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iSTUDENTVOICE:NEWFORMSOFPOWERANDGOVERNANCEINHIGHEREDUCATIONINENGLAND(2003-2013)byREBECCAMARYFREEMANAthesissubmittedtotheUniversityofBirminghamforthedegreeofDOCTOROFPHILOSOPHYSchoolofEducationCollegeofSocialSciencesUniversityofBirminghamApril2014iiABSTRACTThephenomenonofstudentvoice,namelytheinstitutionalisationofstudents'contributionstotheevaluationofhighereducation,isembeddedintothedailybusinessofuniversities.
Activitiesrelatingtostudentvoicesuchasnationalsurveys,representation,complaintsandprotestaresubjecttoconsiderableemotional,material,andfinancialinvestmentbymanagers,academicsandstudents.
Thesedevelopmentshavehadprofoundeffectsontheeverydaypracticesanddiscoursesofacademicsandstudentsalike,yetresearchershavenotyetexploredtheirimplicationsfortheidentitiesandsubjectivitiesofthosewhoparticipate.
DrawingontwocasestudiesundertakenatEnglishuniversities(apreandpost-92),thethesisproblematisesthenarrativesassociatedwithstudentvoice.
Theresearchfoundthatstudentvoicemeansdifferentthingstodifferentpeopleandisunderpinnedbyarangeof,attimescompetingimperatives.
Thesecanbeempowering,buttheyshape,insubtlebutsignificantways,themannerinwhichmanagers,academicsandstudentscometoregardthemselves,eachotherandthefundamentalnatureandpurposeofhighereducation.
Thethesissuggeststhatbyacknowledgingpower,andthecomplexidentitiesthatstudentvoiceshapes,activitiescouldbecomemoreproductiveandempowering.
Thishaspracticalandeducationalimplicationsforstakeholdersintheuniversitysector.
iiiACKNOWLEDGEMENTSMyinterestinstudentvoicehasbeensparkedbynumerousconversations,experiencesandchallengesthatI,andothers,havefacedasstudentsandemployeeswithinhighereducation.
Assuchthereareahugenumberoffellowstudentsandcolleagueswhohaveinformedthedevelopmentofthisthesisandhaveprovidedmewithtime,supportandthespaceforcriticaldiscussionduringmytimeinhighereducation.
Ioweagreatdealtomysupervisors;ProfessorDavidHartleywhoprovidedsupportandencouragementduringtheearlypartofthethesis,DrHelenSauntsonwhointroducedmetoCDAandencouragedmetogetonwiththeresearchandmorerecently,toProfessorKathrynEcclestoneforhergenerousencouragement,meticulousfeedbackandforpreparingmetodisseminatemyresearch.
AlsotoProfessorAdrianBlackledgeforhisfeedbackatcrucialstagesofthethesisdevelopment.
AllhaveinformedthewayIconsiderandexplorethehighereducationsysteminwhichIworkandIamindebtedtothemfortheirsupportandencouragementthroughouttheprocess.
Iamextremelygratefultothestudents,academicsandmanagerswhogavetheirtimetotakepartinthisstudy;Icouldnothavedoneitwithoutthem.
Ihopethisthesisdoesjusticetotheirexperiencesandopensupopportunitiesforunderstandingthoseexperiencesinthecontextofothers.
TheCentrefortheEnhancementofLearningandTeachingatBirminghamCityUniversityprovidedvaluablefinancialsupportandtimeduringthefirstivthreeyearsofthestudywhichallowedmetocompletethestudyearlierthanIwouldotherwisehavedone.
IamalsogratefultothestudentsandsectorbodiesincludingtheHEAandQAAwhohavesupportedtheStudentLearningandTeachingNetwork.
ThediscussionsthatIhavehadaspartofthenetworkhaveinspiredmetoseektomakemoresenseofthewaysinwhichstudentsandacademicsarepositionedwithinhighereducation.
Myfamilyhaveprovidedendlesssupport,patienceandencouragementthroughoutthisprocess.
Myparents,ChrisandRobertFreemanhaveallowedmetoretreattoKendalinordertowritethethesis,andmyhusband,JohnKirkhasenduredtheupsanddownsofresearchwithpatienceandgoodhumour.
Ilookforwardtoreturningmyattentionstoyouinthemonthsahead.
LastlytoRalphFreeman,whosadlydiedin2011beforethethesiswascompleted,forhisendlessinterestinmeandhowthePhDwasgoing.
Ralph'sfascinationwithpeopleandorganisationshasundoubtedlyinformedmyapproachtolife,workandresearch.
vTABLEOFCONTENTSCHAPTER1:INTRODUCTION11.
1Studentvoiceinhighereducation11.
2Thehighereducationpolicycontext.
51.
3Atypologyofstudentvoicemechanismsandactivities.
91.
4Theexperiencesinformingthestudy.
131.
5Theresearchaimandquestions151.
6Overviewofthethesis162CHAPTER2:LITERATUREREVIEW192.
1Theriseofstudentvoicesasaphenomenoninhighereducation192.
2Themarketisationofhighereducation222.
3FormalstudentvoicemechanismsinhighereducationinEngland.
.
.
.
.
.
.
272.
3.
1Representationandgovernance.
272.
3.
2Studentquestionnaires292.
4Studentvoiceinschools.
342.
5Theimperativesforstudentvoice.
362.
5.
1Studentvoiceforconsumerism.
362.
5.
2Studentvoiceforaccountability41vi2.
5.
3Studentvoicefordemocracyandequality432.
5.
4Studentvoiceandthedevelopmentoftheself472.
5.
5Studentvoice,powerandgovernmentality492.
6Conclusion.
583CHAPTER3:RESEARCHMETHODOLOGYANDMETHODS.
603.
1Introduction.
603.
2Influencingparadigmsforresearch603.
2.
1Atechnicalinterest.
623.
2.
2Apracticalinterest643.
2.
3Anemancipatoryinterest673.
3Theresearchdesign:casestudy.
693.
3.
1Thescopeofthecasestudyincontext.
703.
4Datacollectionmethods753.
4.
1Documentaryanalysis.
783.
4.
2Semistructuredinterviews.
833.
4.
3Observations.
933.
5Theapproachtodataanalysis–thematicandcriticaldiscourseanalysis983.
6Ethicalconsiderationsandlimitations1023.
7Conclusion.
104vii4CHAPTER4:TECHNOLOGIESOFDOMINANCE1054.
1Formalmechanisms1074.
1.
1TheNationalStudentSurvey(NSS)1074.
1.
2Courseevaluations1184.
1.
3Studentrepresentativecommittees1224.
1.
4Students'unionofficersasmanagementcommitteerepresentatives1294.
1.
5TheNationalUnionofStudents1334.
2Informalmechanisms1354.
2.
1Informaldiscussionandpersonaltutoring1354.
2.
2Facebookandsocialmedia1374.
2.
3Protests.
1404.
3Conclusion.
1455CHAPTER5:TECHNOLOGIESOFTHESELF.
1485.
1Aclashofunderstandings1495.
2Thecompleximperativesforstudentvoice1525.
2.
1Studentvoiceasconsumerism.
1535.
2.
2Studentvoiceforaccountability1695.
2.
3Studentvoicefordemocracyandequality1805.
2.
4Studentengagementwithlearningandevaluation1875.
2.
5Studentvoiceandidentity.
191viii5.
3Conclusion.
1986CHAPTER6:NEWFORMSOFPOWERANDGOVERNMENTALITY2016.
1Seniormanagement2036.
1.
1Constructingaccountsofstudentvoiceattheinstitution.
2056.
1.
2Constructingtherelationshipbetweenmanagersandstudents.
.
.
2076.
1.
3Newrelationshipsforstudentsandinstitutions.
2096.
1.
4Thechangingroleofthestudents'union.
2106.
1.
5Nationalandlocalpartnershipswithstudents2126.
1.
6Fearoftheinformalvoice2176.
2Students2236.
2.
1Studentvoiceandwellbeing2236.
2.
2Studentvoiceandthepolitical2286.
2.
3'Makingup'thestudentrepresentative2316.
2.
4Theresponsiblisationofthestudent2356.
2.
5Theenterprisingstudent2376.
2.
6Resistanceandexclusions2426.
3Academics.
2446.
3.
1Theinfluenceofcomparisonandcommodification.
2446.
3.
2Academicperformanceandstudentvoice.
2476.
3.
3Academicprofessionalismandidentity.
2516.
3.
4Resistingnewsubjectivities2556.
4Conclusion.
260ix7CHAPTER7:REFLECTIONSANDIMPLICATIONS2617.
1Evaluatingtheresearchquestions2627.
2Section1:implicationsofthestudent,academicandmanagementexperienceofstudentvoicemechanisms2657.
3Section2:implicationsoftheimperativesandideologies,coherenceandcontradictions.
2667.
3.
1Awarenessoftheunintendedproductsofvoice2697.
4Section3:Theimplicationsforsubjectivitiesandidentities.
2717.
5Section4:Evaluatingscholarship.
2747.
5.
1Reflectionsonthetheoreticalframework.
2747.
5.
2Thestrengthsandlimitationsofthecasestudies.
2767.
5.
3Theprocessofanalysis,reviewingthedata.
2797.
6Section5:Recommendations.
2817.
6.
1Governmentministers.
2827.
6.
2TheQAA2837.
6.
3TheNUS2847.
6.
4Seniormanagers.
2857.
6.
5Students'Unions.
2867.
7Section6:Newformsofpowerandgovernmentalityinhighereducation2868APPENDIXA:STAKEHOLDERENGAGEMENTMODEL291x9APPENDIXB:NSSANALYSISFORSUBJECTDISCIPLINESELECTION.
29210APPENDIXC:COPYOFTHENSSSURVEYQUESTIONS.
29311APPENDIXD:CRITICALDISCOURSEANALYSISOFTHENATIONALSTUDENTSURVEY29512APPENDIXE:PILOTANDMAINSTUDYINTERVIEWQUESTIONS30913APPENDIXF:PARTICIPANTINFORMATIONSHEET31714APPENDIXG:INFORMEDCONSENTFORM.
31915APPENDIXH:SELECTEDANONYMISEDDATA.
32015.
1MinutesfromtheRussellGroup,EnglishDepartmentStudentRepresentativeCommittee.
32015.
2TranscriptofinterviewwithHeadofEnglish,Post-9232415.
3TranscriptofinterviewwithHeadofEnglish,RussellGroup.
339xiLISTOFTABLESTable1:Studentvoicemechanisms10Table2:Habermas'smodelofresearchinterest(CarrandKemmis,1986:136)62Table3:Layersofdatacollectionasappliedtotheresearchquestions.
77Table4:Opportunitiesfordocumentaryanalysis.
80Table5:Analysisofthestructuralinterviewsamplecharacteristics85Table6:Detailofsampleinvolvedinthemainstudyobservations.
97xiiABBREVIATIONSBISDepartmentforBusinessInnovationandSkillsCETLCentreforExcellenceinTeachingandLearningHEFCEHigherEducationFundingCouncilforEnglandHESAHigherEducationStatisticsAgencyIpsosMORIMarketresearchcompanyKISKeyInformationSetsNSSNationalStudentSurveyNUSNationalUnionofStudentsNvivoQualitativedataanalysissoftwarefromQROFFAOfficeforFairAccessOIAOfficeoftheIndependentAdjudicatorOxbridgeUniversitiesofOxfordandCambridgeQAAQualityAssuranceAgencyUKUnitedKingdomUSUnitedStatesRAEResearchAssessmentExerciseREFResearchExcellenceFrameworkSLCStudentLoansCompanySPARQSStudentParticipationinQualityScotlandUniStatsOfficialwebsiteforcomparinguniversitycoursedata1CHAPTER1:INTRODUCTION"UniversitymanagershavelookedtodelaythereleaseofcourseworkmarkstoavoidupsettingundergraduatesbeforetheyfillintheNationalStudentSurveyforms,anacademicstudyhasrevealed.
DunaSabri,visitingresearchfellowattheCentreforPublicPolicyatKing'sCollegeLondon,saiddiscussionofvarious"gamingstrategies"emergedduringinterviewssheconductedwithstaffandstudentsforapaperabouttheNSS.
"(Grove,2013)"IamwritingtoyoufollowingthedisgracefuleventsthattookplaceoncampusyesterdayundertheguiseofstudentprotestledbyDefendEducationBirmingham;agroupwhichisnotaffiliatedtotheGuildofStudentsorinanywayrepresentativeofourstudentbody.
WealsobelievethatmanyinvolvedwerenotstudentsatourUniversity,andclearlyhadnointerestinourUniversityasaplaceofstudy,scholarship,andcollegiality.
"(Eastwood,2014)1.
1StudentvoiceinhighereducationThephenomenonofstudentvoice,namelytheinstitutionalisationofstudents'contributionstotheevaluationofhighereducation,isnowembeddedintothedailybusinessofuniversities.
Asthequotesabovedemonstrate,studentvoiceinhighereducationhasawide-ranginginfluence.
Itshapestheconcernsofmanagementandacademics,changestheorganisationandcontentofdegreecoursesandattimes,challengesauthority.
Activitiesrelatingtostudentvoicesuchasnationalsurveys,representation,complaints,protestandsocialmediaaresubjecttoconsiderableemotional,materialandfinancialinvestmentbyinstitutions,managers,academics2andstudents.
ThesedifferentmechanismshavedevelopedovertimeandhavebecomemoreprevalentandembeddedinpolicyinEngland,alongsidetheintroductionandsubsequentincreaseoftuitionfees(Browne,2010,HEFCE,2003a,b).
Thesedevelopmentshavehadprofoundeffectsontheconcernsofuniversitymanagementandtheeverydaypracticesanddiscoursesofacademicsandstudentsalike,yetresearchershavenotyetexploredtheirimplicationsforidentitiesandsubjectivitiesofthosewhoparticipate.
Formany,theriseofstudentvoiceinhighereducationisempowering.
Whereasstudentvoiceinthepastwasforthefew,overthepastdecadetheintroductionoftheNationalStudentSurvey(NSS),theincreasinguseofmodulequestionnaires,andtheformalisationofprocessesforstudentcomplaintsandappealsandrequirementsfordepartmentalrepresentation,hasprovidedallstudentswithnewformsofpowerwithinthesector.
Thispowercanbebothempoweringandproductivebutalsomarkstheintensificationofpolicyandguidanceaboutwhatitmeanstobeastudent,andindeedanacademic,withinthesemechanisms.
Theriseofstudentvoiceinhighereducationhasledtonewwaysofstudents,academicsandmanagersunderstandingtheirownrolewithinhighereducation,andthatofothersand,thesenewidentitiesandsubjectivities,andwhethertheyarenecessarilyempowering,hasbeenunderexplored.
Studentvoiceasatermisusedtodescribeactivityconcernedwiththeontologicalandepistemologicalvoicesofstudentsasindividuals,throughtovoiceonagrandscalemeasuredbyquantitativenationallevelstudiessuchastheNSS.
Thetermstudentvoicehasbeenusedindifferentwaysandisoftenusedinterchangeably3withtermssuchas'studentengagement','involvement'and'participation'.
Thesetermsareusedtodescribeboththeindividualandcollectivestudentvoicedependingonthescenariooractivitythatisdescribed.
Inthisthesisstudentvoicerelatestostudentsparticipatingintheevaluationofhighereducationinarangeofforms.
Thereareofcourseotherareasinwhichstudentvoiceiskey,particularlywithintheclassroomwherestudentsengagewithacademicsandpeersintheirdiscipline,orthevoiceofstudentsvolunteeringinthelocalcommunity.
Studentvoiceforevaluationistheprimaryconcernforthisstudyasthemainformthathasbeensubjecttogovernmentandinstitutionalpolicyandisappliedacrossdisciplinesthroughoutthesector.
Asaphenomenon,studentvoiceislargelyunder-researched.
Inthepast,researchhastakentheformoflocalisedorgovernmentdrivenevaluation,whichhasfocusedonthepracticalitiesofstudentvoiceactivityandwaystodoitbetter(CHERI,2008,HEA,2010,2013a,QAA,2012b).
Morerecently,moreresearchhasemergedwhichtakesaccountoftheexperiencesandmeaningsproducedforstudentsandacademicsinrelationtoparticularstudentvoiceactivitiessuchasstudentrepresentation(Carey,2012,2013)andtheNSS(Sabri,2013).
Thesestudieshaveprovidedawelcomedepthofunderstandingoftheexperienceofstudentvoiceincontextattwodifferentinstitutionsandsuggestthatthereismuchtobelearntfromamoreindepthanalysisofstudentvoicemechanisms.
Uniquely,thisstudyaimstoachievethisdepththroughtwocasestudies,butwillfocusontherangeofdifferentmechanismsforvoiceintheseinstitutionsinordertounderstandthecomplex4relationshipsandexperienceswithinandbetweenmechanismsandtherelationshipbetweenmechanisms,powerandgovernance.
Studentvoiceandpowerisparticularlyunderexplored,althoughithasreceivedsomeinterestintheprimaryandsecondaryschools'sectorintheUK(Bragg,2007,Fielding,2004b)whereauthorshaveaskedwhethertheincreasingemphasisonstudentvoicehasledtotheintensificationofpower.
AsBraggsuggests:"thefactthatstudentvoicenowappearstobefullycompatiblewithgovernmentandmanagementobjectivesandthatseniorstaffareintroducingitwiththeexplicitaimofschoolimprovement,causesdisquiet,evenconcernthatitmightbecynicalandmanipulative,intentionallyornotmaskingthe"real"interestsofthoseinpower"(344).
Inhighereducation,studentvoiceisgenerallyassumedtobeaneutralactivity.
Itsitsoutsidestudents'arrangementsforstudyandisrarelytimetabled;yetitispervasive.
Studentvoiceoftenrequiresasignificantinvestmentoftimeandtheselfforthestudentsandacademicsthatparticipateyetthepurposeofstudentvoiceisoftenimplicitorunclearinthepoliciesanddocumentationthatsurroundit.
AstudyfundedbytheHigherEducationFundingCouncilforEngland(HEFCE)in2009foundthatseniormanagersheldanumberofdistinctperspectivesonthepurposeofstudentvoicewhichhintattherangeofunderpinningmanagementimperatives(CHERI,2008).
Derivingdatafromaseriesofinterviewswithinstitutionalandstudents'unionstaff,thereportfoundthreecommonrationaleswhichinstitutionsusedtojustifytheirapproachestostudentvoice.
Theserationalesincluded;"enhancingthestudentexperience",whichrecognisedstudentsas5customersandvaluedchoice;"listeningandbeingresponsive",whichsoughtstudentopinioninorderto"nipproblemsandissuesinthebud";andlesscommonly,a"learningcommunities"rationale,whichsoughttoengagestudentsasownersorco-producersoftheireducation(CHERI,2008).
Thereportservedtodemonstratethecomplexandsubjectiveimperativesandideologiesdrawnuponbyindividualsdesigningandparticipatinginstudentvoicemechanisms.
Yetdespitethesefindings,inmanystudiesofstudentvoiceinhighereducationitisoftenassumedtobeneutralandunproblematic(Seale,2010).
Studentvoiceissubjecttosignificantinvestmentbynationalbodiesandbystudents,academicsandmanagersinhighereducation.
Bragg(2007)suggeststhatasstudentvoicebecomesmoreprominent,itbecomeshardertointerpret.
Studentvoicehasbecomeembeddedintothegovernanceofuniversitiesyet,theeffectsofengagementwithmechanismsandtheidentitiesandsubjectivitiesthatareshapedthroughthatengagement,arecurrentlyunderexplored.
