Teaching speech ethics in the beginning speech course

Interrogating the discourses of ‘teaching excellence’ in higher education

“…To analyse the discourses underpinning teaching excellence, the selection of textual data was guided by Saarinen’s (2008) observation that analysis should focus on situations where both policymakers and those responsible for implementation are likely to engage with the policy discourse. The first textual dataset comprised section two of the DBIS (2016a) White Paper ‘Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice’ in which arrangements for TEF2017 were set out, and two policy announcements which accompanied its introduction (DBIS, 2016b; DBIS and Johnson, 2015). Analysis of this dataset highlighted which political objectives were emphasised, and subsequently permitted an evaluation of rhetorical strategies used to foreground discourses.…”

“…Furthermore, contradicting pedagogic literature (e.g. Biggs, 2011; Ramsden, 2003), the ministerial speech makes direct reference to the focus on product rather than process of learning: ‘I expect the TEF to include a clear set of outcome-focused criteria’ (DBIS and Johnson, 2015). Indeed, the phrase ‘outcomes’ is frequently collocated with ‘positive’ (e.g.…”

“…Although reinforcing the inevitable authority of the Government in the production of TEF2017, the phrase encompassed notions of ‘political warrant’ (Hyatt, 2013) whereby the policy is justified in terms of national interest. This, however, can be contrasted with references to the Conservative manifesto (DBIS, 2016b) and meeting ‘the PM’s commitment’ (DBIS and Johnson, 2015), which perhaps offers insights into how the government is using the policy to translate further political visions into action. Similarly, the frequent use of phrases such as ‘we will’ presented a seemingly positive image of policymakers working alongside key actors to ensure the effective implementation of TEF2017.…”

“…A system of measurement is portrayed as being desirable to a range of stakeholders through a focus on what key actors ‘deserve’, ‘need’ or ‘have a right to expect’ (DBIS and Johnson, 2015), reflecting theories of social justice. For example, ‘students get the teaching they deserve, and employers get graduates with the skills they need’ (DBIS and Johnson, 2015), ‘raising teaching quality and standards so students and employers get the skills they need’ (DBIS, 2016b), ‘students deserve excellent teaching’ (DBIS, 2016a: 7).…”

“…A system of measurement is portrayed as being desirable to a range of stakeholders through a focus on what key actors ‘deserve’, ‘need’ or ‘have a right to expect’ (DBIS and Johnson, 2015), reflecting theories of social justice. For example, ‘students get the teaching they deserve, and employers get graduates with the skills they need’ (DBIS and Johnson, 2015), ‘raising teaching quality and standards so students and employers get the skills they need’ (DBIS, 2016b), ‘students deserve excellent teaching’ (DBIS, 2016a: 7). These points were complemented with seemingly positive statements regarding the benefits for universities such as ‘recognition of excellent teaching’ (DBIS and Johnson, 2015), and ‘a framework to recognise universities offering the highest quality teaching’ (DBIS, 2016b).…”