Assessment and feedback are interrelated challenges for higher education, being perceived as key facets of the quality assurance of degrees, and yet commonly found to be sources of dissatisfaction for students. We performed a thematic analysis on the freetext comments of the National Student Survey for a large, Scottish, Russell Group university and found recurring themes of alienation versus belonging in how the students discussed assessment. We used Social Identity Theory to explore these themes and concluded that assessment can act as a barrier between staff and students, especially where students are not given effective feedback. When students feel their assessment excludes them from a group (such as their discipline), they express dissatisfaction and frustration. This study adds to the growing body of work encouraging a dialogic approach to ensure students are able to make the best use of feedback and suggests it may also have the encouraging side-effect of improving student satisfaction.
Purpose
With encouragement from the World Health Organisation, national suicide prevention policies have come to be regarded as an essential component of the global effort to reduce suicide. However, despite their global significance, the construction, conceptualisation and proposed provisions offered in suicide prevention policies have, to date, been under researched; this study aims to address this gap.
Design/methodology/approach
we critically analysed eight contemporary UK suicide prevention policy documents in use in all four nations of the UK between 2009 and 2019, using Bacchi and Goodwin’s post-structural critical policy analysis.
Findings
The authors argue that across this sample of suicide prevention policies, suicide is constructed as self-inflicted, deliberate and death-intentioned. Consequently, these supposedly neutral definitions of suicide have some significant and problematic effects, often individualising, pathologising and depoliticising suicide in ways that dislocate suicides from the emotional worlds in which they occur. Accordingly, although suicide prevention policies have the potential to think beyond the boundaries of clinical practice, and consider suicide prevention more holistically, the policies in this sample take a relatively narrow focus, often reducing suicide to a single momentary act and centring death prevention at the expense of considering ways to make individual lives more liveable.
Originality/value
UK suicide prevention policies have not been subject to critical analysis; to the best of the authors’ knowledge, this study represents the first attempt to examine the way in which suicide is constructed in UK suicide prevention policy documents.
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