Asaphenomenonwhichisincreasinglydrawnuponinthegovernanceofinstitutions,andwhichischangingthenatureofrelationshipsbetweenstudents,academicsandmanagers,itisimportanttounderstandhowstudentvoice'works'andshapesthosethatparticipate.
Thisthesisseekstoexploretheeffectsofstudentvoiceasanewformofgovernanceinhighereducationandtheidentities,subjectivitiesandrelationshipsofpowerthatareshapedandproduced.
1.
2ThehighereducationpolicycontextHighereducationintheUnitedKingdom(UK)isdefinedformallyasqualificationstakenatlevel4andaboveintheFrameworkforHigherEducationQualifications6(QAA,2008)whichsetsoutthecommonexpectationsofstudentsundertakingstudyataparticularlevel.
Overthelast40yearsthegovernmentdefinitionofhighereducationhasdiversifiedtoincludearangeofinstitutionsthatwerepreviouslypolytechnics,trainingcollegesandinstitutes.
Modesofdeliveryhavealsodiversified,rangingfromtraditionalcourses,taughtface-to-faceinalecturetheatreandthroughtutorials,tocoursestakenpart-time,online.
Changesinhighereducationpolicyhavebroughttotheforequestionsaboutthepurposeofhighereducation,howitisfunded,whoshouldparticipateandwhatstudentsshouldexpect.
Inthiscontext,differentinstitutionsintheUKinterpretthepurposeoftheuniversityinthe21stCenturydifferently.
Someoperateashighimpactresearchinstitutions,conductingresearchinareasconsideredsignificantfortheadvancementofsociety,whileothersarefocusedonteachingandprovidingahighleveloftrainingcompetencetostudents,preparingthemforaparticularcareerorprofession.
Someinstitutionsofferawiderangeofdisciplines,whileothersmaintainanarrowspecialismsuchasagriculture,tropicalmedicineorartanddesign.
Towardstheendofthe20thCenturyandthebeginningofthe21st,governmentshavebecomeincreasinglyinvolvedinthegovernanceofinstitutions.
Throughaseriesofpoliciesandambitions,thefundingofinstitutionshaschangedradically,shiftingfromasystemoflargelyindependentinstitutionsfundedbyblockgrants,towardsthecurrentdistributionoffundingbasedonresearchperformance,contributiontotheeconomyandstudentfees.
Thesechangeshaveshiftedthe7natureofhighereducationtowardsonewhichoperatesasamarketandisstronglytiedtotheneeds,orsometimesperceivedneeds,ofindustryandsociety.
Barnett(1990)arguesthatgovernmentshaveincreasinglycometounderstanduniversities:"intermsofthevaluesandgoalsofthewidersociety,andthedrivetoevaluatetheeffectivenessofhighereducationintermsofitsdemonstrableimpactonthewealth-generatingcapacityofsociety"(4).
Thishasledtoresourcesbeingdirectedprimarilytowardsareasthatarejudgedascontributingtosociety,suchasscienceandtechnology.
Barnettsuggeststhatthishasdiminishedtheintrinsicvalueofhighereducation.
Subjectsthatareseentocontributedirectlytothefurtheringoftheeconomyarefavouredfinanciallyoverhumanitiesandthearts,andtheprovisionofvocationalandprofessionalcourseshasincreasedacrossthesector.
Inlinewiththegreateralignmentwiththeneedsoftheeconomyandbusiness,agreateremphasishasbeenplacedoninstitutionsassuringtheirvalueandaccountabilitytothepublic.
Planning,efficiencyandaccountabilityarevaluedininstitutions,anduniversitiesaresubjectedtoregularqualityreviews,financialauditsandreviewsofresearch.
ThechangesintuitionfeesinEnglandfollowingtheBrowneReview(2010),whichsawtheintroductionofvariabletuitionfeesofupto9000in2012,wasnotmirroredacrosstherestoftheUK.
Scotland,WalesandNorthernIrelandimplementedalternativefundingarrangementsforstudentsaccessinghighereducationfromthosecountries.
8Alongsidethechangestothefundingsystem,formalmechanismsforstudentvoicehavebecomeincreasinglyprominentandsubjecttoexternalpromotionandguidance.
TheimplementationoftheNSScoincidedwithgovernmentplanstoincreasetuitionfeesandthegovernment'saimatthetime,toincreaseparticipationofyoungpeopleinhighereducationto50%ofthe18-30population(HEFCE,2003b,17).
RecentlythedevelopmentoftheQualityAssuranceAgency(QAA)StudentEngagementchapterintheQualityCode(QAA,2012c)hasprovideda'definitivereferencepoint'forUKhighereducationinstitutions,settingoutexpectationsforthewayinwhichstudentvoiceisframedthroughStudentChartersandStudentRepresentation.
ThepoliticalchangesintermsofhowhighereducationisfundedandvaluedinEngland,havehadsomevisibleeffectsonwhatisdoneinuniversitiesandhowthisisvalued.
Inlinewiththesedevelopmentstherehasbeenanincreasingconcernwiththestudentvoiceasreflectedinfundedprojectsandresearchundertakenbynationalbodies(CHERI,2008,HEA,2010,2013a,QAA,2012b).
Thewaystudentsareableto'beheard'inhighereducationhasbecomeincreasinglysubjecttoexternalguidancethrougharangeofgoodpracticeguides,conferencesandevents.
Inturn,themanagementofthoseformsofstudentvoicesubjecttoexternalguidancehasbecomeintegratedintothegovernanceofinstitutions.
Manyinstitutionshaveseniormanagerswithaspecificfocusonthestudentexperience,managingtheNSS,institutionalsurveysandrespondingtorequirementsfromtheQAA,indicatingthehigh-stakesnatureofsomeformsofstudentvoice.
Giventhiscontext,itisasalienttimeforthisstudytoexplorethenatureofstudentvoice,its9relationshipwithgovernanceandtheexperiencesofstudents,academicsandmanagerswhoparticipateinordertoevaluatethewaysthatthephenomenonshapestheexperienceandnatureofhighereducation.
Asanaspectofhighereducationthatisincreasinglyenshrinedingovernmentandinstitutionalpolicy,itisimportantthatstudentvoiceisbetterunderstoodbypolicymakers,institutions,studentsandstaff.
Governmentandinstitutionalpoliciesandinitiativesarenotneutral,andneitheraretheparticipantsinvolvedinthesemechanisms.
Theemphasisbygovernmentandininstitutionsonlarge-scalequantitativeresearchsuchastheNSSmeansthatthereisverylittlerigorouslycollectedacademicanalysisofqualitativedataaboutstudentvoice.
Thequalitativenatureofthisthesiswasdesignedinordertoredressthebalance.
Aswillbedemonstratedintheliteraturereview,thedevelopmentofstudentvoiceacrossEngland,Wales,ScotlandandNorthernIrelandisentwined.
ScotlandwashometothefirstrecordedstudentrepresentativecommitteesintheUKandthroughorganisationssuchasStudentParticipationinQualityScotland(SPARQS)(2013),hasinfluencedpracticeinEngland.
However,sofarthechangesinthefundingofhighereducationhaveprimarilyaffectedstudentsstudyinginEngland.
Assuch,andforpracticalreasonsthisthesisfocusesonundergraduatearrangementsintwoinstitutionsinEngland(apreandapost-92).
1.
3AtypologyofstudentvoicemechanismsandactivitiesStudentvoiceinhighereducationtakesplaceinavarietyofformats.
Somemechanismssuchasstudentrepresentationongovernancecommitteeshave10developedandbecomeembeddedacrossinstitutionsovertime,whileothers,suchastheNSShavebeenintroducedmorerecentlyasaresultofnationalpolicy.
Studentrepresentativesystems,moduleevaluations,theNSS,studentcomplaintsandstudentengagementingovernanceareallimplementedformallyinthemajorityofinstitutionsandareincreasinglysubjecttoguidance,forexamplethroughtheQAACodeofPractice.
Mostofthecurrentopportunitiesforstudentvoiceinhighereducationinstitutions(thoseapproachesoutlinedinthe2003WhitePaper,approachesthatwereinplacepriortotheWhitePaperandadditionalinformalapproaches)canbebroadlycategorised.
AreviewandcategorisationofcurrentpracticeinthehighereducationsectoraspartofthisthesisinformedthedevelopmentofTable1:Studentvoicemechanisms.
Studentvoicetakesplacethroughaseriesofofficialandunofficialmechanisms.
InTable1,officialspacesforstudentvoicearethosestructuredandregulatedbygovernmentoraninstitution,theseoftenlinktoparticularimperativesdirectedbymanagersorpolicymakers.
Unofficialmechanismsarethosedefinedorinitiatedbyanindividualorgroupofstudentswhosettheirownagendaoutsideoftheformaluniversitymechanisms.
Thesemechanismsarealsoorganisedbytheirstatusas'individual'or'collective'inordertoillustratewhetherstudentsengageasagrouporindividuallywithaparticularactivity.
Detailisprovidedinparenthesisinordertoillustratewhereamechanismprimarilytakesplaceatalocalornationallevel.
Table1:Studentvoicemechanisms11OfficialCollective(OC)Examples:NationalUnionofStudents(National)StudentRepresentationSystems(Local–academicdepartment/faculty)Studentgovernance(Local–institutional)OfficialIndividual(OI)Examples:NationalStudentSurvey(National)Courseevaluations(Local–academicdepartment)OfficeoftheIndependentAdjudicator(National)UnofficialCollective(UC)Examples:OccupationofUniversities(Local–institutional)Studentprotests(Local/national)Groupdiscussionswithacademicsandpeers(Local–department)UnofficialIndividual(UI)Examples:Litigations(Local)Studentcomplaints(Local)Discussionswithtutors(Local–department)ThemechanismsandactivitiesinTable1demonstratethepervasivenessofstudentvoiceinEnglishhighereducationinstitutions.
Studentvoiceisoneofmanycompetingactivitieswithwhichinstitutions,academicsandstudentsareaskedtoengage.
Thelevelofengagementvarieswidelybetweenindividualstudentsandacademicsandmaybeinformedbyarangeofstructuralandpracticalissues.
Bragg(2007)arguesthatbyunderstandingthediscourseusedbythoseinvolvedinstudentvoicemechanisms,itispossibletobetterunderstandhowtheyshape"students'andteachers'possibilitiesforbeingandacting"(347).
Therangeofdifferentperspectivesandvaluesaroundstudentvoiceinhighereducationhasconsequencesforthewaysthatindividualsengageandmakesenseoftheirparticipation,ornon-participation.
Tounderstandthevalueofstudentvoiceitis12necessarytofirstunderstandthevaluesheldbyindividualsengagingwithstudentvoicemechanismandthemeaningsthattheyderivefromthisactivity.
Arangeofimperativesandideologiesinformstheparticipationofindividualsinstudentvoiceactivity.
Forthepurposeofthisstudy,theimperativesarethereasonsthataninstitutionorindividualseesanactivityormechanismasnecessary,or'missioncritical'.
IadoptHall's(1996)definitionofanideologyasacomplexsocialconstructwhichprovidesthebasisforbeliefsaboutstudentvoice:"ByideologyImeanthementalframeworks–thelanguages,theconcepts,categories,imageryofthought,andthesystemsofrepresentation–whichdifferentclassesandsocialgroupsdeployinordertomakesenseof,figureoutandrenderintelligiblethewaysocietyworks.
"(26).
DrawingonHall'sdefinition,VanDijk(1998)arguesthatideologiesnotonlyprovideanapproachto"makingsenseofsociety"butalso"servetoregulatesocialpractices"(9).
Understandingtheimperativesandideologiesrelatedtostudentvoicemechanismsisaboutexploringtheunderpinningvaluesaswellasanindividual'sexperienceorperspective.
Ideologiesarerelatedtopowerbutthisdoesnotmeanthatideologiesareanegativeordominantforce.
Ideologiescanopposepower,legitimateaparticularactivityoractforcohesion.
Bycriticallyanalysingthemechanismsandtheassociatedimperativesandideologies,thisstudyaimstoexploretherelationships,identitiesandsubjectivitiesthatareshapedbystudentvoiceandtheimplicationsforpolicyandpractice.
Thisiswithaviewtodevelopingamorecriticalbasisforpolicymakers,institutionalmanagersandacademicsto13considerthenatureofpowerinrelationtostudentvoiceandtheimpactofdifferentmechanismsonthenatureoftheexperienceofhighereducationforstudentsandacademics.
1.
4TheexperiencesinformingthestudyTheresearchquestionsguidingthethesiswerepartlyinformedbymyexperienceasastudentandmemberofstaffinanumberofhighereducationinstitutionsduringthepasttenyears.
ThroughoutthattimeIhaveheldadiverserangeofrolesassociatedwithstudentvoiceinhighereducation:anundergraduatestudentand,inmyfinalyear,studentrepresentative;afull-timeelectedstudentofficerforeducationatastudents'union;aStudentRepresentationManageratastudents'unionforapost-92institution;anEducationalResearcherfortheCentreforExcellenceinTeachingandLearning(CETL)atBirminghamCityUniversity,researchingstudentengagementinlearningandteaching;andcurrently,alongsidemydoctoralstudies,asanEducationalStrategyandCommunicationsOfficerworkingwithacademicsandstudentsinalargedepartmentattheUniversityofWarwickWhileworkingintheseroles,andmovingbetweenbeingastudent,workingforastudents'unionandworkingforuniversitiesIhaverecognisedanumberofdifferentperspectivesandapproachestostudentvoiceinhighereducation.
Workingwithstudents,academicsanduniversitymanagersIhaveoftenfoundthatwhilestudent14voiceactivitiestendtoberegardedasapositivethingtodo,thereisoftenalackofconsensus,orindeeddiscussion,regardingthepurposeofstudentvoiceindifferentcontexts.
Theunderpinningideologiesinformingstudentvoicemechanismswere,onlyonexceptionaloccasions,madeexplicit.
Thismeantthatmostevaluativediscussionsthattookplaceregardingstudentvoicewereaboutwhatpeopledidinpracticeandthebenefitstotheinstitution,academicsandstudentsratherthanthepurposeorvalueofengagementforthosethatparticipated.
Often,forexampleinthecaseoftheNSS,asurveywhichwastrialledduringmytimeasastudentofficerin2004,therewasasensethatinstitutionsrespondedtogovernmentpolicywithoutconsideringtheimplicationsforthewayinwhichparticipationmightcometoshapethevaluesofthosethatparticipated.
Asasomewhatidealisticundergraduateinadepartmentofsociology,Ifeltthattheresponseoftheuniversityconflictedwithmyunderstandingofhighereducationasaspaceforcriticalthinking,questioningandevaluation.
Ifeltthattherewasatensionbetweenthewayinwhichgovernmentpolicywasimplementedatthetopoftheuniversityandwhatwewereencouragedtodointheclassroom.
Ihavesoughttothinkcriticallyaboutmyworkwithstudentsandacademicsinhighereducation.
Throughoutmystudentandpaidroles,Ihavegainedconsiderableexperienceofpolicyandactivitiesrelatedtostudentvoiceindifferenttypesofinstitutions,andamuchmorepragmaticviewofthemanagementandorganisationofuniversities.
However,Ihavecontinuedtoseekopportunitiestoresearch,evaluateandproblematisethechanginghighereducationenvironmentandhavepublishedanumberofarticlesoncourseevaluation,student15representation,studentgovernanceandstudentsaseducationaldevelopers(Freeman,2009,FreemanandDobbins,2013,Freemanetal.
,2013,FreemanandWilding,2009,Rodgersetal.
,2011).
Iembarkedonthisthesisinordertoevaluatecriticallythebigpictureofstudentvoice,anditsrelationshipwiththegovernanceofinstitutionsandthoseworkingwithinthem.
Thisthesisproblematisesthenatureofstudentvoiceinhighereducationinordertobetterunderstanditsinfluenceonthelivesofthoseworkingwithinthesector.
Itrecognisesthatstudentvoiceisnotneutral;itissubjecttogovernmentandinstitutionalpolicybutalsotosubjectiveandcomplexinterpretationbythosewhoparticipate.
Byanalysingcriticallytheimperativesandideologiesthatinformthewaysinwhichindividualsmakesenseofstudentvoiceinhighereducationthethesisaimstodevelopadeeperunderstandingofthecomplexityofstudentvoiceactivityandtoopenupamorecoherentandinformeddiscussionamongstpolicymakers,seniormanagersandacademics.
Oneaimofthestudywastoenablethedevelopmentofmoreknowledgeableandmeaningfulrelationshipsandpracticewithinthesector.
1.
5TheresearchaimandquestionsTheoverallaimoftheresearchwastoexplorepowerinrelationtostudentvoiceinhighereducation.
Inordertoinformthisaim,theresearchquestionssoughttoestablisharichpictureofformalandinformalstudentvoicemechanismsinEngland;tounderstandtheunderpinningideologiesandimperativesinformingstudentvoice;tocriticallyanalysetheseideologiestounderstandthecomplexwaysinwhichindividualsmakesenseofstudentvoice;andtounderstandthe16implicationsforstudentvoiceinthehighereducationsector.
Inthelightofthisaim,theoverarchingresearchquestionis:DoesstudentvoiceinhighereducationinEnglandrepresentnewformsofpowerandgovernanceinachangingsystemThisleadstothefollowing5sub-questions:1.
Howdostudents,academicsandseniormanagementdescribeandexperiencestudentvoicemechanisms2.
Whataretheexplicitandimplicitimperativesthatinformstudentvoice3.
Whatarethecoherencesandcontradictionsbetweentheimperatives4.
Howaretheidentitiesandsubjectivitiesofstudents,academicsandmanagersinformedbystudentvoice5.
Whataretheimplicationsforstudentvoicepolicyandpractice1.
6OverviewofthethesisThethesiscontainssevenchapters.
Chapter1explainsthebackgroundforthestudyandwhyithasbeenundertakenandsetsouttheresearchquestionsthathaveledtheresearch.
Chapter2,theliteraturereview,setsoutthecontextunderpinningtheresearchquestionsforthestudy,includingthehistoricalandpoliticalbackgroundforsomeofthemostcommonformsofstudentvoiceintheUK.
Thechaptergoesontoidentifytheimperativesfor,andideologiesthatunderpin,theexistingliteratureaboutstudentvoice.
Anexplorationoftheliteraturerelatingtopowerandgovernanceprovidesatheoreticalcontextforthestudy.
17Chapter3,researchmethodsandmethodology,explorestheresearchdesignandselectedmethodsforthestudy.
Thedevelopmentofacritical-interpretativeapproachtoresearchisexplainedinrelationtotheaimsoftheresearchandexplored.
Theselectedresearchdesign(casestudy)ispresentedandadetailedaccountofeachcase,andthesamplescontainedwithin,areprovidedinordertoframetheanalysisoftheresearchthatfollows.
Thechaptersetsoutanoutlineofthemixedmethodswhichwereundertakenaspartofeachcasestudy(documentaryanalysis,semi-structuredinterviewsandobservations).
Twoapproachestoanalysisofthedataweredrawnuponwithinthestudy,thematicandcriticaldiscourseanalysis(CDA)(CarrandKemmis,1986,Fairclough,2001)andthestrengthsandlimitationsoftheseapproachesarediscussed.
Finally,theethicalissuesarisingfromthestudyarediscussedandstandardsset.
Chapters4and5presentthedataanalysis.
TwoconceptsfromtheworkofMichelFoucaultareusedtoframetheanalysispresentedinthesechapters.
Chapter4presentstheanalysisrelatingtothe'technologiesofdominance'(203),inthiscasethemechanismsforstudentvoice.
Thisincludesanalysisofthedocumentationassociatedwiththesemechanismsandpresentstheexperiencesandperceptionsoftheresearchparticipants.
