Abstract
Over the course of several decades, policy developments have contributed to a higher education (HE) system in England which operates upon neoliberal ideals. The commodification of the university experience positions students as consumers. This process presents challenges to academic staff working in HE.This thesis establishes the extent to which a neoliberal ‘consumer-student’ construct poses value challenges and directs the working practices. It also explores how this construct shapes relationships between academic staff in a post-92 university. Much has been written about how students can present problems to academic staff, particularly in terms of the pedagogic relationship. There is, however, a gap in literature as to how the student as consumer construct is manipulated and mobilised by university senior leadership to direct performative target setting. The extent to which liberal and economic interests can operate alongside each other within a single institution is also underdeveloped.
Adopting a case study approach, based at Greenacres University, enabled these lines of enquiry to be explored in detail. Fieldwork and analysis were both guided by a theoretical framework, drawing upon key elements of Stephen Ball’s work, most notably ideas of neoliberalism ‘out there’ and ‘in here’. Policy analysis focused upon six documents, three national policies, and three university policies. In-depth semi-structured interviews took place with seven members of academic staff. Both interviews and policy documents were analysed using a thematic analysis approach.
This thesis reveals that academic staff face challenges maintaining a consistent value framework due to neoliberal ‘out there’ pressures, resulting in what I've termed an "academic double identity." On one hand, staff adopt approaches that encourage student engagement and critical thinking, whilst on the other hand they embody approaches which simply ‘process’ students through the system. Another finding indicates that relationships amongst colleagues are characterised by paradoxical feelings of compassion and toxic competition. Analysis of these findings suggest that such conflicts are an indirect result of neoliberal policy directives, motivated through the actions of senior leadership at Greenacres University. As such, the neoliberal ‘out there’ (eg. policy and performance management) drives the neoliberal ‘in here’ (eg. values and behaviours of academics)
My original contribution to knowledge lies in uncovering how policy documents and leadership approaches in higher education (HE) employ the student as a consumer notion to achieve predetermined institutional objectives. The thesis provides a nuanced understanding of the complex interplay between ideology, leadership, and the demands placed upon academic staff. Staff responses to these demands illustrate how liberal and economic interests can coexist within the modern university.
| Date of Award | 21 Dec 2023 |
|---|---|
| Original language | English |
| Supervisor | Wayne Bailey (Main Supervisor) & James Avis (Co-Supervisor) |