good as ever - some are astonishingly good. But I'd say probably the average band are significantly less hard-working than ten or fifteen years ago, and need a lot more spoon-feeding. They also are extremely wedded to received or popular ideas and find it exceptionally hard to change their minds or evaluate evidence for themselves. It's very much "this is the right view and I won't deviate from it", even if you spend hours discussing sources and texts which complicate their picture.
As an example, our students recently lobbied to have new assessments introduced, so that their marks are spread across weighted coursework, on the grounds that this is supposed to be better for female, state school and minority students. That's the received wisdom, right - that women do better in coursework? It's been a platitude throughout secondary education for decades.
Except - it's not true. We had extremely good data analysis done on our examinations, dating back decades, showing that far from benefiting underprivileged students and women, weighted coursework actually discriminated against them and allowed independent-school educated men to increase their achievement gap. No amount of explaining this made a difference. That's what the student union wanted, and that's what they lobbied for, despite all the data and evidence.
I also agree with @beastlyslumber about the general level of knowledge, too. Time was when you didn't know something your lecturers were talking about, you'd at least try to look alert, and then you'd take notes, go off and do some frantic research and improve your knowledge. Not so much today...
But, as I said, in the intervening period between me being a student and now, there was a generation around 2005-2015 that was actually much more hardworking and professionalised. Better than my generation by a long way I think. I can't help but wonder why that was. They would have been at primary school in the early and mid 2000s, and secondary school in the mid-late 2000s, so I don't know if it was the big influx of money under the Labour governments, or the National Academy For Gifted and Talented Youth which existed in the 2000s for state school students, or the culture in schools at the time, or what it was...it would be interested to hear what teachers think.