Chapter5presentstheanalysisrelatingtothe'technologiesoftheself'exploringtheimperativesandideologiesthatinformstudentvoiceinpracticeandthecoherencesandtensionsthatthesebringaboutinpractice.
InChapter6,thediscussionchapter,studentvoice,andthewaysinwhichparticipationshapestheidentitiesandsubjectivitiesofstudents,academicsand18seniormanagers,isexploredcriticallyandrelatedbacktotheoryonpowerandgovernanceinhighereducation.
Finally,Chapter7bringstogetherthemainfindingsfromthestudy,reflectsupontheapproachtakenandprovidesaseriesofimplicationsandrecommendationsforpolicymakers,students'unions,seniorinstitutionalmanagersandacademics.
192CHAPTER2:LITERATUREREVIEWThischapterexploresthecommonformalandinformalmechanismsforstudentvoice.
ItprovidessomehistoricalcontexttotheemergenceofstudentvoiceasaphenomenonandthelocalandinternationaldevelopmentsthathaveinformeditsriseintheUK.
RelevantstudiesthathaveexaminedthenatureofprevalentstudentvoicemechanismsintheUKarepresentedanddiscussed.
Thechapterexploressomeofthediscoursesthatareevidentinexistingpoliciesandacademicliteraturearoundstudentvoice.
Theseprovideabasisforunderstandingsomeoftheexplicitandimplicitimperativesandideologiesthatinformcurrentpractice.
Finally,researchintopowerandgovernanceinhighereducation,anditsrelationshipwithstudentvoice,iscriticallyexploredinordertodevelopthetheoreticalframeworkforthestudy.
2.
1TheriseofstudentvoicesasaphenomenoninhighereducationStudentvoicemechanismsinUKinstitutionshavedevelopedovertimewithinachangingsystem.
Overthelastcentury,highereducationhasevolvedfromthepreserveoftheeliteinthe1800stothemassandvariedsystempresentintheUKtoday.
Someelementsofthemechanismsthatmakeupstudentvoiceinuniversitiesandfurthereducationcollegestodaycanbetracedbackasearlyas1883,whenastudentvisitingStrasburgwitnesseda'StudentenAusschuss'(studentcommittee)andreturnedtoEdinburghtosetupthefirstStudentRepresentativeCouncil(SRC)intheUK(Day,2012:10).
ThisfirstSRChadthreerolesthatechothoseoftoday'sstudents'unions,therepresentationofstudentinterests,communicationbetweenstudentsandinstitutionsandthepromotionofsociallife(Constitution,lawsand20byelawsoftheStudents'RepresentativeCounciloftheUniversityofEdinburghcitedinAshbyandAnderson,1970,p23).
ThismodelspreadtootheruniversitiesintheUKandin1888anationalbodybroughttogethertheStudentRepresentativeCouncilsofScotland,formingthebasisfortheScottishNationalUnionofStudents.
Thismodelwasadoptedin1921inEnglandandWalesformingtheNationalUnionofStudents(NUS).
TheseorganisationsremainasthenationalrepresentativebodiesforstudentsintheUKtoday.
BytheendofWorldWar2theNUSwaswellestablishedastherepresentativestudentbody.
In1944theNUSandtheAssociationofUniversityTeachers(AUT)bothissuedreportswhichsetoutavisionforformalisedstudentinvolvementingovernanceinthepost-warhighereducationsystem(AshbyandAnderson,1970,67).
Thissuggestsrecognitionamongststudentsandacademicsofthestudentasalegitimateuniversityconstituent,withtherighttocontributetothevaluesanddirectionofaninstitution.
WhentheRobbinsreportwaspublished20yearslater,awardinguniversitystatustoexistingCollegesofAdvancedTechnologyandexpandingstudentnumbers,studentinvolvementingovernancewasformalisedasarequirementforthese'new'institutions.
In1992theFurtherandHigherEducationActenabledpolytechnicsandcollegestoseekuniversitystatus,furtherexpandingthenumberandrangeoffurtherandhighereducationinstitutions.
TheNUSworkedwithnewinstitutionstoestablishrepresentationingovernanceatbothinstitutionalandcourselevel,providingthebasisforabroadlycommonformalsystemofstudentrepresentationininstitutionsintheUK.
21Throughoutthe1960sand70s,therewaswidespreadstudentunrestandprotestinternationally.
Studentprotestsbecameaprominentfeatureininstitutionsacrosstheworld,with1494incidentsofstudentprotestrecordedbetween1964-69.
Aninternationalstudyofprotestthroughoutthisperiodnotedarangeofreasonscitedforstudentunrest,including;freedomofexpressiononcampus,educationpolicy,communitytensions,nationalissuessuchascivilrights,andforeignpolicyandinternationalissueslocatedoutsidethenation'sboundariessuchasapartheidinSouthAfrica(BackmanandFinlay,1973,12).
Tracingtheimperativesforprotest,BackmanandFinlaynotethatuniversityconcerns,suchasstudentsuspensionsandcanteenprices,andnationalconcernsweremostcommonlycitedaspromptingEuropeanprotestsintheearly60s,butbythelate60sand70s,protestshadamoreinternationalandpoliticalfocusoneventssuchastheVietnamWarandnuclearpower.
Studentprotests,whilenotanewphenomenonintheUK,hadneverbeforetakenplaceonsuchalarge-scale.
Theymarkedapoliticisationoftheeverincreasingstudentbodywhichthegovernment,andthetraditionallyapoliticalNUS,hadnotpreviouslyexperienced(Day,2012:38).
In1968,inresponsetothehighlevelsofunrest,theNUSandtheCommitteeofViceChancellorsissuedajointstatementthatsetoutareasforstudentparticipationindecision-making.
ThisstatementformalisedstudentrepresentationonuniversityanddepartmentalcommitteesinuniversitiesintheUK(Day,2012:49).
Somestudentsregardedthechangesasasuccessbutothers,suchasNUSpresidentJackStraw,suggestedthatthemeasureshadbeenimplementedinordertoplacateratherthanempowerstudents,22asuggestionwhichhintsatsomeoftheinherenttensionsofpowerinstudentvoicemechanisms(Straw,1969).
Studentinvolvementingovernance,representation,protestandnationalpoliticsformedthemainformsofstudentvoiceintheUKuntilthe1990s,whenchangestothefundingforhighereducationbegantochangethepositionofthestudentwithininstitutions.
2.
2ThemarketisationofhighereducationPriorto1990,studentsintheUKreceivedgrantsfromtheUniversityGrantsCommittee,throughLocalEducationAuthorities,inordertofunduniversitytuitionfeesandlivingcosts.
However,withtheincreaseinstudentnumbers,movesweremadetopassmoreofthecostontostudents.
In1988theUniversitiesFundingCouncilreplacedtheUniversityGrantscommittee,developinggreaterlinksbetweenuniversitiesandindustry.
Thechangetookplaceinordertoaligninstitutionalprioritieswiththoseofbusinessandtoconsiderandimplementchangestostudentfunding(Day,2012:69).
FollowingtheDearingreportonstudentfunding(1997),theBlairgovernmentimplementedanumberofrecommendations,whichincludedtheabolitionofstudentgrantsandintroducingmeans-testedtuitionfeesforstudents.
ThesechangespavedthewayfortheWhitePaper(2003),whichsetoutplansforincreasedstudentcontributionstowardstuitionfeesofupto3290andtheexpansionoftheStudentLoansCompany,whichlendsmoneytostudentsinordertocovertheupfrontcostoffees.
Coincidingwiththeintroductionandincreaseoftuitionfees,thegovernmenthassteadilyincreasedtheemphasisonchoiceforstudentsandaccountabilitytothepublicinhighereducationpolicy.
Students'evaluationsoftheirinstitutionswereto23beusedinordertoinformprospectivestudentsthroughanationalstudentsatisfactionsurvey:"Tobecomeintelligentcustomersofanincreasinglydiverseprovision,andtomeettheirownincreasingdiverseneeds,studentsneedaccessibleinformation.
WewillensurethattheviewsofstudentsthemselvesarepublishedinanationalannualsurveyavailableforthefirsttimeinAutumn2003,whichwillexplicitlycoverteachingquality"(2003)Surveyoutcomeswouldbepublishedalongwithotherstandarddataforinstitutions(entryrequirements,programmedescriptors)toenablestudentstoselectandcompareprogrammesandinstitutionsofinterest.
Inthisway,students'perceptionsofthequalityoftheexperienceataparticularinstitutionwouldguidetheirchoices.
TheNUS,whileprotestingagainsttuitionfeesatthistime,welcomedtheNSS,seeingitasacrediblesourceofinformationfromstudentswhichwouldbalanceuniversitymarketingmaterials(DfES,2003:46).
Thesurveywaspilotedin2004andimplementednation-widein2005.
Alsoannouncedinthe2003WhitePaperwasanincreasedinvestmentinteachingandin2005,74CentresforExcellenceinTeachingandLearningwerefundedininstitutionsacrosstheUK.
Thisfundingaimedtorecogniseandenhanceteachinginhighereducationinareasincludingassessmentandfeedback,studentemployabilityandpartnershipswithindustry.
Insomecasestheseprojectsprovidedopportunitiesforstudentinvolvementinevaluationanddevelopmentofhighereducationinarangeofwaysthatbrokeoutofthetraditionalstudentgovernanceandrepresentationmould,includingnewrolesforstudentsasmentors,researchers,teachersandeducationaldevelopers(FreemanandWilding,2009).
24Theseprojectsoftensoughttorespondtotheintroductionoffees,andassociatedperceptionsofstudentsascustomersandtoestablishalternativeapproachestoworkingwithstudents.
Manyoftheseprojectswerediscontinuedoncethefundingperiodendedin2010,butanumberofinstitutionshavesoughttoembedprojectsandtoemphasisetheseinitiativesasuniqueapproachestostudentengagement(DunneandZandstra,2011,Freemanetal.
,2013,Neary,2008).
Theintroductionofcappedfeesin2003wasfollowedbytheBrowneReview(2010),whichsawuniversitiesbeinggivenpermissiontosettheirownfeesuptoamaximumof9000peryear.
ThesechangesmarkedafurthermovetowardstheUSfundingsystemforhighereducationinwhichtuitionfeesareuncappedandsetbytheinstitutionratherthanthegovernment.
ThegovernmentintheUKstoppedshortofallowingthederegulationofstudentfees,althoughcallsareregularlymadebyVice-Chancellorswhowouldliketoseeamovetowardsthismodel(Garner,2013).
Insteadafeebandwasintroducedthatallowedinstitutionstosettuitionfeesbetween6-9000.
Thischangepromotedanideologicalshifttowardshighereducationasamarketandpositionedtheuniversityasabusinesswhichmustcompeteforstudents(DfES).
Inthepaper'Studentsattheheartofthesystem'whichsoughttocreatecompetitioninthehighereducationsector,itwasstatedthat:"Thechangesthatwearemakingtohighereducationfundingwillinturndriveamoreresponsivesystem.
Tobesuccessful,institutionswillhavetoappealtoprospectivestudentsandtoberespectedbyemployers.
Puttingfinancialpowerintothehandsoflearnersmakesstudentchoicemeaningful.
"(BIS,2011b:5).
25DunaSabri(2011)hasexploredtheriseindiscourseabout'thestudentexperience'inpolicydocumentsfrom2003onwards.
Sabriseesthetermasrelatedtotheideathat"allstudentshavethecapacityforfreerationalchoice,unimpededbythelimitationsofsocialandculturalbackgroundorfinancialresource"(658).
Alongwiththeraisingoftuitionfees,theBrownereview(2010)recommendedanumberofmeasuresbeintroducedinordertosupportstudentchoiceandtheaccountabilityofinstitutions.
Theseincluded;themakingavailableastandardsetofinformationtoinformprospectivestudents'choices;thepublicationofexternalexaminers'reports;availabilityofinformationaboutgraduateemploymentandearnings;theimprovementofthehandlingofstudentcomplaintsbytheOfficeoftheIndependentAdjudicator(OIA);and,theintroductionofstudentcharterssettingoutstudentanduniversityrightsandresponsibilities(9-11).
ThegovernmentsawtheintroductionoftheOIAasa'safeguard'forstudentsina'freer'educationsystem.
TheOIAisdesignedtoprovideanational,independentorganisationtoruleonindividualstudentcomplaintswheretheycouldnotberesolvedininstitutions.
Themeasurerecognisedhighereducationasasignificantfinancialinvestmentandsoughttopreparethesectorforamoredemandingstudentbody(DfES,2003:49).
Followingtheannouncementoftheintroductionofincreasedfees,around50000studentsgatheredinLondontoprotest.
Theprotest,organisedbytheNUS,beganpeacefullybutturnedviolentasanumberofstudentsattackedtheConservativepartyheadquarters.
ThenationalprotestwasfollowedbyanumberofsmallerprotestsatinstitutionsaroundtheUKinvolvingsmallernumbersofstudentsagainst26tuitionfees(Baron,2010,BBC,2010,2011,Kinder,2011,Lewisetal.
,2010,Porter,2010).
AgainstthebackdropofthedevelopmentoftheNSSandstudentprotestinthe2000s,governmenthighereducationagenciessuchastheHigherEducationAcademy(HEA)andtheQAAwerefunded,incollaborationwiththeNUStodevelopanumberofprojectsdesignedtodevelop'studentengagement'.
TheNUSandHigherEducationAcademy(HEA)ranahighprofileprojecttoidentifytherangeofapproachestostudentengagementinHEandtosharegoodpracticebetweeninstitutions(HEA,2010).
TheQualityAssuranceAgency(QAA)employedstaffwitha'studentengagementremit'toinvolvestudentsintheevaluationofqualityinhighereducation,andrecruitedstudentsasmembersofuniversityqualityreviewpanels,emphasisinginstitutionalaccountabilitytostudents(QAA,2012b).
Recently,thedevelopmentoftheQualityAssuranceAgency(QAA)StudentEngagementchapterintheQualityCode(QAA,2012c)provideda'definitivereferencepoint'forUKhighereducationinstitutions,settingoutexpectationsforthewaythatstudentengagement,includingrepresentationisundertaken.
Throughoutthe20thand21stcenturiesthephenomenonofstudentvoicehasdevelopedinlinewithashiftfromasmall-scale,publicallyfundedhighereducationsystem,tothemass,student-fundedsystemoftoday.
Theemergenceofnewformsofstudentvoicehasoftenbeenlinkedtopoliticaldevelopmentssuchasthegreaterinvolvementinuniversitygovernanceofferedtostudentsinthemidstofstudentunrestinthe60sand70s,andtheintroductionoftheNSStocoincidewiththeimplementationoftuitionfees.
However,thelinksbetweenpoliticalideasaboutthe27natureofhighereducationandthestudentvoicemechanismsthemselvesareoftenimplicitandassuch,areexperiencedindifferentwaysbythosethatparticipate.
2.
3FormalstudentvoicemechanismsinhighereducationinEngland2.
3.
1RepresentationandgovernanceWorkinthissectionappearsinRodgers,Freeman,WilliamsandKane(2011)'Studentsandthegovernanceofhighereducation:aUKperspective'andFreemanandDobbins(2013)'AreweseriousaboutenhancingcoursesUsingtheprinciplesofassessmentforlearningtoenhancecourseevaluation'.
AnumberofUKstudieshaveidentifiedstudentrepresentationatalllevelsofinstitutionalgovernanceandhavesoughttoprovideguidanceforinstitutionsandstudents'unions(Cockburn,2006,HEfCW,2006,Littleetal.
,2009,vanderVeldenetal.
,2013).
Studentparticipationaspartofgovernancecommittees,asmembersofuniversitymanagementcommittees,student-ledstudentorganisations(Students'UnionsandtheNUSatthenationallevelintheUKorequivalent)andthroughdepartmentalrepresentation,iscommonacrosstheUKandintheUSAandEurope(Magdola,2005,Persson,2003).
Littleetal.
(2009)reportthatstudentrepresentationonuniversitygoverningbodiesis"nearuniversal".
Positionsongoverningbodiestendtobeheldbyelectedstudentunionofcerswhositalongsideexternalandindependentmembersaswellasacademicandmanagementrepresentatives.
Thegoverningbodyisthehighestcommitteewithstrategicresponsibilityfortheinstitution,whichprovidesstudentrepresentativeswithaccesstohigh-levelmanagementdecisionsandkeydecision-28makersinaninstitution(Littleetal.
,2009).
Studentinvolvementingovernancetendstoincludetheinvolvementofasmallnumberofelectedstudentofficersongoverningbodiesandstudentrepresentationatfaculty,collegeanddepartmentlevel(ibid).
Electedstudentofficersareoftenalsotherepresentativesonlowerleveluniversitycommittees,includingacademicdecision-makingbodiesandthosewhichdevelopaspectsofuniversitypolicyandpractice.
Atamorelocallevel,manyinstitutionshaveSchoolorFacultyBoards,whichrepresentcoursesinaparticulardisciplinaryarea(HealthandSocialCare,ArtandDesign,ArtsandSocialSciences).
Representationontheseboardsisoftenelectedorselectedfromthestudentbodyoftheparticularschoolorfaculty(ibid:17).
Atthedepartmentlevel,studentrepresentativecommitteesrepresentthemostprevalentapproachtostudentvoice.
Studentrepresentativesareelectedorselectedfromthestudentbodyinordertoadvocateonbehalfoftheirpeersonthecourse(ibid).
Thelevelatwhichstudentshavecontroloverwhatisdiscussedatstudentrepresentativecommitteescanvary.
Littleetal.
(2009)foundthat:"inthemajorityofcases(58%),theagendaforsuchmeetingsissetjointlybystaffandstudentsandinaminorityofcases(12%)bystaff".
Discussionsatthesecommitteestendtofocusoncoursedeliveryand"problems"experiencedandmayinvolvethenegotiationofresolutions(ibid:23).
IndeedCarey(2013)identifiedinhisstudyinoneinstitutionintheUK,thatstudentrepresentatives"occupythegroundbetweenprovidinginformationfortheuniversityandofferingamechanismforstudentstoworkaspartnersintheireducation"(71).
Thisdescribesacomplexroleforstudentrepresentativesthatwillbeexploredfurtherinthisstudy.
292.
3.
2StudentquestionnairesIncontrasttotherolesfortheminorityofstudentsingovernanceandrepresentationprocesses,moststudentsareinvitedatsomepointtotakepartininstitutionalandexternalsurveys,forexampletheNSS,StudentBarometerandinstitutionalsatisfactionsurveysforundergraduatestudentsandthePostgraduateResearchStudentExperienceSurveyandPostgraduateTaughtExperienceSurveyforpostgraduates.
Thesetendtobelarge-scaleandprimarilyquantitativeinnature.
Surveysaredistributedtostudentsandfocusontheirexperiences,generatingalargequantityofdataandservingtoidentifylevelsofsatisfactionwithparticularinstitutionalactivities.
TheNSSispublicisedasastructurethroughwhichallstudentscan'beheard'.
TheNSStakestheformofanannualattitudesurveyoffinalyearundergraduatestudentsintheUK,andisfundedbytheHigherEducationFundingCouncilforEngland(HEFCE).
ParticipationinthesurveyiscompulsoryforalluniversitiesinEnglandanditisthereforeoneofthelargestandmostinfluentialpiecesofresearchintotheexperiencesoflearnersinhighereducationintheUK.
AllfinalyearstudentsareinvitedtocompletetheNSS.
Duetothenatureofthesurvey,asthelargestcensusofstudentopinionintheUK,theintendedandunintendedaudiencesusetheoutcomesinanumberofways.
