Self, others and society: a case study of university integrative learning

Booth, Alan; McLean, Monica; Walker, Melanie

doi:10.1080/03075070902773818

Cited by 32 publications

(31 citation statements)

References 5 publications

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“…As Parker (2014) writes, NSS and such methodologies are being used as a managerialist strategy to 'intensify competitive behaviour' between colleagues to achieve the best ratings and for them to 'display expected emotions' however they really feel, despite increased workloads and stress levels. Like others (Booth et al, 2009;David, 2011;Hey and Morley, 2011), he identifies the pressures on 'women managers in particular to put in the emotional labour required to implement increased workloads in a neoliberal economy' (Parker, 2014, 236).…”

Section: Being a Lecturer; Experiencing Managerial Controlmentioning

confidence: 99%

“…Students are being directly encouraged by the government to be critical of their courses and what their universities provide for the £9,000 fees at the same time as universities are coping with fewer resources. Thus lecturers face daily challenges of larger classes, less contact time to spend with students to develop better relationships and fewer module choices whilst trying to provide a high quality education (Booth et al, 2009). In particular, the stranglehold of economic and instrumental rationality, associated managerialism and increased administrative demands are driving forward reforms in higher education.…”

Section: Being a Lecturer; Experiencing Managerial Controlmentioning

confidence: 99%

“…She further reports that student evaluations are sometimes little more than popularity contests, based on the age, gender and appearance of the lecturer, which say little about the quality of teaching or the learning experience. Booth et al (2009) interviewed university lecturers who felt driven by the NSS to set out ever clearer prescriptions of what students have to do, a feature which is an expression of a 'visible pedagogy' of formal instruction which, if it stands alone, is antithetical to student engagement. One lecturer describes the abandonment of rigorous student engagement thus:…”

Section: Student Satisfaction and The Erosion Of Pedagogic Rightsmentioning

confidence: 99%

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Student Satisfaction Negates Pedagogic Rights, Theirs and Ours!

Barnes

Jenkins

2014

SEEJ

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This article outlines how the potential for students to be co-participants, via a critical education, risks being further co-opted through the marketization of higher education by constructing students as consumers with power over academics to make judgments on pedagogic quality through student satisfaction ratings. We start by outlining the relevant components of marketization processes, and their associated practices of financialization and managerialism that have developed in response to the 'legitimation crisis' in higher education and argue that these have profoundly altered the university landscape with a significant impact on our working practices. Student engagement is increasingly being appropriated as a quantifiable measurement of 'student satisfaction', which then profoundly alters the teaching and learning experience with different understandings of what acquiring knowledge requires and what it feels like. We draw on our experience of working in the post-1992 sector to describe how we are increasingly working under conditions of 'reified exchange' and how this affects our relationships with students, other academics and management, eroding our pedagogic rights and theirs in the process. Specifically, we conclude that marketization is likely to further reduce the institutional space and opportunities for both lecturers and students to exercise their 'pedagogic rights' to personal enhancement, social inclusion and civic participation through education.

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Section: Being a Lecturer; Experiencing Managerial Controlmentioning

confidence: 99%

Section: Being a Lecturer; Experiencing Managerial Controlmentioning

confidence: 99%

Section: Student Satisfaction and The Erosion Of Pedagogic Rightsmentioning

confidence: 99%

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Student Satisfaction Negates Pedagogic Rights, Theirs and Ours!

Barnes

Jenkins

2014

SEEJ

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“…However, Booth, McLean and Walker (2009) previously found that an emphasis on employability leads to lower reported academic intellectual development among students, indicating that graduation does not per se convey graduateness. In addition, in Steur, Jansen and Hofman (2016), we found that although most students have attained graduateness by the time they graduate, a substantial group (approximately 30% of the population) does not.…”

Section: Introductionmentioning

confidence: 99%

“…Whereas graduateness used to be considered an attribute that students acquired while they studied their disciplines, there is now increased awareness of the university's role in stimulating students' development of generic graduate attributes (Barrie 2005;Biggs 1999;Booth, McLean, and Walker 2009;Hughes and Barrie 2010;Vaatstra and de Vries 2007). In this article, we use the terms 'graduateness' and 'generic graduate attributes' to refer to students' academic intellectual development.…”

Section: Introductionmentioning

confidence: 99%

The influence of curriculum on master’s students’ perceived abilities in four domains of graduateness

Steur

Jansen

Hofman

2016

Research in Post-Compulsory Education

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Potentially all university graduates, regardless of the discipline they have studied, are expected to have obtained generic learning outcomes, which we refer to as 'graduateness' . This study investigates the extent to which learning programmes' emphasis on graduateness affects students' perceived abilities in the domains of graduateness. Four domains of graduateness are considered: reflective thinking, scholarship, moral citizenship and lifelong learning. Based on curriculum maps, master's programmes were clustered according to the emphasis placed on each domain. Unexpectedly, there appeared to be no difference in students' perceived competence in the four domains of graduateness between master's programmes that placed little to no emphasis on reflective thinking, moral citizenship or lifelong learning and master's programmes that placed more emphasis on these domains. Only in the scholarship domain was a difference found in students' perceived competence; surprisingly, it was in the opposite direction. In conclusion, we can say that the relation between emphasis on the domains of graduateness and students' perceived abilities in these domains were not found across a large sample of study programmes.

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Pedagogy for Rich Human Being-ness in Global Times

Walker¹

2010

Global Inequalities and Higher Education

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Self, others and society: a case study of university integrative learning

Cited by 32 publications

References 5 publications

Student Satisfaction Negates Pedagogic Rights, Theirs and Ours!

Student Satisfaction Negates Pedagogic Rights, Theirs and Ours!

The influence of curriculum on master’s students’ perceived abilities in four domains of graduateness

Pedagogy for Rich Human Being-ness in Global Times

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