ThedecisiontakenbyHEFCEtooptforasurveydesignfortheNSSillustratesatendencyamongstgovernmentpolicymakersanduniversitymanagerstofavourtechnical,scientificformsofresearchthatseektocapture'facts'aboutthesocialworld.
Forcritics,thisreflectsanassumptionmadebythoseinpowerthatdesignandmethodcanensure30objectivityinresearch(Hodkinson,2004).
Byplacingtheirtrustintechnicalresearch,policymakersascribetotheontologyofanindependent,homogenousstudentvoicewhichcanbe'heard'throughtheuseofsystematic,longitudinal,researchmethods(Hodkinson,2004seealso,Usher,1996).
Theintentionisthatprospectivestudentscanthenusetheseinordertoinformmeaningfulchoicesandjudgementsaboutthebesthighereducationcoursefortheirneeds.
Thisapproachishighlycontested.
Practicalandcriticalsocialscientistssuggestthatatechnicalapproachtoresearchingthesocialworldriskssayingmoreaboutthevoiceofthoseinpowerthananylogical,objectiverealityofthestudentexperience(Usher,1996).
Anunintended,yetsignificant,waythatthedataareusedistoinformnationalleaguetablesofuniversityperformance.
NewspaperssuchastheGuardianandTimesHigherEducationusetheoutcomesofthesurveyasameasureofstudentsatisfactionandcombinethescoresgainedwithothercriteria,suchasentryqualificationsofnewstudentsandstudent/staffratios,toproducetablesofperceivedoverallquality.
Ithasbeensuggestedthattheoverallsatisfactionscoresproducedbythesurveyarefairlymeaninglessasthemajorityofinstitutionalratingsfallwithinanarrowrangeandarenotstatisticallydifferent(BBC,2007,Harvey,2008).
Validornot,thestatusandprominenceofthesurveyevolvedrapidlytoshapethepublicperceptionofaninstitution'sreputationplacingthesurveyhighontheagendaofmostUKinstitutions.
InstitutionswerenotoriginallyseenasanaudienceforthedatafromtheNSS.
Thedatacollectedweredesignedspecificallyforqualityassurancepurposesandconsequentlywerenotdesignedtoprovidethedetailrequiredforoutcomesto31effectivelyinformqualityenhancementprocesses(Richardsonetal.
,2007).
However,thecurrentNSSwebsiteclaimsthatthedatawillbe:"usefultoyouruniversity,students'unionorcollegetofacilitatebestpracticeandenhancethestudentlearningexperience'(IpsosMORI,2012)andrecentreportshavedrawnconclusionsabouttheenhancementofqualityfromtheoutcomes(WilliamsandKane,2008).
Thisviewofthesurveyforenhancementisoftensupportedbyinstitutionsintheirowninternalpromotionswith'yousaid,wedid'campaigns,seekingtodemonstratetheresponsivenessofaninstitutiontostudentvoice(QueenMaryUniversityofLondon,2010,UniversityofWarwick,2014).
TheformatoftheNSSasasatisfactionsurveyisquitedifferentfromthatofsimilarsurveysinternationally.
TheNationalSurveyofStudentEngagement(NSSE)whichisundertakenat1554collegesacrosstheUSAandCanada,andhassimilarversionsinAustralia,NewZealandandChina,collectsdataonthe"timeandenergystudentsinvestineducationallypurposefulactivitiesandtheeffortuniversitiesdevotetousingeffectiveeducationalpractices"(Kuhetal.
,2008:542).
ThefocusoftheNSSonsatisfactionhasprovedcontroversial,ascommentatorssuchasFuredihavearguedthatitpositionsstudentsasconsumersratherthanactiveparticipantsinhighereducation(Attwood,2012).
InrecentresearchSabri(2013)hassuggestedthattheNSShasbecomea'fact-totem'whichisthe"siteofintensesocialattentionwithinuniversities".
ShearguesthatthepoweroftheNSSissignificant"becauseitfocusesthepublicgazeuponthoseaspectsofHE[highereducation]workthataremeasuredbytheNSSanditrendersotheraspectslessimportant"(2).
Whileprovidingausefuloverviewofsatisfactionforleaguetableand32managementdecisions,surveyssuchastheNSStendtoprovideonlyalimitedunderstandingofthecomplexityofstudents'experiences.
Surveysofthistypealsofailtoidentifytheexperienceoftheacademicsandseniormanagerswithwhomstudentsinteractthroughrepresentationandotherengagementactivity.
PriortoreceivingtheNSS,undergraduatestudentsintheUKarelikelytoreceivearangeofotherinstitutionalsatisfactionsurveysaboutservicessuchasthelibraryorcareersservice,alongwithdisciplinelevelsurveysfortheevaluationofcourses,modulesandlecturers(Littleetal.
,2009).
Whilethereisnostandardisedpolicyoncourseorlecturerevaluation,thepracticeiscommoninmostUKinstitutionsandasastudentvoicemechanism,enablesthemajorityofstudentstoexpressanopinionaboutteaching.
Theseevaluationmeasuresfeedintointernalinstitutionalannualmonitoringandqualityprocessesandareinsomeinstitutionsusedtoinformdecisionsaboutacademicstaffpromotion.
MuchofthecritiqueofcourseevaluationsurveyscomesfromtheUSwheretheequivalent'studentratings'havebeenoperatingsincethe1920's.
Courseevaluationshavetraditionallybeenpaper-basedandpassedaroundbyanacademic,butrecentlymanyinstitutionshavemovedtotheprovisionofthesequestionnairesonline.
WithintheUScontextofstudentspayingtuitionfees,courseevaluationshavebeenseenasasiteofincreasingtensionasaresultof:"federallegislationthatcalledforimprovedteachinginhighereducation,increasingdemandsforaccountability…theincreasinguseofstudentratingsinpersonnelandcurriculumdecisions,thegradualdemocratizationofthenation'scampuses,andadevelopingconsumerisminthenation'sstudents"(CalkinsandMacari,2010:7)33CalkinsandMacari(2010)highlightthesignificantresearchintheUSwhichhassoughttochallengethevalidityofstudentratings.
CriticismsofcourseevaluationintheUKhavefollowedasimilarpath.
Therehavebeensuggestionsthatquestionnaireshavemerelybecomearitualtobefollowedbystudentsandeducators(Kemberetal.
,2002,Richardson,2005),haveledtoatypeof'edutainment',aslecturersseektomakelearningfuninordertosecuregoodevaluationsfromstudents(McMillanandCheney,1996:6),andthattheyshouldbemoreevaluativeandfocusedondevelopmentratherthanthemonitoringofacademics(FreemanandDobbins,2013).
Recently,theUS,andtosomeextenttheUK,hasseenariseinonlineratingsystemssuchasratemyprofessor.
com,awebsiteuponwhichstudents'publicallycommentontheirlecturers.
Asyetthereislittleevidencethatinstitutionsusethesesitesforofficialpurposes,butstudentsreportlookingatcommentsonwebsitesinordertodecidewhichclassormoduletotake.
CalkinsandMacari(2010)arguethatgiventhiscontextitisnecessarytoconsidertheimpactthatformalandonlinecourseevaluationshaveontherelationshipbetweenstudentsandacademics,andofthepositionofhighereducationinsociety.
Usingtheexampleofratemyprofessor.
com,onwhichstudentsareabletoawardlecturersanumberof'chillipeppers',whichrepresent'professorialhotness',theysuggestthatthesetypesofevaluationbelittletheroleoftheacademicandenableacademicstodismissthestudentvoiceasinauthenticandillegitimate(17).
Theyarguethatincontrast,institutionalevaluationsshouldconsiderthequalityofquestionsasked,toensure34thattheyarefocusedonstudentlearningratherthanlevelofenjoymentorsatisfaction(18).
CalkinsandMacari's(2010)discussionofcourseevaluation,thetensionsaroundtheNSSandthehistoryoftheinvolvementofstudentsinuniversitygovernancehintattherangeofdifferenthistories,perspectives,meaningsthatunderpintheformalmechanismsforstudentvoicethataredescribedinthissection.
Beforeexploringsomeofthedifferentimperativesandmeaningsassociatedwithstudentvoicethatarepresentintheliterature,thenextsectionprovidesabriefnoteontherelevanceofstudentvoiceinschoolsintheUK.
2.
4StudentvoiceinschoolsOneareainwhichtherehasbeensignificantlymoreresearchundertakentoconsiderapproachestostudentvoice,andtheconsequencesforthestudentsandstaffinvolvediswithintheschoolsector.
AsSeale(2010)hassuggested"whatlittlestudentvoiceworkthathasbeendoneinhighereducationtendstobereportedinconferencepapersandinstitutionalorprojectreports"resultinginworkwhichtendstobedescriptiveratherthanevaluative(996).
Incontrastthesamephenomenoninschoolshasreceivedconsiderablymoreattention,inpartduetoearlierpolicyimperativesthatguidedworkinthatarea(Seale,2010:995,WalkerandLogan,2008).
Thehistoricalcontextforstudentvoiceactivityinschoolshasdevelopeddifferentlytosimilarmechanismsinuniversities.
Linkedtointernationalratherthannationalpolicy,studentvoice(commonlycalled'learner'or'pupil'voiceinschools)became35asignificanttheme,andsubjecttogovernmentpolicy,followingtheratificationoftheUnitedNationsConventionontheRightsoftheChildin1989.
Theconventionsetoutchildren'srightsinArticle12as:"1.
Partiesshallassuretothechildwhoiscapableofforminghisorherownviewstherighttoexpressthoseviewsfreelyinallmattersaffectingthechild,theviewsofthechildbeinggivendueweightinaccordancewiththeageandmaturityofthechild.
2.
Forthispurpose,thechildshallinparticularbeprovidedtheopportunitytobeheardinanyjudicialandadministrativeproceedingsaffectingthechild,theviewsofthechildbeinggivendueweightinaccordancewiththeageandmaturityofthechild.
"(UN,1989)Inthiscontext,theEducationActin2002placedarequirementonallschoolstoconsultwithstudents,andthatinspectorsseekevidenceofschoolsactinguponchildren'sviewsduringOfficeforStandardsinEducation(Ofsted)inspections.
DrawingonresearchconductedbyDaviesetal.
(2006a,b),WalkerandLogan(2008)identifyarangeofagendawhichhavedriventheadoptionofstudentvoiceinschools.
Theseinclude"children'srights,activecitizenship,schoolimprovementandthepersonalisationagenda"andbehaviourmanagement(WalkerandLogan,2008:3).
Itisperhapsunsurprisinggiventhesharedgovernmentinfluenceandgrowingcontroloverschoolsanduniversities,thatdespitethedifferentcontext,theideologiesthatinfluencestudentvoiceinschools,mirrorsomeofthosepresentinhighereducation.
Studiespertainingtostudentvoiceinschoolshavebeenincludedinthisstudywhererelevant.
362.
5TheimperativesforstudentvoiceMostevaluationofthemechanismsforstudentvoicehastakenplacethroughgovernmentfundedevaluationprojectsratherthanthroughacademicresearch.
Thesereportstendtotakeageneralviewthatstudentvoiceworkispositive,forinstitutionsandthoseinvolved,andrarelyengageexplicitlywiththeideologiesandimperativesthatinformthedifferentmechanisms.
Assuch,evaluationshavetendedtofocusonthepracticalaspectsofhowparticularmechanismsandinitiativesoperateandontheprosandconsofparticularmethods.
Despitethedeficitofresearchinthisarea,itispossibletoidentifysomedifferentdiscoursesthatprovidecluestotheimperativesandideologicalvaluesinformingstudentvoiceinpolicyandtheliterature.
Thefollowingsectionsexploresomeofthesediscoursesinmoredetailinordertoframetheresearchinthestudy.
2.
5.
1StudentvoiceforconsumerismThemostcommondiscoursesincetheintroductionoftuitionfeesin2003hasbeenthenotionofstudentsascustomers(Gibbs,2001,Lomas,2007,McCulloch,2009).
ThisideologyisfirstsetoutintheDearingreport(1997:64)whichstates"Thereisnowgreateremphasisontherecognitionoftheindividualascustomerorconsumer"andwasbuiltuponfurtherintheWhitePaperin2003.
Positioningstudentsasconsumershasbeenseenbythegovernmentasanapproachtostrengthenindividualrights,asstudentstakeonthefinancialburdenforhighereducation.
Theideaofstudentsasconsumershasbeencontentious.
Somehaveseenitasempoweringstudentswithinthesystembygivingthemincreasedrights.
McMillanandCheney(1996:3-5)identifiedanumberofbenefitswhichtheideaof37studentsasconsumerbringsthatMcCulloch(2009:172)summarisesas;encouraginginstitutionstorespondtochangingenvironments;ensuringtheymaintainfinancialstability;recognisingtheimportanceofemployabilityforstudents;and"contributingtotheuniversity'slong-standingroleindevelopingthestudentsconfidenceandenablingthemtofindanauthoritativevoice".
McMillanandCheneyarguethatthenotionchallengesinstitutionstothinkmoreabouttheoutsideworld,businessandtheeconomy,andtheirroleinpreparingstudentsforthatworld.
However,McCullochhasarguedthatthemetaphorcanalsoacttorestricttheroleofthestudentwithininstitutions:"Inthemetaphor,andrelatedmodel,ofthe'studentasconsumer',theuniversityactsastheproviderofproductsandservices,intheformofprogrammesofstudyandsupportforthepursuitofthoseprogrammes,andthestudentactsasaconsumerofthoseproductsandthatsupport"(McCulloch,2009:171).
McCullochsuggeststhattheimpactofthediscourseofstudentsasconsumershaspervadedchangesinacademicareassuchasqualityandenhancementaswellasstudentsupportandmarketing.
Hebringstogetheraseriesofconcernsaboutthemodelofstudentconsumerswhichheseesasinadequateasit:"a)overemphasisesoneaspectofthestudent'sroleandoftheuniversity'smission;b)suggestsunduedistancebetweenthestudentandtheeducationalprocess,therebyde-emphasisingthestudent'sroleinlearning;c)encouragespassivityinthestudent;d)failstoencouragedeeplearning;e)impliesinthestudentalevelofknowledgeandinformation,andthepossessionofthetoolstousethem,thatareunlikelytobepresent;f)servestodeprofessionalisetheacademicroleandencouragethe'entertainment'38modelofteaching;g)compartmentalisestheeducationexperienceas'product'ratherthan'process'h)and,reinforcesindividualismandcompetitionattheexpenseofcommunity.
"(McCulloch,2009:177)Theseconcernshaveseriousconsequencesforthenatureofhighereducationandsuggestashiftinhighereducationthatextendsbeyondthefundingsystemandpervadesallaspectsoftheexperienceofstudentsandacademics.
McCullochprovidesadetailedpictureoftheimplicationsoftheideologyofstudentsasconsumersinhighereducationinordertounderpinhiscallfortheadoptionofthemetaphorofstudentsasco-producers,whichheseesaschallengingsomeofthenegativeimplicationsofthemodel.
Studentsasproducersandotheralternativeapproachestounderstandingtheroleofstudentsinhighereducationarediscussedlaterinthischapter.
Inlinewiththefocusonstudentsasconsumersandafocusonstudentchoice,marketinghasbecomeakeycomponentofallinstitutionsintheUK.
Institutionsproduceincreasinglyglossymarketingbrochures,regularopendaysandwebsitesinordertopresenttheuniversityinthebestlight.
Aswasdiscussedearlierinthechapter,leaguetablesappearregularlyinnationalnewspapers,withinformationdrawnfromarangeofmeasuresandprospectivestudentsareencouragedtousethesetocomparehighereducationproviders.
MostrecentlytheKeyInformationSet(KIS)whichpresentssetsofinformationaboutuniversitycourses,havebeenpresentedonUniStats,awebsiteintroducedfollowingtheWhitePaperin2003toofferinformationtosupportstudentstomakean'informedchoice'.
39Gibbs(2001)reflectsonthenotionof'choice'inthehighereducationmarketplaceanditsrelationshiptothecustomerrightsofindividuals.
DrawingonMacIntyre(1993),Gibbsarguesthat:"rightsareconferredinthechoice,notinwhatischosen.
Individualsarethusprimaryandsocietysecondaryand…thismayleadtoaviewthat'theidentificationofindividuals'interestispriorto,andindependentof,constructionsofanymoralorsocialbonds'"(Gibbs,2001:86citing,MacIntyre,1993:250).
Gibbsgoesontosuggestthattheincreasingfocusonmarketingbyinstitutionsandtheassociateddiscourseofconsumerrightscontributestostudentsthatareoutcomedriven:"hereprocessisincidentalandtheoutcomesoughtisnotaneducatedpersonintheclassicalsense,butanaccreditedpersonabletousetheireducationaloutcomes(orcompetencies)tofurthertheireconomicdesires"(2001:87)Inthiscontext,studentvoicebecomesabouttherighttochoose,notionsofpersonalisationandaboutvalueformoney.
Hartley(2007:633)viewsthediscoursearoundchoiceandpersonalisationthatisincreasinglyusedinschoolsanduniversities,asthe"appropriationbypolicy-makersofconsumeristandmarketingdiscourses(whichappealtotheemotionsandtothe'self')".
Referringtotheriseofdiscoursearoundchoiceandpersonalisationinschools,Hartley(2007)andFielding(2008)suggestthatconceptsofpersonalisationhavebecomearhetoricofempowermentwhichdisguiseincreasingmanagerialismineducation.
Opportunitiesforchoicesuchas40modularisation,semesterisationandself-directedlearninginhighereducationmaskfundamentalinequalities.
AsFieldingsuggeststhatpersonalisationispreoccupied:"withindividualchoosers,withlittleifany,accountbeingtakenoftheclaimsofwiderallegianceandthecommongood.
Yet,thisforegroundingofchoice,whetherataclassroomlevelorinitssystematicexpressionthroughmultiplepathways,masksthedeepdishonestythatignoresthemanybarrierstochoicewithinthesystem,whetherthroughabilitylabellingorentryrequirement"(Fielding,2008:59)Applyingthistothehighereducationsector,whilestudentsaregivenincreasedopportunitytochoose,theyaresimultaneouslyencouragedtolimittheirvoicestothelegitimateoptionsavailable.
Thereby,theideologyofstudentsasconsumersbecomesarhetoricofincreasedstudentrights,whichmaskstheintensificationofthemanagementofwhatisavailabletostudentsinhighereducation.
Sabri(2011)identifiesafurthertensionwithinthediscoursearoundstudentchoice.
Studentsareexpectedtoactascustomers,makingjudgementsaboutvalueformoney,whilesimultaneously"distancingthemselvesfromtherealitiesofeducationsuchthattheyarenotputofffromparticipating"(660).
This,Sabriargues,referencingworkbyReay,DavidandBall(2005),ischallenging"forstudentswithlowlevelsofsocialandculturalcapitalinrelationtohighereducation.
Theywillhavebothfewerresourcestoactassavvyconsumersandmoreanxietyaboutfuturedebt"(660).
Sincetheoriginalassociationoftheterm'consumer'withtheincreaseofstudentfeesinthe2003WhitePaper,thetermhasbeennotablyabsentfromgovernmentpolicydocuments,replacedinsteadbyafocusonthe'studentexperience'yetit41continuestoshapethewaythatstudentsareviewedinafee-payingeducationsystem.
Thefollowingsectionexploresthelinksbetweenthenotionofstudentsasconsumersandthatofaccountabilitytostudents,parentsandthewiderpublic.
2.
5.
2StudentvoiceforaccountabilityInlinewiththeintroductionofincreasedtuitionfees,theHEFCEStrategicPlan2007stated,"studentsincreasinglyseethemselvesasconsumers,entitledtoagreedstandardsofprovisionandtofullinformationaboutthequalityofwhatisprovided"(HEFCE,2007:5).
Withtheintroductionoffees,theperformanceofinstitutionshasbeenunderincreasingscrutinyandpolicymakershavesoughttogain"authoritative,quantitativemeasuresofkeyattributesoftheactivitiesofinstitutionsandtheircomponentunits"inthenameofpublicaccountability(Gibbs,2001:85).
Thistrendhasgrownalongsideawidertrend,inthewakeoftheeconomiccrisisintheUK,foraconcernwithaccountabilitytothepublic.
Theemphasisonaccountabilityhasbeenfollowedbythestrengtheningoftheagenciesresponsibleformonitoringqualityonbehalfofthepublic.
TheseagenciesincludetheQAA,ResearchAssessmentExercise(RAE),nowtheResearchExcellenceFramework(REF),whichmonitorthequalityofeducationandresearchrespectively.
Critics(Ball,2003,2012,Canaan,2008,Power,2007)seetheincreasingemphasisonaccountabilityasadesirebygovernmentforgreaterregulationandcontrol,whichresultsinaskewedeffectontheprioritiesofhighereducationinstitutions.
Canaan(2008)placesQAAinstitutionalreviewinthiscontext,seeingitas:42"thediscipliningarmofneoliberalmarketisedrestructuring,restingontheassumptionthat"thenormsofthefreemarket[shouldprovide]theorganisingprinciplesnotonlyofeconomiclife,butoftheactivitiesofthestateitselfand,evenmoreprofoundly,oftheconductofindividuals"(Canaan,2008).
Inthisway,thatwhichisauditablehasgainedincreasingvalueinthehighereducationsetting,influencingthevalueplacedupondifferentactivitiesbythosewhomanageinstitutions.
WhatisauditedandmonitoredbytheQAA,NSSandREFcomestobevaluedoverthosethingsthatarenoteasilymeasured.
Canaan(2008),echoingHope(2013)andBall(2003,2012,2013),findsthistobeadestructivetrendaswhatisreviewedarethoseaspectswhichare"second-orderactivitiesthatarecreatedsolelyfortheneedsofaudit"ratherthan"first-orderactivities(forexampleteaching,administrationandresearch'"(2008:261).
Canaansuggeststhatthisleadstoaformofhighereducationthatvaluesactivitiesthatarestandardisedandmeasurableoversocialprocesses.
ThereisevidenceforCanaan'sviewinthecurrentmethodforreviewingthequalityofinstitutionsbytheQAAwhichcontrastssharplywiththepreviousmodeofreview,whichinvolvedateamofacademicsvisitingindividualuniversitydepartmentsforanextendedperiodinordertodevelopanindepthunderstanding(Baty,2005,Broady-Preston,2002,QAA,2000-2001,2012a).
Themorerecentapproachaimstobe'light-touch'byanalysingtop-levelpoliciesanddatarelatingtoteaching.
Thismeansthattheprocessisquickerthanpreviousformats,butalsothatjudgementsaremadeaboutinstitutionswithoutthereviewerswitnessingteachinginaninstitution.
43In2009,inlinewiththeemphasisonstudentvoiceinthesector,theQAAbegantoemploystudentsaspartofthereviewpanelsthatvisitinstitutions.
In2012,theQAAdevelopedastudentengagementchapterintheQualityCode,whichguidesinstitutionalpracticeandareconsideredduringreview.
Thisservestoformalisetheroleofstudentsinholdingtheirinstitutiontoaccount.
ThechapterembedsstudentvoiceasanaspectofuniversitylifethatisreviewedduringQAAvisits,includingtherequirementthat:"Highereducationproviderstakedeliberatestepstoengageallstudents,individuallyandcollectively,aspartnersintheassuranceandenhancementoftheireducationalexperience.
"(QAA,2012c).
Thesemeasureshavestrengthenedtheimperativeofaccountabilitytostudentsinthepolicyandguidanceprovidedtoinstitutions.
RequirementsplacedonthesectorthroughagenciessuchastheQAA,inordertoholdinstitutionstoaccount,provideanideologicalstructureinwhichinstitutionsmustoperateinordertomaintaintheirreputationand,attimes,funding.
Thisemphasisonaccountabilityshapeswhatisvaluedininstitutionsandthetypesofstudentvoicethatareprioritisedoverothers.
2.
5.
3StudentvoicefordemocracyandequalityIdeasaboutdemocracyhavelongunderpinnedthedevelopmentofstudentvoiceinhighereducation.
Therearetwodistinctwaysinwhichdemocracyisapproachedintheliterature;oneistheformalformofdemocracyaselectedstudentsrepresentothersthroughformalmechanisms,theotheristheideaofradicalcollegialitythatwillbediscussedlaterinthissection.
44Aswasexploredearlierinthechapter,manyofthemechanismsforvoiceintheearlydaysofthestudentmovementwerebasedonadesireforstudentstoberepresentedas'members'orcitizensofhighereducation,andtoestablishalocalornationalrepresentativepresence.
Formanyinthestudentmovement,studentsareseenashavingafundamentalrighttoparticipateinthemanagementandenhancementofhighereducationprovision.
Traditionally,thosestudentvoicemechanismsregardedasdemocratichavebeenthoseassociatedwithuniversitygovernance,andconcernshavebeenfocusedonsecuringgreaterstudentmembershiporopportunitiestocontribute.
Institutionsandstudents'unionshavetendedtofocusonthepracticalissuesofdemocraticprocessessuchastheelectionofstudentstostudents'unionofficesanddepartmentalrepresentativecommittees.
IntheLittleet.
al.
(2009)study,theyidentifiedanumberoflimitationstotherepresentativeroleofstudentsincludingconfusionamongststudentsandstaffanddifficultiesencouragingstudentstotakeuptherole.
Otherresearch(Bergan,2003,Carey,2013)hassuggestedthatissuesaboutrepresentationasdemocracymaybemorefundamentalandleadtoquestionsaboutwhatstudentinvolvementingovernanceisdesignedtoachieve.
ForexampleinBergan's(2003)studyofstudentsparticipatingingovernancein15countriesincludingEngland,hefoundthatstudentsfeltthattheyhadmostinfluenceon'immediateissues'suchasthesocialandlearningenvironment,butverylittleinfluenceon'hard'issuessuchasfinanceorcriteriaforrecruitingstaff.
Thissuggestedthatstudents,whilevaluingtheopportunityforinvolvementinuniversitygovernance,understoodthattheircapacitytocontributetoformalcommitteeswas45restricted.
IssuesaroundtheextenttowhichstudentsarefullyabletoengageinuniversitygovernanceareongoingwiththerecentManifestoforPartnershippublishedbytheNUS,challenginginstitutionstoallowstudentstobeinvolvedinuniversitygovernancebeyondissuesseenasdirectlyrelatingtotheexperienceofstudents(NUS,2012).
Analternativewayinwhichdemocracyandequalityarediscussedintheliteraturefocusesonconceptsofpartnershipanddialogueratherthanonformalmechanismsandprocesses.
Fieldingdefinesthisasradicalcollegiality,thatis:"constitutiveofaprofessionalismcommensuratewiththemovetowardsamoredialogicformofdemocracy.
Hereteacherslearnnotonlywithandfromeachother,fromparentsandfromtheircommunity,butalso,andmoreparticularly,fromtheirstudents.
"(2001b:130)Therationaleforthisisthatwhenstudentsareabletoparticipateactivelyitenhanceslearningandasaresult,whereworkhastakenplacetothisendinhighereducation,itisoftenreferredtoasstudentengagementinlearning.
Bovill,Cook-SatherandFelton(2011)provideaseriesofexamplesofstudentsco-creatingteaching,coursedesignandcurriculaundertakenintheUK,IrelandandtheUSbasedontheprinciplesofradicalcollegiality.
Theseincludestudentsadvisingonteachingapproaches,studentsdesigningcoursesandstudentsdevelopingcurricula.
Bovill,Cook-SatherandFeltonidentifyanumberofadvantagesforthestudentandforacademicsthroughengagementinthiswaywhichinclude;gainingadeeperunderstandingoflearning;increasedengagementandenthusiasm;andthe46developmentofdifferentwaysofrelatingtoeachother,developingabetterunderstandingoftheperspectivesofeachgroup.
Furtherexamplesofmorecollegiateformsofstudentvoicehaveemergedinhighereducation.
ManyofthesehavebeenpromptedandpromotedthroughnationalenhancementinitiativesdesignedtodeveloplearningandteachingincludingtheaforementionedCentresforExcellenceinTeachingandLearning(CETLS)andjointHEAandNUSstudentengagementprojects.
Thesehaveoftensoughttorepositionstudentsawayfrombeingconsumersofhighereducationintomoreactiverolesasproducers,researchers,partnersorchangeagents.
Someprojectshavedrawnuponradicalcollegialitytoencouragestudentsandacademicstoco-developprojects,forexampleatBirminghamCityUniversitywherestudentsareemployedtoworkalongsideacademicstodevelopandimplementeducationaldevelopmentprojects(Freemanetal.
,2013).
Othershavesoughttoplacethestudentatthefore,providingthespaceforstudentstoleadprojectsanddevelopmentsforexamplestudentsleadinglearningandteachingchangeprojectsattheuniversitiesofExeterandSheffield(DunneandZandstra,2011,UniversityofSheffield,2013).
OthershavedrawnoncriticalpedagogiessuchasFriere(1970),Giroux(1983)andBoyer(1990),arguingthateducationmustbegroundedinthelivesofstudents,andthatstudentsshouldbeactiveintheproductionofknowledgeratherthanpassiverecipientsforexampletheemphasisonstudentasproducerthroughundergraduateresearchattheuniversitiesofLincolnandWarwick(TaylorandWilding,2009,UniversityofLincoln,2013).
Movestowardsthesemoreradicalapproachestostudentvoicehaveprovedpersuasiveandhavebeenpromotedatthesectorlevel47throughanHEAproject'StudentsasPartners',whichseekstoshiftthefocustothe"principlesandprocessesofworkingwithstudents"(HEA,2013a).
Thesetypesofstudentvoicedemonstratethedifferentidentitiesthatitispossibleforstudentstoadoptthroughstudentvoicemechanisms.
Whilecurrentlytakingplaceonarelativelysmallscaleininstitutions,theysuggestthattheidentitiesofstudentsarelinkedtothetypesofmechanismswithwhichtheyareabletoengage.
Thefollowingsectionexploresresearchrelatingtostudentidentityattheleveloftheindividualinordertoconsiderwhatitmeanstoengage,ornotengage,instudentvoicemechanisms.
2.
5.
4StudentvoiceandthedevelopmentoftheselfThereisatendency,intheliteratureonstudentvoice,forauthorstofocusonthecollectivevoiceratherthanindividual.
Whilesomestudieslookingatdifferenttypesofvoicehavesoughttoestablishreasonsforlowparticipationinparticularforms,therearefewstudieswhichhavefocusedonwhysomestudentsparticipateandothersdonot(Littleet.
al.
,2009).
Thisissignificantaswherethesetypesofsuggestionsaremadethereisoftenanimplicationthatcertaingroups,suchasthosewhostudypart-time,orthosewhoarethefirstintheirfamilytoaccesshighereducation,areunderrepresentedinstudentvoicemechanisms.
Barnettdistinguishestwotypesofvoicethathesuggestsshouldbedevelopedaspartofahighereducation(2007).
Thefirstisthepedagogicalvoicethathedescribesasthe"capacityorwillingnessofthestudenttogivevoicetoherthoughtsorfeelings";thisistheautonomousvoicethatis'heard'byothers,andthesecondis48themetaphorical,educationalvoice,orthedistinctivevoice,ofthatstudentasacriticalbeing.
Barnettconcludesthatforreal,life-shapinglearningtotakeplacethestudentmustrealisebothtypesofvoice.
"Inherepistemologicalvoice,thestudentoffersherowninterpretations,herowninterventions,withinthedemandsofthedisciplineorprofessionalfield"(Barnett,2007:96)Thestudentexploresandproducesknowledgeandthroughaffirmationofherofferingsshefeelsherselfrecognised"asaperson".
InthiswayBarnettsuggeststhatthestudent'sontologicalvoiceprecedestheepistemological:"unlessthestudentfeelsherselfaffirmedasaperson–andsomethingofherchallengeacknowledged–thereislittlelikelihoodofhergivingherselftothechallengesofthesituationsinwhichsheisplaced"(Barnett,2007:96)Barnett'sargumentssuggestaneedforstudentstoreceiveaffirmationoftheiridentityinorderforthemtoestablishvoiceinhighereducation.
Hesuggeststhatforanindividualstudenttoparticipateinastudentvoicemechanism,heorshemustfirstfeelacknowledgedasanindividual.
ThesetypesofrecommendationsarealsopresentintheworkofMann(2001)andCase(2008)whodiscussideasaroundthealienationofstudentsinhighereducation.
Thisworkidentifiesanumberofdesirablecharacteristicsforan'engaged'asopposedtoalienatedstudent,includingconceptssuchasasenseofbelonging,intrinsicmotivation,creativity(asopposedtocompliance),equalityandownershipofthelearningprocess.
Whilethereisspaceforsomeofthesecharacteristicsinthemoreradicalapproachestostudentvoicedescribedabove,theyhavenottraditionallybeenseenasthepriorityof49studentvoicemechanisms.
However,thelackofthesecharacteristicsinmostformssuggeststhatitishardforsomestudentstoparticipatefully.
DunaSabri(2011)haswrittenabouttheriseoftheterm'thestudentexperience',atermwhichhascometoberegularlyusedinpolicyandpracticeanddescribesstudentsasahomogenousgroup.
Sabrisuggeststhatthetermhasbecomereifiedanddisguisestherealitythatstudents'experiencesdifferbecausetheytakeplaceindifferentinstitutions,whichhavedifferentlevelsoffinancialresource,offerdifferentsupportanddifferentlevelsofsocialandculturalcapital(664).
Sabrialsoarguesthattheconceptignorestheconnectionbetweenstudents'experiencesandtheirrelationshipswithacademics.
Researchintostudentvoicehastendedtofocusonstudents,andindeedacademicsandmanagers,ashomogenousgroups.
Thisstudyisconcernedwithexploringthenatureofpowerinrelationtostudentvoice,andtheidentitiesandsubjectivitiesofthosewhodo,anddonotparticipateandmaycontributetoabetterunderstandingofhowdifferentmechanismssupportordeterengagement.
Throughresearchthatfocusesontheexperiencesofthoseparticipatinginofficialandunofficialvoicemechanisms,thisstudyaimstoprovidethebasisforfurtherresearchintothewaysthatrace,gender,classordisabilitymightinformparticipation,ornon-participationinstudentvoiceinhighereducation.
2.
5.
5Studentvoice,powerandgovernmentalityAnareainwhichtheschoolssectorhasprogressedfurtherinexploringstudentvoiceisthroughtheanalysisoftheimplicationsthatdifferentapproacheshavefor50thoseinvolved.
IntheLearnerVoiceHandbook,Ruddetal.
(2006)utilisedArnstein's(1969)ladderofparticipationandtheworkofHart(1992)inordertodevelopamodelwhichillustratesdifferentmechanismsforstudentvoiceandthelevelofparticipationthateachtyperequiresfromthestudent(Ruddetal.
,2006:11).
ThisisamodelwhichacolleagueandIadaptedforthehighereducationsettinginordertoencouragecourseteamstoreflectontheimplicationsofdifferentapproachestoworkingwithstudents(BartholomewandFreeman,2010)(APPENDIXA:STAKEHOLDERENGAGEMENTMODEL).
Thisprovidesapracticalmodelwhichillustratestherolethatacademicsormanagersplayinprovidingstudentswiththepermissiontohaveavoiceindifferentscenarios.
Morerecently,otherorganisationssuchastheHEA(2013a)havesoughttodeveloptheirownmodels,yetthereisnotcurrentlythesubstantiveresearchtounderpinthesemodelsinhighereducation.
Powerinrelationtostudentvoiceinhighereducationisunder-researchedandfewstudiesinhighereducationengagewithissuesofpowerinrelationtostudentsatall.
Writingaboutstudentvoiceinschools,Fielding(2004b)discussespowerrelationshipsbetweenthosewhoinitiatestudentvoiceactivitiesandthestudentswhocontributetheirvoices.
Fieldingexpressesaconcernforstudentvoiceactivityundertakendueto'fadism'which:"leadstounrealisticexpectation,subsequentmarginalisation,andtheunwittingcorrosionofintegrity"and"manipulativeincorporation"which"leadstothebetrayalofhope,resignedexhaustionandthebolsteringofanincreasinglypowerfulstatusquo"(296).
51Theseconcernsarealsorelevantinhighereducation;particularlywheremechanismsareapplieduniformlyorcynicallyinordertofulfilinstitutionalrequirements.
Fielding(2004b)goesontoidentifythreewaysinwhichvoicescanbeusedforthepurposesofthoseinpower.
Throughaccommodation,inwhichvoicesarereassuredandreconstructed;accumulation,inwhichvoicesareusedtoprovideknowledgewhichstrengthensthestatusquoand;appropriation,inwhichvoicesareusedtolegitimisethedominantgroup'sposition.
Fielding'sworksuggeststhatwithoutacknowledgingrelationshipsbetweenpowerandstudentvoicemechanisms,itispossibletodisguisecomplexand,attimes,manipulativerelationships,whichmayhavesignificantimplicationsforstudentsinvolved.
Powerinrelationtostudentvoiceinhighereducationhasnotreceivedthesamelevelofanalysis;however,thereareanumberofstudieswhichhaveexploredthewaysinwhichstudentsexperiencepowerinotherareasofhighereducation.
Lookingatthestudentexperienceinrelationtoassessment,Readetal.
(2001)havedescribedthecomplexwaysinwhichhighereducationinstitutionsdefinethenatureofthe'goodstudent',requiringthatcertainstandardsaremetandcompetenciesachievedbeforeastudentreceivesanaward.
Theydescribehowtheseformsofpowerareoftenpresentimplicitlythroughexpectations,orhabitus,ratherthanthoughexplicitexpectationsandguidance.
Readetal.
(2001)drawonBourdieuinordertounderstandthepowerdynamicbetweenthestudentandacademicinhighereducationandfoundthatmanystudentsfelt,evenatthepointofgraduation,thattheyhadnotreallyunderstoodthe'rulesofthegame'.
Studentsrecognisedtheneedtodemonstrateaparticularkindofacademicvoicein52assessmentbutmanylacked"theconfidencetodosoastheyfelttheywerenotabletochallengetheopinionsof'established'academics"(2001:394).
Inthisaccount,thelecturerisseenbystudentsasthepossessorofthe'truth',anauthoritythatisunderpinnedbyculturalandsymboliccapital,orthesymbolicpower,investedinthelecturerasarepresentativeoftheinstitution(Bourdieu,1988:117).
Thisstatustranslatesintoarelationshipinwhichtheacademicpossessesagreaterlegitimacytocommunicatethanthestudent,creatinganimbalance,oragame,aroundacademicwriting,whichmustbedecipheredbythestudent.
ThisexampledemonstratesanaspectofwhatBourdieuandPasserson(1977)describeas:"Everypowertoexertsymbolicviolencei.
e.
everypowerwhichmanagestoimposemeaningsandtoimposethemaslegitimatebyconcealingthepowerrelationswhicharethebasisofitsforce,addsitsownspecificallysymbolicforcetothosepowerrelations"(4)AsReadetal.
(2001)andMann's(2001)worksuggests,forastudenttobesuccessfultheyrequiretheculturalandsocialcapitalinordertofulfiltheexpectationsoftheinstitution.
ThisisanotionthatBourdieu'scriticshavechallenged,suggestingthatBourdieu'sviewsaredeterministic.
Forexample,Green(2013)hasarguedthatBourdieupaystoolittle"attentiontothecapacityofindividualstoactintheworld"andJenkins(2002)hassuggestedthatBourdieusuggestsa"self-perpetuatingandmechanicalmodelofsociety"(118)whichdoesnotaccountforthewaythatinstitutionschangeovertime.
Yethisargumentsdo53provideanapproachtoconsideringhowinstitutionalpracticesmayimplicitlyprovidethebasisforsubtleunderstandingsofpowerinhighereducation.
Inasimilarvein,Grant(1997),Hope(2013)andBall(2003,2012)haveappliedtheworkofFoucault(1979)inordertopresentananalysisofthenatureofschoolanduniversitygovernance.
Foucault'sconceptofpowerrepresentsashiftfromideasofdominationandsubordination,totheproductionofarangeofpracticesthroughwhichindividualscanactupontheself.
Foucaultreferstoatypeof'capillary'powerthroughwhich:"powerreachesintotheverygrainofindividuals,touchestheirbodies,andinsertsitselfintotheirveryactionsandattitudes,theirdiscourses,learningprocesses,andeverydaylives"(1980:39).
Foucaultwasconcernedwiththestructures,institutions,agencies,strategiesandtechniquesofgovernanceandhowtheseproduceindividuals,actionsandpracticesand"harnessestheirbodilypowerstoitsends"(Garland,1990:138).
Foucaultdescribedtheprocessesthroughwhichthisoccursasaseriesof'technologiesofgovernance':"(I)technologiesofproduction,whichpermitustoproduce,transform,ormanipulatethings;(2)technologiesofsignsystems,whichpermitustousesigns,meanings,symbols,orsignification;(3)technologiesofpower,whichdeterminetheconductofindividualsandsubmitthemtocertainendsordomination,anobjectivizingofthesubject;(4)technologiesoftheself,whichpermitindividualstoeffectbytheirownmeansorwiththehelpofothersacertainnumberofoperationsontheirownbodiesandsouls,thoughts,conduct,andwayofbeing,soastotransformthemselvesinordertoattainacertainstateofhappiness,purity,wisdom,perfection,orimmortality.
"(Martinetal.
,1988:17-18)54Foucaultsuggeststhatinadvancedliberaldemocracies,humansareconstructedasautonomousanduniqueindividuals,whocanbegovernedbyvarioustechnologiesofdomination(technologies1-3)andtechnologiesoftheself(technology4).
Throughthesetechnologies,Foucaultarguesthatpowershouldbeunderstoodasa"wayofdoingthings",or"art",foractingontheactionsofindividuals,takeneithersinglyorcollectivelysoastoshape,guide,correctandmodifythewaysinwhichtheyconductthemselves"(Burchell,1996:19).
Thetechnologiesarethewaysthroughwhich"authoritiesofvarioussortshavesoughttoshape,normalize,andinstrumentalizetheconduct,thought,decisionsandaspirationsofothersinordertoachievetheobjectivestheyconsiderdesirable"(MillerandRose,1990:8).
Foucaultarguesthatinordertounderstandpowerone:"hastotakeintoaccountthepointswherethetechnologiesofdominationofindividualsoveroneanotherhaverecoursetoprocessesbywhichtheindividualactsuponhimself.
Andconversely,hehastotakeintoaccountthepointswherethetechnologiesoftheselfareintegratedintostructuresofcoercionanddomination.
Thecontactpoint,wheretheindividualsaredrivenbyothersistiedtothewaytheyconductthemselves,iswhatwecancall,Ithink,government.
Governingpeople,inthebroadmeaningoftheword…isnotawaytoforcepeopletodowhatthegovernorwants;itisalwaysaversatileequilibrium,withcomplementarityandconflictsbetweentechniqueswhichassurecoercionandprocessesthroughwhichtheselfisconstructedormodifiedbyhimself.
"(1993,203-204)IncontrasttotheaccountofReadetal.
(2001),Grantdescribeshowinstitutions'andstudents'perceptionsofthemselvesareshapedthroughtheexperienceofhighereducation:55"thestudentisbothsubjecttothecontrols(regulations)oftheinstitutionandtoherorhisown'conscience'which'knows'whatitmeanstobeagoodstudent.
Thisconscienceorself-knowledgeisconstitutedbythecontemporarydiscoursesofstudenthoodwhicharedynamicallyproducedby,andinturnproduce,theinstitution–itsbeliefs,practices,rhetoric,physicalarrangements,andrepresentatives'onearth',thelecturesandadministrators.
Becauseofthisconsciencethestudent-subjectsworktoproducethemselvesasgoodstudentsand,powerfully,theinstitutionrewardstheirefforts…"(Grant,1997:101)Bragg(2007)extendsdiscussionofgovernmentalitytothenatureofstudentvoiceinschools,suggestingthatbyconsideringFoucauldianconceptsofpowerinrelationtostudentvoice,itispossibleto:"challengethehomogeneityofmanydiscussionsofstudentvoice"andexploreelementsincluding"theself-understandingsandidentitiesstudentvoiceproducesforteaching-staffandstudents,thetechnologiesthroughwhich"voice"isconstructed,andquestionsofwhomandwhatisproblematizedorrendered"abnormal"intheprocess"(345).
Braggfocusesprimarilyonthewayinwhichgovernmentalityrelatesto'studentasresearcher'projectsinschools.
Theseareprojectsinwhichstudentsaretrainedtoinvestigatelearningandteaching,andreporttheirfindingstoteachersandseniorstaff.
Heranalysisofthediscourseusedbyseniorstaffandstudentsprovidedsomeinsightintothewaysinwhichindividualsunderstoodtheprojects,andsuggestedthatdiscoursedid"notsomuchdescribeasproduceunderstandingsandsubjectpositions"(348).
Inherdiscussionswithseniorstaffandstudents,shefoundthatstudentvoicewasmediatedbyarangeoftechniquesthat"delimitwhatcanbesaid,andhowspeakersconceiveofthemselves"(349)demonstratingthecomplextechnologieswhichareinuse,andinformstudentvoicepracticeinschools.
The56studyillustratesthecomplexandembeddednatureofpowerinrelationtostudentsasresearchersandopensupquestionsaboutthenatureofgovernmentinrelationotherstudentvoicemechanisms.
Bragg(2007)valuesFoucauldianconceptsofpowerandgovernanceas,sheargues,theyrecogniserelationshipsofpowerasproductive.
ForFoucaultpowerisembeddedinallinteractionsandisnotnecessarilyaforceofdominanceorcoercion.
This,Braggargues,allowsforthepositiveeffectsofstudentvoicetoberecognisedwhileenablingthedevelopmentofanunderstandingofthedisciplinaryframeworkinwhichitisconstructed(346).
GovernmentalityinschoolsanduniversitieshasalsobeenexploredbyBall(2003).
DrawingonFoucaultandLyotard,hedescribesacultureof'performativity':"atechnology,acultureandamodeofregulationthatemploysjudgements,comparisons,anddisplaysasmeansofincentive,control,attritionandchange–basedonrewardsandsanctions(bothmaterialandsymbolic)"(216).
Ballarguesthatembracingperformativityisessentialforteacherandacademicsurvivalinanincreasinglyauditedworld.
Ballseesperformativityasanewformofgovernmentalityinwhichtheimperativeoftheperformance(highlevelsofstudentsatisfaction,paperworkforqualityreviews,excellenceintheREF),becomevaluedovertheactivityitself.
Thisisrelevanttotheareaofstudentvoiceasacademics,particularlythosewithresponsibilityforteachingmanagement,haveanincreasingandchangingroleinstudentvoicemechanisms.
AsFuredi,reportedintheTimesHigherEducation(THE)suggests,staffareincreasinglyencouragedtoadaptwhat57goesonintheclassroomwithaviewtosecuringstudentsatisfaction(Attwood,2012).
Assuch,performativityhasimplicationsforthenatureofrelationships,amongstandbetween,students,academicsandmanagersandforthetypesoflearningthataredeliveredininstitutions.
WhileFoucault's(1991)conceptofgovernmentalityprovidesoneversionofpower,itisusefulinthecontextofthisstudy.
Foucault'sconceptionofpowerchallengestraditionalnotionsofpowerasdominanceoroppressionopeningupaspacetounderstandpowerasanembeddedandchangingforce.
Foucaultprovidesaversionofpowerthatenablesthedevelopmentofamorenuancedunderstandingoftherelationshipbetweenpowerandstudentvoice.
Herecognisesthatpowercantakemanyformsandisnotnecessarily:"exercisedagainsttheinterestsoftheotherpartofthepowerrelationship,nordoesitsignifythat"todeterminetheconductofothers"isintrinsically"bad".
Onthecontrary,power…couldresultinan"empowerment",or"responsiblization"ofsubjects,forcingthemto"free"decisionmakinginfieldsofaction"(Lemke,2002:53)Foucault'sthinkingongovernmentalityallowsustoplaceanalysisofpolicyandmanagementpracticestoawidercontext,inordertoconsiderhowtheseinterplaywiththeself-understandingsandsubjectivitiesofstudents,academicsandteachersandwidersocialandculturalshifts(Bragg,2007).
Inthiscontextthestudentvoicemechanisms,andassociatedguidanceidentifiedinthischapter,mightbeseenasthetechnologiesofdominance,whiletheimperativesandwaysinwhichresearchersandparticipantsperceivestudentvoice,asindicatorsofthetechnologiesoftheself.
582.
6ConclusionInthischapterIhavesetthehistoricalcontextfortheascentofstudentvoiceasaphenomenon,andhavelinkedrecentchangestogovernmentfundingforhighereducationtoanincreasingemphasisonstudentvoiceinhighereducation.
AnoverviewofthecurrentformalmechanismsforstudentvoicedemonstratedapreoccupationintheUKandinternationallywithstudentinvolvementinuniversitygovernanceforthefew,andcourseevaluationsandsurveysforthemany.
Researchandreportsthathaveexploredstudentvoiceinhighereducationhaveoftenbeendescriptiveandhavebeendevelopedwithaviewtoidentifyingguidanceforthesector.
Thereisalackofresearchthatlooksatthewayinwhichmechanismsshapetheexperiencesandidentitiesofthosethatparticipate.
Anexplorationoftheliteratureassociatedwithstudentvoicehasdemonstratedarangeofimperatives,discoursesandideologiesthatinterplayandproducecomplexunderstandingsofthenatureofstudentvoice.
Notionsofstudentsascustomersandafocusonaccountabilitytothepublic,dominatetheliteratureinlinewiththerepositioningofstudentsasfee-payers,yetotherimperativeswerepresentintheliterature.
Manyexistingmechanismshavestronghistoricallinkstodemocracyandequalitywhichunderpinsomeofthemostformalandalsosomemoreradicalapproaches.
Theimperativesandideologiesidentifiedwereprimarilyinformedbyresearchwhichhasanalyseddiscourseinpolicy,ratherthanthelivedexperienceofthoseworkinginhighereducation.
Thereislimitedresearchthathasfocusedonthosethatexperiencestudentvoiceinhighereducationsuggestinganeedforresearchwhichfocusesontheexperiencesofindividualsastheyinterpretanduse59policy,andthatevaluatesthecomplexpictureofinterrelatingmechanismsinhighereducation.
Researchwhichhasfocusedonstudentvoiceinschoolshasfocusedonpowerandstudentvoice,butthishasonlybeenappliedtofurthertheunderstandingofstudentvoiceinhighereducationinlimitedways.
Thereisscopeforresearchinanumberofareastobetterunderstand:thewaysinwhichindividualsinhighereducationinteractwith,andmakesenseof,theirengagementwithstudentvoicemechanisms;theimplicationsofdifferentimperativesandideologiesontheparticipationandidentitiesofstudents,academicsandmanagers;whetherstudentvoicecanalwaysbeassumedtobeaforceforgood;whetherengagementinstudentvoicemechanismsisconstrainedbyclass,race,ethnicity,religion,sexualorientation,modeofstudyorresponsibilityfordependents;andthecomplexnatureofpowerinrelationtostudentvoicemechanisms.
TheresearchquestionsidentifiedinChapter1providethebasisfordevelopingaclearerunderstandingofstudentvoiceinrelationtothesegapsintheliterature.
Foucault'sconceptsofgovernmentalityallowafocusonboththemechanismsandpolicystructuresforstudentvoice,andtheindividualexperiences,identitiesandsubjectivitiesthatareshapedandproduced.
Assuch,Foucault'sconceptsofgovernmenthavebeenadoptedasthetheoreticalframeworkforthethesis.
603CHAPTER3:RESEARCHMETHODOLOGYANDMETHODS3.
1IntroductionInthepreviouschapterIshowedhowstudentvoicehascometotheforeinpolicyandhasbecomeembeddedinhighereducationinstitutionsintheUK.
Havingarguedinthelastchapterthattheexperiencesofindividualsinrelationtostudentvoicemechanisms,andtheassociatedrelationshipsofpowerandtheidentitiesandsubjectivitiesproducedareunder-researched,thischaptersetsouttheapproachtakentoaddressthesegapsintheliterature.
Thischapterpresentsandjustifiestheapproachtakentothestudy.
Analysingarangeofresearchchoices,Ifirstsetoutmyorientationtotheresearch,positioningmyselfasacritical-interpretivescholar.
Ithenexplainthemethodologyandmethodsselectedforthestudy,arguingthatthecasestudyapproach,utilisingmixedresearchmethodswasthemostsuitableapproachtoprovideanswerstotheresearchquestions.
Ithengoontodiscussthepotentiallimitationsofthechosenapproach,andtheassociatedethicalandpracticaldecisions,inordertoensurethatthenecessarypracticalandethicalmeasureswereinplace,andthatthestudywasvalid.
Detaileddescriptionsofthefieldfortheresearchandsampleareincludedinordertoframetheanalysispresentedinthefollowingchapters.
3.
2InfluencingparadigmsforresearchTheoverallaimoftheresearchwastoexplorepowerinrelationtostudentvoiceinhighereducation.
Inordertoexplorethisaimitwasnecessarytoadoptarangeofresearchlenses.
Theresearchquestionssoughttoestablisharichpictureofformal61andinformalstudentvoicemechanismsinEngland;tounderstandtheunderpinningideologiesandimperativesinformingstudentvoice;tocriticallyanalysetheseideologiestounderstandthecomplexwaysinwhichindividualsmakesenseofstudentvoice;toexploretheidentitiesandsubjectivitiesofstudents,academicsandmanagersthatareshapedbystudentvoice;andtounderstandtheimplicationsforthehighereducationsector.
Asapart-timestudent,Iworkedfull-timeinaneducationalresearchpostinacentrallearningandteachingdepartmentatBirminghamCityUniversityduringthefirsthalfofthisstudy.
WorkingasaresearcherIgainedexperienceindevelopingandimplementingawiderangeofdifferentresearchdesignsandamawareoftheimportanceofensuringthatresearchmethodologiesareinformedbytheaimsofaparticularresearchproject,ratherthananattachmenttooneparticularresearchparadigmorpractice(Gorard,2002,Janesik,2000:390).
Havingestablishedtheresearchaimandassociatedquestionsforthisstudy,Iundertooktheanalysisoftherangeofdifferentparadigmaticlensesinordertoinformthedevelopmentofaresearchdesignforthethesisthatwasalignedwiththeresearchquestions.
CarrandKemmis(1986)provideausefuloverviewofthethreemainresearchparadigms(Table2.
).
ThemodelisbasedontheworkofHabermas,andinformedmyexplorationofthetypesofknowledgeaboutstudentvoicewhichmaybegainedbyadoptingaparticularperspective.
62Table2:Habermas'smodelofresearchinterest(CarrandKemmis,1986:136)InterestKnowledgeMediumScienceTechnicalInstrumental(causalexplanation)WorkEmpiricalanalyticornaturalsciencesPracticalPractical(understanding)LanguageHermeneuticor'interpretive'scienceEmancipatoryEmancipatory(reflection)PowerCriticalsciences3.
2.
1AtechnicalinterestHabermas'sconceptionofthe'technical'broadlycorrelateswithwhatiscommonlyknownaspositivistresearch,andseekstodeployscientificmethodsinordertoestablishanobjectivetruth.
Theconceptofontologicalobjectivityinsocialsciencecanbeseenintheworkofearlypositivistsociologists.
Positivistsbelieveintheobjectiveexistenceofarealitywhichisgovernedbynaturallaws,andsuggestthatresearchdesigncancontrolforbias,enablingthelawstorevealthemselvesthroughdata.
Positiviststendtousequantitativetechniquestolimittheinfluenceoftheresearcherassumingthatwithcontrolstheymaydiscovergeneralisableandreplicabletruthsaboutthenatureofreality(MackenzieandKnipe,2006:193).
Currently,muchoftheresearchintostudentvoiceintheUKhighereducationsectorisconductedfromapositivistperspective;apracticewhichcriticssuchasHodkinsonterms,the"neworthodoxy",basedontheassumptionbythosefundingresearchthat"methodcanensureobjectivityinresearch,andthatmoreobjective'safe'researchtoinformpracticeisneeded"(Hodkinson,2004:9).
Studentsatisfactionsurveysandsmallerscalemoduleevaluationstendtousequantitative,63'scientific'toolssuchasLikertscalequestionnairestoestablishthe'level'ofstudentsatisfactionwithanumberofareasoftheirexperience.
Thelargestofthesequestionnaires,theNSS,usesaquantitativeapproachtoprovideresultswhichinformnationalleaguetablesandidentifynationaltrendsinstudentsatisfaction(IpsosMORI,2012).
Thegovernment-fundedNSSclaimstoprovidean'objective'measureofthestudentexperience.
However,aspreviouslyhighlightedinChapter2,therehavebeenanumberofchallengestoitsintegrityasameasureof'reality'anditsvalueneutrality.
Firstly,asameasureofthereality,IpsosMORIprovidestatisticaldataatinstitutionalandprogrammelevel,illustratingstudents'responsesbyanaveragenumericalvalue.
Thisprovidesmanagementwithaneasilydigestiblesnapshotofstudentsatisfaction,butdoeslittletopromoteunderstandingoftherealityforindividualstudents'experiencesoftheprogramme.
Secondly,whileanindependentcompanyconductsthesurvey,thecontentofthesurveyisdefinedbyagroupofgovernmentanduniversitypolicymakers.
Theinformationthatisacquiredthroughthesurveyisthereforeguidedbyadefinitionofthestudentexperienceofwhichstudentsthemselveshavenoownership.
ThustherelationshipactsinawaythatCarrandKemmisdefineas"hypothetico-deductive"ratherthanobjective-inductive(1986:63).
Giventhattheresearchquestionsinformingthisstudyrelatetounderstandingtheimperativesandideologiesthatguidestudentvoice,andhowtheyaretranslatedatalocallevel,thepurposeofthisresearchwastofocusonthesubjectiveinterpretationsofindividuals,ratherthanseekingtoestablishanobjectivetruth.
The64statisticsestablishedthroughpositivist-influencedresearchintothestudentvoiceprovidedsomeusefulinsightintolevelsofsatisfactionatdifferentinstitutionsduringtheformulationofthisstudy,butprovidedlittleornoinsightintothedimensionsofvoicewithwhichthestudywasconcerned.
3.
2.
2ApracticalinterestHabermas'conceptionofthepracticalapproachalignscloselywiththeinterpretativeapproachtoresearch,whichunderstandsrealityasasubjectiveproductof"individualmeaningsthatconstructandareconstructedbyinteractivehumanbehaviour"(Usher,1996:18).
Thishasimplicationsfortheapproachthatinterpretativeresearcherstaketoinvestigatethesocialworldastheyseektorevealanddescribethecomplexitiesofhumanthoughtsandactionsinaparticularcontext.
Thisfocusmeansthatqualitativeresearchmethods,concernedwithindividualmeaningandunderstandings,areusuallyfavoured(MackenzieandKnipe,2006).
ResearcherssuchasHodkinsonsuggestthat:"itishelpfultoview[qualitative]researchascontributingtobetterunderstanding,inwaysthatowemoretothequalityofinterpretationsofthedatathantotheobjectivepurityofanymethodsused"(Hodkinson,2004:9).
Attheheartofthisresearchstudy,wasadesiretounderstandthecomplexityanddiversityofstudents',academics'andseniormanagers'experiencesandtoconsiderthecomplexityofthoseinrelationtotheideologiesandimperativesupheldinhighereducationpolicyandtheliterature.
InlinewiththeviewsofReayandArnot(2002),myownexperienceworkingwithstudentsinhighereducationindicatedthattherewas"nohomogenouspupilvoice,eveninasingleworkinggroup,butrathera65cacophonyofcompetingvoices"andindeed,nosinglevoiceofacademicsorsenioruniversitymanagers(39).
Thisresearchstudyaimedtocreatearichpictureofthis'cacophony'inordertodevelopanunderstandingofthecomplexityoftheideologiesandpracticesaroundstudentvoiceactivity,ratherthantodevelopascientificallygeneralisable'answer'.
Theselectionoftheinterpretativeparadigmdidnotmeanthattheconceptofontologicalobjectivitywasabandonedcompletely.
Phillips(1993)arguesthat:"'objective'seemstobealabelthatweapplytoinquiriesthatmeetcertainproceduralstandards,butobjectivitydoesnotguaranteethattheresultsofinquirieshaveanycertainty"(67)YetPhillips,drawingontheworkofPopper,doesnotseethisasareasontoabandonthequestforobjectivityaltogether.
Phillipsseesthetruthasan'essentialregulativeideal'whichleadsustoask,"howcanwehopetodetectandeliminateerror"bylimitingsubjectivityinresearch(Popper,1968citedinPhillips,1993:67).
Strivingforobjectivityinqualitativeresearchisnot,therefore,abaselessexercise.
Researchthatfocusesonmeaningandindividualtruthcanacceptthatthe'truth'or'truths'uncoveredmaynotbe'certain'whileapplyingacknowledgedchecksandbalancestotransparentlyincreaseresearchobjectivity.
Thisleadstotheideaof'proceduralobjectivity',whichreferstotheaspirationwhichmanyresearchersaimfor,toeliminatepersonalfeelingsoropinionsintheresearchprocess.
AsisillustratedwiththeexampleoftheNSS,manypositivistresearchstudiesusemethodstodetachtheresearcherfromthesubjectinordertoeliminatesubjectivity.
Whilethesemethodsmayofferalevelofgeneralisabilityand66replicability,theoutcomesmay,attimes,tellusmoreabouttheprioritiesofthoseinpowerthanthoseoftheresearchsubjects.
Blair(1998)advocatestheidentificationofpowerrelationsintheresearchprocessandhighlightstheimportanceofmakingvaluesexplicit,toenabletheevaluationoftheimpactofpower.
Blairsuggeststhatresearcherswhomakeclaimsofvalueneutralityareondangerousgroundethically,astheirpositionactsto"maskthefactthatresearchinterpretationsarearrivedviastylesofreasoninganddeductionwhichfitparticulartheoriesandparticularworldviews"(1998:244).
Throughouttheresearchperiod,Iworkedfull-timeinanarearelatingcloselytotheresearchconducted.
ThereweretimeswhenthevaluesandgoalsofmyemployerconflictedwiththoseinwhichIwasengagingintheresearch.
Reflexivitythroughouttheresearchprocesswasparamount,notjustintermsofidentificationofpersonalvalues,butalsoasamethodforexaminingandjustifyingdecisions.
Techniquessuchasthetriangulationofthemes,usingarangeofdatasources,keepingnotestotrackandjustifydecisions,criticallydiscussingandanalysingdatawithmysupervisortoexploreinterpretations,andthesharingofresearchdecisionsforcriticalreviewbypeers,wereallmeasureswhichwereutilisedintheresearchmodel(Greenbank,2003).
Furthertothis,thepublicationofaspectsoftheresearchduringtheperiodinwhichitwasundertaken(Freeman,2013),meantthatIwasabletosubjectmyworktorigorouspeerreview,therebyprovidingsomeverificationfortheinterpretationofthedata.
Theinterpretativeapproachworkedwellasanapproachforaddressingtheresearchaimsforthethesis,asitenabledthecollectionandanalysisofdatato67informanunderstandingofthewaysinwhichindividualsexperiencedandespouseddiscoursesinrelationtostudentvoice.
ThiswasinformedbyArgyrisandSchon's(1996)notionof'espousedtheories'and'theoriesinuse',whichmakesadistinctionbetweenthevaluesthatpeoplebelieveinformtheirpractice,andtheimplicittheoriesthatinformpracticein'reality'.
Silverman(2001)regardsqualitativeresearchasastrongapproachfor"itsabilitytoanalysewhatactuallyhappensinnaturallyoccurringsettings"(p259).
Thereby,theinterpretative,practicalinterestinformedthedevelopmentofthestudytoaddressthosequestionsrelatingtothelivedexperienceofstudents,academicsandmanagers,butIalsosoughttoutilisetechniquesdescribedinthefollowingsection,toproblematiseandmovebeyondadescriptiveanalysisofstudentvoice.
3.
2.
3AnemancipatoryinterestInadditiontoaninterestindescribingcurrentpractice,thisstudywasalsoconcernedwiththenatureofpowerinrelationtostudentvoice,thenatureoftheimperativesandideologiesthatinformit,andtheidentitiesandsubjectivitiesthatareshapedforthosewhoparticipate.
Thecriticaloremancipatoryapproachofferedalensthroughwhichpowerrelationshipsandideologiesmightberevealed.
Forcriticaltheorists,socialresearchmeans"understandingthecausesofpowerlessness,recognisingsystemicoppressiveforcesandactingindividuallyandcollectivelytochangetheconditionsoflife",withtheintentionofcreatingamorejustanddemocraticsociety(Usher,1996:23).
CarrandKemmis(1986)suggestthatthisis,bynecessity,a"participatoryandcollaborative"(156)processthroughwhichtheresearchedandresearchersareableto"bringtheirpre-understandings68intocontact"withaviewtoemancipation(Usher,1996:24).
Anumberofrecentstudiesrelatingtostudentvoiceininstitutionshaveutilisedparticipatoryresearchmethodsinordertoengagestudentsseenasvulnerableor'oppressed'(Dinsdale,2002,O'NeilandWyness,2005,Readetal.
,2001,Seale,2010).
Definitionsoftheoppressedinthesestudieshaveincludeddisabledstudents,studentsfromgroupsthatareunder-representedinhighereducation,andinonestudyallstudents,assubjecttoinstitutionalhegemony.
Whilerecognisingparticipatoryresearchasapowerfulapproach,theaimofthisresearchthesiswastoidentifyandrevealthecontradictionsandcompatibilitiesbetweenideologies,imperatives,practiceandmeaningsforindividuals,ratherthantodirectlypromotetransformationwithinthedurationofthestudy.
Thisthesisproblematisesstudentvoiceinhighereducation,inordertofacilitateadeeper,andpotentially,transformativeunderstandingofthenatureofstudentvoice.
Criticalapproacheswereanimportantelement,providingthetoolstoconsiderthenatureofpowerinthestudy,butbringingindividuals'pre-understandingsintocontactwasnotanelementoftheresearchstudyitself.
Assuch,acritical-interpretativeapproachwasadoptedinordertofocusacriticallensontheideologiesandpowerrelationshipsbehindmechanismsandexperiences.
ThecriticalelementofthisstudydrawsontheworkofFoucaultinordertoproblematiseaphenomenonthatislargelyconsideredtobepowerneutralintheexistingliterature.
ThisstudydrawsuponBallandOlmedo's(2013)approachtoanalysingperformativityandtheroleofteachersby"followingtheflowsofpowerinthe'oppositedirection"(86).
Bystartingwiththeexperienceofthestudents,69academicsandmanagers,thestudyaimedtodevelopagreaterunderstandingoftherelationshipbetweenthetheoryandpracticeassociatedwithstudentvoice.
AsBallandOlmedo(2013)suggest,"theseaccountsenableustovisualisethegapsbetweenpoweranddominationandofferopportunitiestothinkaboutourselvesdifferently"(86).
TheuseofFoucault'sconceptsofgovernmentalitywasdrawnuponasatheoreticalframeworkforthethesisenablingtheproblematisationofdifferentexperiencesandpractices.
3.
3Theresearchdesign:casestudyInordertodevelopanunderstandingofcurrentmechanismsforstudentvoiceinanumberofdifferentcontexts,themethodologyfortheresearchwasbasedonacomparativecasestudymodel.
Robsonprovidesabasicdefinitionofcasestudyresearchas"astrategyfordoingresearchwhichinvolvesanempiricalinvestigationofaparticularcontemporaryphenomenonwithinitsreallifecontextusingmultiplesourcesofevidence"(Robson,2007:178).
Theadvantageofthecasestudyapproachisthatitenablestheresearchertolookatanumberofdifferentprocessesandpracticesthatoccursimultaneouslyandtoreveal"multiplerealities"(Stake,1995:12).
Stake(1995)alsoidentifiesthatcasestudieshavethecapacitytoidentify"differentandevencontradictoryviewsofwhatishappening"withinaparticularsetting(12).
Thisstudysoughttodeveloparichpictureofstudentvoicemechanismsinhighereducationandtounderstandthewaysthatindividualsandinstitutionsoperateinandmakesenseofthesemechanisms.
Thecasestudyapproachenabledtheresearchtomovebeyondadescriptionofpolicyandpracticetoidentifyandexploresomediverseand70sometimescompetingmeaningsandunderstandingsthatinformedparticipationinstudentvoice.
Casestudiesasanapproachenableafocusonthe'particular'ratherthanthe'general'(Stake,2002:22).
However,Flyvbjerg(2006)arguesthattheideathat"onecannotgeneralizefromasinglecase,therefore,thesingle-casestudycannotcontributetoscientificdevelopment"isacommonmisconception(219).
Flyvbjergarguesthatgeneralisation"isconsiderablyoverratedasthemainsourceofscientificprogress"(226).
Hesuggeststhatgeneralisationisoneofmanywaysthatresearcherscangainknowledgeandthattheproductionofworkthathaslimitedcapacityforgeneralisationhasoftenprovidedthebasisforfurtherresearchandinnovation(226-227).
Usingcasestudyresearch,thisstudyhassoughttoprovidethatbasisinthecontextofstudentvoiceandpower.
Conclusionsdrawnfromthestudyareacknowledgedashighlysituatedandsufficientdetailhasbeenprovidedinordertoenablethoseengagingwiththethesistorelatethemestotheirowncontext.
WithinChapter6,thediscussionexamplesareusedfromthepress,andresearchundertakeninothereducationinstitutions,inordertodemonstratewherethefindingspresentedinthestudysharecommonalitieswiththoseevidentelsewhere.
Thisenablestheresearchtomakeacontributiontothewiderresearchareaandprovidesthebasisforfurtherresearchintopowerandstudentvoice.
3.
3.
1ThescopeofthecasestudyincontextTheinclusionoftwoinstitutionsensuredarichnessofdataandprovidedopportunitiestoconsiderthedifferencesinpracticeandexperiencesacrosstwolocations.
TwouniversitieslocatedintheEnglishmidlandswereselectedbased71bothongeographicalconvenienceandonaccesstotheseinstitutions.
ThepilotworkwascarriedoutinthePost-92institutionandthemainstudyattheRussellGroupinstitution.
Thisenabledexploratoryresearchtotakeplaceduringthepilotphaseofresearchwithoutinfluencingtheparticipantswholatertookpartinthemainstudy.
Conductingthepilotalsoenabledsomecomparisonbetweeninstitutionalmechanisms,andprovidedabasisforthedevelopmentofworkinghypothesesandthemeswhichcouldthenbeexploredinthemainstudy.
3.
3.
1.
1Casestudy1–Post-92institutionThepilotinstitutionislocatedinalargecityandwasformedfromanumberofspecialistcollegesthathadexistedpreviouslyasstandaloneinstitutionsinthecity.
Theinstitutionbecameapolytechnicinthe1970sandin1992wasawardeduniversitystatus.
Theuniversityoperatesacrossseveralcampusesandoffersarangeofdifferentcoursesinartanddesign,English,technology,engineering,teaching,socialsciences,lawandhealthcare.
Alongsidearangeoffull-timecourses,theinstitutionhasalargeportfolioofpart-timestudyoptions.
Ofthe23000studentsstudyingattheuniversity,almosthalfofthefull-timestudentsarefromthelocalareaandalargepercentageofthesearefromethnicminorities.
Around3500studentsarepostgraduate.
3.
3.
1.
2Casestudy2–RussellGroupinstitutionThecasestudythatwasselectedforthemainstudywasalarge,singlecampusinstitution.
Formedinthe1960s,theinstitutionhasaround23000students,ofwhicharound13000areundergraduateand10000arepostgraduate.
Themajorityofstudentsarefull-time.
Theinstitutionisorganisedintofourfaculties-Arts,Medicine,72ScienceandSocialSciences.
Arangeoftraditionalacademicsubjectssuchaschemistry,Englishandmaths,aswellasthosedesignedtopreparestudentsforaparticularprofession,suchasbusiness,medicineandengineering,arealltaughtattheinstitution.
Asaresearch-intensiveinstitution,aconsiderableamountoftheuniversity'sfundingisgainedthroughresearchactivity.
Theformalstudentvoicemechanismsateachinstitutionweremanagedbythestudents'union,headedbyelectedstudentofficers,incollaborationwithuniversitymanagement.
Eachinstitutionrananumberofinternalstudentsatisfactionsurveysforstudentsinallyearsofstudy,alongwiththeNSSforstudentsintheirfinalyear.
Moduleevaluationsdidnottakeplaceinastandardformatinalldepartmentsalthoughtheywereprevalent.
AtthePost-92institutiontherewasamovetostandardisemoduleevaluationprocessesduringtheperiodofstudy.
Studentrepresentativecommitteesarearequirementforallcoursesandthestudents'unionateachinstitutionsupportedtheelectionofstudentsatthestartofeachacademicyear.
Ateachinstitutionthecentrallearningandteachingdepartmentwasalsoleadinganumberofprojectsthatsoughttodevelopcollaborativerelationshipsbetweenstudentsandstaff(atthePost-92institution)andtoengageundergraduatestudentsinresearch(attheRussellGroup).
Inordertounderstandtheextenttowhichpracticesandideologiesdiffereddependingonparticularsubjectdisciplines,studentsandacademicsfromtwocontrastingsubjectareasineachinstitutionwereaskedtoparticipate.
Thisapproachwastakeninordertosupportthedevelopmentofarichpicturewhichtookaccountofdifferentsubjectdisciplines.
Disciplinesareoftenbasedondifferent73theoreticalandintellectualprinciplesandmaybetaughtdifferently(forexample,sciencesubjectsareoftentaughtthroughlabwork,whileartsoftenhaveagreateremphasisonseminarsandgroupdiscussion).
Booth(1997)suggeststhatstudentswhoselectcertaindisciplineswithinhighereducationsharesimilargoalsandcharacteristics,sobycontrastingtwodisciplinesineachinstitutionitwaspossibletoexplorethesedifferences.
TheNSSprovidesthelargestdatasetofhighereducationstudentopinionintheUK,andlevelsofparticipationintheNSSfromstudentsindifferentsubjectareasinformedthecoursesselectedascases(APPENDIXB:NSSANALYSISFORSUBJECTDISCIPLINESELECTION).
ThenationalandlocalNSSwasconsideredfordifferentsubjectdisciplines,andthesubjectsselectedwerethosethathadreasonablyhighlevelsofparticipation,butwereneitherthebestnorworst.
Onapragmaticlevel,itwasalsoimportanttoselectsubjectsthatwererepresentedatboththePost-92andRussellGroupinstitutionsinordertoenabletheresearchtobereplicatedforthepilotandmainstudy.
ThesubjectareasofEnglishandengineeringwerechosenasthecasestudiesforthestudy.
Bothnationallyandlocally,EnglishhadaslightlyhigherresponserateintheNSSthanengineering.
Additionalfactorsconsideredintheselectionofcasestudiesincludedadesiretoconsideranartsandasciencediscipline,inordertoexploretheparticipationofstudentsindifferentsubjectareas,andtoincludeatraditionalacademicsubjectandaprofessionaldiscipline.
Ateachinstitution,theEnglishdepartmentcontainedahigherproportionoffemalestudents,andtheEngineeringdepartment,ahigherproportionofmalestudents.
However,inthepilotwork,recruitingstudentsineach74ofthesesubjectareasproveddifficultandasaresult,studentsfromdifferentsubjectdisciplineswereinvolvedatthedevelopmentstage.
Followingthepilotinterviews,thedecisionwastakentofocusonlyonundergraduatestudentvoicemechanisms.
TherationaleforthisdecisionwasthatthemajorityofGovernmentandhighereducationinstitutionpolicyrelatingtostudentvoicehasfocusedontheundergraduategroup.
WhilepostgraduatestudentsaresurveyedthroughthePostgraduateTaughtandPostgraduateResearchExperiencesurveys,theresultsofthesearenotmadewidelyavailabletothepublic,nordotheresultsreceivenotablemediacoverage.
Approachestofundingforpostgraduatecourseshaveremainedrelativelystableovertheperiodofthestudyandassuchtherehasbeenlessattentionpaid,inrecentyears,tostudentvoiceatthepostgraduatelevel,bothwithininstitutionsandexternally.
Thisisnottosaythatthereisnotaplaceforconsiderationofstudentvoicemechanismsbeyondthatoftheundergraduatepopulation,butthattheundergraduategroupofferedthegreatestscopeforconsiderationinthisstudy.
Afinalreasonfornotincludingpostgraduatestudents,inthisstudy,isthatitmaybeprematuretostudypostgraduatemechanismsatthisparticularpoint,giventhatthisgroupmaywellbeinfluencedtoafargreaterextentwithinthenext5-10yearsasthepostgraduatepopulationbecomesincreasinglycomposedofindividualswhohaveexperiencedthenewundergraduatefundingregime.
Ineachcasestudy,studentvoicemechanismswereconsideredatthemacro(governmentanduniversitypoliciesandpractice),meso(seniormanagerinterpretationandimplementationofthesepolicies)andmicrolevels(studentsand75academics,interpreting,understandingandpracticinginstudentvoicemechanisms)inordertodevelopafullandholisticpicture.
Inaddition,thestudentvoicemechanismtypology(Table1,Chapter1)wasutilisedtoensurethateachstudyfocusedonarangeofofficial,unofficial,collectiveandindividualactivities.
Thisenabledthedevelopmentofaricherunderstandingofthecomplexpictureofstudentvoicemechanisms.
3.
4DatacollectionmethodsInordertodeveloparichpictureofstudentvoicetheresearchemployedanumberofdifferentmethods.
Asacritical-interpretativestudy,themethodsaimedtocreatebothapictureofstudentvoicemechanisms,practicesandhowindividualsoperatewithinthemandtoexplorethewaysinwhichtheseproducerelationshipsofpower.
Inordertoachievethisaim,multiplelayersofdatacollectionwereundertakeninordertounderstandbothwhatwashappeninginpracticeandhowthiswasinformedbyparticularideologiesandimperatives.
Themainresearchmethodsusedinthestudyweredocumentaryanalysis,semi-structuredinterviewsandobservations.
Allmethodsweretestedthroughthepilotphaseofresearchinordertoensurethattheywerefitforpurposeandobtainedthetypesofdatathatwouldfacilitateagreaterunderstandingoftheresearchquestions.
Thecollectionofdataatthemacro,thepolicyorstrategiclevelofstudentvoice;meso,institutionalstructuralandmanagementlevel;andmicro,theoperationalandexperientiallevel,wasselectedinordertodifferentiatelayersofactivity.
Totakeoneexample,astudyof'official'studentvoicemechanismsincluded:76analysisofwrittendocumentssuchasgovernmentpolicydocumentsata'macro'level;interviewswithseniormanagerstoexploreinterpretationsofthesedocumentsata'meso'level;andinterviewsandobservationsofstudentsandacademicsinordertoseehowmechanismswereexperiencedandunderstoodinpracticeatamicrolevel.
Practicalissueswerealsoconsideredwhenselectingthemethodsforresearchincludingthecostandtimeinvestmentrequiredonthepartoftheparticipantsandresearcher.
Table3illustratestheapproachtakentocombiningthesemethodsinordertoaddressthefirstthreeresearchquestions.
Thefourthandfifthresearchquestionswereexploredbasedonananalysisofthedatacollected.
77Table3:LayersofdatacollectionasappliedtotheresearchquestionsResearchquestionPurposeDocumentaryanalysisObservation/structuredobservationsInterviews1.
Howdostudents,academicsandseniormanagementdescribeandexperiencestudentvoicemechanismsMacroMesoTodevelopanunderstandingoftheapproachtotheoperationofstudentvoicemechanismsataninstitutionalanddepartmentallevel.
Seniormanagementperceptionsofofficialandunofficialstudentvoicemechanisms,theirimplementationandpurpose.
MicroTodevelopanunderstandingofthewaysthatstudents,academicsandseniormanagersengagewithstudentvoicemechanismsandtheperceivedpurposeofofficialandunofficialactivities.
Observationsofstudentscompletingcourseevaluationdocumentsandinstudentrepresentationmeetings.
Observationsofacademicsandseniormanagers'roleintheseprocesses.
Academics'andstudents'perceptionsofstudentvoicemechanisms,theirimplementationandwhytheydoordonotengage.
2.
WhataretheexplicitandimplicitimperativesthatinformstudentvoiceMacroToestablishthemotivationsandideologiesbehindthedevelopmentofstudentvoicemechanismsininstitutions.
Analysisofgovernment,institutionalandunionpolicydocumentsrelatingtoofficialandunofficialstudentvoicemechanisms.
MesoToestablishthetranslationofthesemotivationsandideologiesthroughnationalmechanismsandataninstitutionwidelevel.
Analysisofprimarydocumentsrelatingtomechanismse.
g.
NSSsurvey,studentunionrepresentativehandbooksandstudents'unionelectionmanifestos.
Micro3.
WhatarethecoherencesandcontradictionsbetweentheimperativesMacroMesoToidentifythecoherencesandcontradictionsbetweendifferenttypesofstudentvoiceactivitySeniormanagers'perceptionsofthepurposeofstudentvoicemechanisms.
Awarenessandidentificationwithimperativesexploredintheinterviews.
MicroToidentifythecoherencesandcontradictionsbetweendifferenttypesofstudentvoiceactivityObservationofbehavioursaroundstudentvoicemechanisms–dotheydifferdependingontheperceivedpurposeofanactivityAcademics'andstudents'perceptionsofthepurposeofstudentvoicemechanisms.
Awarenessandidentificationwiththeimperativesexploredintheinterviews.
78Thefollowingsectionexploreseachofthechosenmethodsinordertooutlinetheirsuitabilityforthestudyandtohighlightstrategiesforaddressingtheirlimitations.
Theselectedmethodswererefinedduringthepilotphase,whichledtothedevelopmentoftheapproachtothemainstudy.
3.
4.
1DocumentaryanalysisDocumentaryanalysisenablestheuseofavarietyofpre-existingdocumentation.
May(1997)summarisesthepotentialvalueofdocumentsstating:"theycantellusagreatdealaboutthewayinwhicheventswereconstructedatthetime,thereasonsemployed,aswellasprovidingmaterialsuponwhichtobasefurtherresearchinvestigations"(157)Inordertodevelopapictureofexistingpractice,itwasnecessarytoconsiderartefactsthathadinformedthedevelopmentofmechanisms.
Othermethodssuchasobservationsandinterviewsprovidedaconsiderableamountofinformationabouthowmechanismswereunderstoodcurrently,butmanyoftheindividualsinvolvedinthedevelopmentofmechanismswerenotaccessibleasdirectparticipantsfortheresearch.
Policydocumentsandguidanceprovidedinsightintotheprocessthroughwhichmechanismswereconstructed.
Documentaryanalysisofferedaninsightintotheofficialandhistoricaldevelopmentofstudentvoicemechanismsatthemacrolevelofgovernmentandinstitutionalpolicyandtheopportunitytotracethesedowntopractice.
Aswellasprovidingsomeinsightintothedevelopmentofstudentvoicemechanisms,documentaryanalysiswasusedtoexploreartefactsproducedby79mechanisms.
Thesetooktheformof'official'artefactssuchastheNSS,localcourseevaluationsurveysandminutesofstaff-studentcommitteesinadditionto'unofficial'documentssuchasblogsassociatedwithstudentprotestandstudents'unionelectionmanifestos.
Thesesourcesofferedsomeinsightintopracticewithinstudentvoicemechanismsand,attimes,totheimperativesandideologiesthatinformedparticularpractices.
Thedocumentaryanalysisthattookplacewasbynecessityselectiveinthetimeavailable.
However,itwaspossibletobeflexiblewiththechoicesofdocumentsincludedinthestudy,tofollowuponleadswhenparticipantsininterviewsmentionedparticulardocumentsandtoseekdocumentaryevidenceforcommonformsofstudentvoicesuchastheNSSandstudents'unionelectionmanifestos.
Inthecontextofthisresearch,thenatureofdocumentsasbiasedandselectivewasviewedasabenefitratherthanahindrance.
Asunsoliciteddocuments,theartefactswerewrittenwithaparticularpurposeandaudienceinmind.
Documentarysourcesinthiscontextrepresentasourceofdatathatcannotbeamendedorchangedasaresultofbeingresearched(Burgess,1990:124).
Thisprovidedabalancetothemoredirectresearchmethodsincludedinthestudy,forwhichthepossibilitythattheparticipantmayknowinglyorunknowinglyaltertheirresponseduetobeinginvolvedintheresearch,hadtobeaccounted.
DrawingontheformatofTable1:Studentvoicemechanisms(Chapter1),thefollowingtableillustratestheartefactsthatwereconsideredaspartofthestudy.
Analysisoftheseinformedtheliteraturereviewandenabledthedevelopmentofa80greaterunderstandingofthenatureofdocumentsandhowtheyframestudentvoiceactivityinChapter4.
Table4:OpportunitiesfordocumentaryanalysisOfficialCollective(OC)StudentRepresentationSystems(UniversityandStudentUnionpolicydocuments,studentrepresentativehandbooksandguidanceforstudentsandstaff,minutesfromstudentrepresentativemeetings)QAAStudentEngagementchapterofthequalitycodeNUS,HEAandotherguidanceOfficialIndividual(OI)NationalStudentSurveyandpromotionalmaterialOfficeoftheIndependentAdjudicatorUnofficialCollective(UC)Studentprotests(NUSandpressreports,blogsfromuniversityoccupations)UnofficialIndividual(UI)Students'unionelectionmanifestosThecollectionofdocumentsthatinformed,andwereproducedbystudentvoicemechanisms,providedaninitialrangeofevidencefromwhichtobegintodevelopaframeworkofofficialandunofficialactivityattheinstitution.
Prior(2003)suggeststhatdocumentscanserveto"make'things'visibleandmoretraceable"(87).
Theframeworkilluminatedavarietyofdifferentphenomenaandpracticesbothininstitutionsandmorewidely.
81Anumberofresearchersstresstheimportanceofseeingtextsassituatedinacontext.
ForexampleFoucault(1991)seesdocumentsaspartofthewayinwhichknowledge,practiceand'truth'isproduced,studyingthem:"inordertostudythisinterplaybetween'code'thatruleswaysofdoingthings(howpeoplearetobegradedandexamined,thingsandsignsclassified,individualstrainedetc.
)andaproductionoftruediscoursewhichservetofound,justifyandprovidereasonsandprinciplesofthesewaysofdoingthings"(79)Inthisway,Foucaultseesdocumentsastracesofthewayinwhichparticularpracticesandideologiesarefounded,developedandinterpreted.
Prior(2003)advocatestheconsiderationofdocumentsaspartof"fields,framesandnetworksofaction"ratherthanasstatic,pre-definedartefacts(2).
Inthiscontext,Priorstressestheimportanceoftakingdocumentsincontextandinconjunctionwithotherevidence.
Fairclough(2001:97-98)developedamodelfortheanalysisofdiscourseasanapproachtounpickingtheunderlyingassumptions,imperativesandideologiesinatext.
CriticalDiscourseAnalysis(CDA)recognisesthecomplexlayersofmeaninginatext,howmeaningisconstructedandwhatthissaysaboutthewidersocialandpoliticalcontextinwhichitislocated.
Fairclough'smodelprovidesananalyticalapproachtounderstandingtherelationshipbetweenlanguageandotheraspectsofsociallifesuchaspowerrelations,crisesandsocialchange.
Practically,CDAinvolvestheanalysisoftextsatthreelevels;"descriptionoftext,interpretationoftherelationshipandinteraction,andexplanationoftherelationshipbetweeninteractionandsocialcontext"(2001:91).
Inhisdetailedexplanationofthe82process,Faircloughsuggeststhatbyconsideringthepropertiesofatext,suchasthevocabulary,grammarandtextorganisation,itispossibletoreveallayersofmeaningthatcanservetoindicatetheunderpinningideologiesandpowerrelationshipsevidentinatext.
Forexample,Fairclough(1993)usedCDAtoconsideraspectsofauthorityandidentityintwoundergraduateuniversityprospectuses,onefrom1967-8andtheotherfrom1993.
Thefocusofthe1967-8prospectusisprimarilyforinformationtransfertostudentswhereasasimilardocumentin1993hasamuchclearerfocusonpromotionand'selling'theinstitutiontothestudent(1993:153-157).
Hisanalysisshowshowthetextisarealisationofboththeunderpinningprocessesofproductionandtheideologiesandshiftsinideologiesthatunderpintheproductionofeachtext.
ElementsofCDAwereusedasanapproachtoanalysisinordertocriticallyexplorethetextsandinterviews.
InordertogaugethepotentialofCDAasanapproach,anexploratoryanalysiswasconductedbasedontheNSSquestionnaire(APPENDIXC:COPYOFTHENSSSURVEYQUESTIONS).
AspectsofthisareincludedinChapter4,andthefullanalysisisincludedasanappendix(APPENDIXD:CRITICALDISCOURSEANALYSISOFTHENATIONALSTUDENTSURVEY).
UsingFairclough'smodel,thesurveyquestionswereanalysedinordertoconsiderthevocabulary,grammarandtextualmechanismsused.
TheresultinganalysishighlightedsomeunderpinningimperativesthathavebeenincludedinChapter4.
TheuseofelementsofCDAtosupplementthethematicanalysis,ofthedataand83thebalancebetweentheuseofCDAandthematicanalysisisdiscussedlaterinthechapter.
3.
4.
2SemistructuredinterviewsTheuseofinterviewsinsocialresearchallowstheresearchertoaskquestionsofparticipantsinordertogaininsightintotheirexperiences,opinions,aspirationsandfeelings.
Differentformsofinterviewsmaybeusedfordifferentresearchpurposes.
Structuredinterviewsareoftenmostcloselyassociatedwithpositivistresearchmethodsastheytendtoemulatethestructureofasurveyinanoralform(May,1997:110-13,Robson,2007:270).
Incontrast,theunstructuredinterviewisopen-ended.
Theinterviewermayprovideageneralareaofinterest,butbeyondthis,theyallowparticipantstodevelopthecontentanddirectionoftheinterview,therebyenablingthemtoshapetheagendaofresearchand,itissuggested,revealtotheresearchertheirpersonalunderstandings(May,1997:112).
Whileitwasfeltthatthecapacityoftheintervieweetoinformtheagendaofresearchaffordedbythismethodwasuseful,itwasnecessarytofocustheinterviewsinthisstudyonanumberofkeyareasinordertoinformtheresearchquestions.
Thesemi-structuredinterviewallowstheresearchertoapproachthetaskwithasetofpre-definedquestionsandtoproberesponsestogainclarificationorelaboration.
Thisallowstheintervieweetoshapetheinterviewinaparticulartopicarea.
Semi-structuredinterviewswereundertakenwithmanagers,academicsandstudents.
Throughthepilotwork,interviewquestionsweredevelopedandrefinedinordertoensurethatthedatacollectedwouldpertaintotheresearchquestions(APPENDIXE:PILOTANDMAINSTUDYINTERVIEWQUESTIONS).
Theuseofopen84questionsallowedparticipantsthespaceandencouragementtosharetheirexperiencesandperspectivesonstudentvoice.
Onapracticallevel,thesemi-structuredinterviewswereacombinationofstandaloneinterviewswithkeyindividuals,whowerenotobservedaspartofthestudy,andinterviewsthattookplacefollowinganobservation.
Typicallythestandaloneinterviewswerewithseniormanagers,studentsandacademicswhowerenotdirectlyinvolvedinthestudentrepresentationcommitteesthatwereobserved.
Interviewswereaudiorecordedandtranscribedinordertoensureminimalintrusionandtofreetheresearchertoengagefullyintheinterviewerrole.
Practicalconsiderationssuchasmaintainingthedepthofthestudy,alongwiththebreadthwithinalimitedtimeframe,limitedthesizeoftheselectedsample.
Inordertogainarangeofresponsesthefollowinginterviewstookplaceatthetwoinstitutions.
Thestudentswhoparticipatedinthepilotwerenotfromtheidentifiedsampledepartmentsastheseproveddifficulttorecruit:85Table5:AnalysisofthestructuralinterviewsamplecharacteristicsPost-92Pilot(includedates)ParticipantDateStatusFinalyearstudent,Business-maleJuly2011Studentrepresentative,BME,hadassistedonuniversityopendays,showingstudentsaroundthedepartmentFinalyearstudent,Education-femaleJuly2011Studentrepresentative,wholivedlocallytotheuniversity,BMEStudents'UnionOfficer-maleJuly2011President,comingtotheendofhistermofofficeStudents'UnionManager–femaleJuly2011MemberofStudents'UnionstaffwithresponsibilityforstudentrepresentationPro-Vice-Chancellor-femaleJuly2011Educationfocusedrole,responsibleforoverseeingtheNSSandstudentrepresentationAcademicRegistrar-femaleJuly2011Workedcloselywiththestudents'uniontodeveloppolicyassociatedwithstudentrepresentationDirectorofEducation-maleJuly2011SeniormanagerwithoversightforlearningandteachingattheinstitutionHeadofEnglishDepartment-maleJune2011OversawallEnglishcourses,linemanagerforacademicsinthedepartmentAcademicwithteachingmanagementresponsibility,Engineering1-maleJuly2011Oversawmanagementofadegree,regularlyattendedstudentrepresentationcommitteesAcademicwithteachingmanagementresponsibility,Engineering2–maleJuly2011Oversawmanagementofadegree,regularlyattendedstudentrepresentationcommitteesMainStudy-RussellGroupParticipantDateReflectionsFirstyearstudent,Engineering-maleJune2012Studentrepresentative,internationalstudentFinalYearstudent,Engineering-maleJune2012StudentrepresentativeandChairofthestudentrepresentativecommittee,undertookcasualworkinthestudents'unionFinalYearstudent,English-femaleJune2012StudentrepresentativeFinalyearstudent,English-maleJune2012InvolvedinprotestoncampusStudents'UnionOfficer-maleFebruary2012Educationfocused,memberofuniversitygovernancecommitteesrelatingtoeducationPro-Vice-Chancellor-femaleFebruary2012Educationfocusedrole,responsibleforoverseeingtheNSSandstudentrepresentationAcademicRegistrar-maleFebruary2012HeadofEnglishDepartment-femaleMay2012HeadofDepartment,linemanagerforacademicsinthedepartmentandattendedstudentrepresentationmeetingsAcademic,English-femaleMay2012HadparticipatedincommitteesintheinstitutionAcademicEnglish-maleJune2012NodirectinvolvementinstudentrepresentationAcademicwithteachingmanagementresponsibility,Engineering-maleMarch2012OversawteachingmanagementinthedepartmentAcademic,Engineering-maleMay2012Nodirectinvolvementinstudentrepresentation86Seniormanagersinterpretgovernmentpolicyinordertodeveloppoliciesandmechanismsininstitutions.
Semi-structuredinterviewswiththesemembersofstaffsoughttoexplorestudentvoicemechanismsattheuniversityandtoestablishthepurposeofstudentvoicemechanismsfromtheirperspective.
Accesstoseniormanagersatinstitutionscanbedifficulttoarrangeandtimelimited.
Aninitialdocumentaryanalysisinformedsomeoftheinterviewquestions.
Byconductingthedocumentaryanalysis,itwaspossibletodiscussthehistoricaldevelopmentofsomestudentvoicemechanisms.
Students'unionmanagersandofficersalsoplayapartinthestrategicdirectionofstudentvoicemechanismsandsowherepossible,theseindividualswerealsoapproachedtoparticipateintheresearch.
Departmentalmanagers,suchasheadsofdepartmentandacademicswithresponsibilitiesformanagingcourses,usuallyhavearoleinoperationalisinguniversitymechanisms.
Inordertounderstandthewaysinwhichpolicieswereinterpretedandimplemented,itwasimportanttotalktoarangeofacademicstaffrepresentingtheselecteddepartmentsateachinstitution.
Forthepurposesofthestudy,semi-structuredinterviewstookplacewithmembersofacademicstaffrepresentingeachcourse,includingbothacademicswhosawthemselvesasdirectlyengagedwithstudentvoiceactivity,andthosewhodidnot.
Itwasrecognisedthattheperceptionsofstudentvoicemechanismsandtheperceivedunderlyingimperative,waslikelytoinfluencehowstaffengaged.
Inordertoenablesomecomparisonofstaffperceptionsofmechanismsandthewaysthattheyoperatedwithinthem,interviewsatthislevelweresupplementedbyobservationsof87academicsoperatingwithinstudentrepresentativecommittees(ArgyrisandSchon,1996).
Interviewstookplacewithstudentswhoengagewithstudentvoicemechanismstodifferentextents.
Wherepossible,theseinterviewssupplementedobservationsinordertodevelopanunderstandingofhowstudentsbehavein,andinterpret,avarietyofofficialandunofficialmechanisms.
Semi-structuredinterviewssupplementedobservationsofstudentrepresentationcommittees(studentsandacademicsengaginginthecommitteewereinterviewedfollowingtheevent).
Thefocusofthestudymeantthatallparticipantshadsomeexperienceofstudentvoiceinhighereducation.
Thisrangedfromthosewhohadminimalinvolvement,forexample,studentswhohadcompletedaninstitutionalsurvey,tothosewithmoresignificantroles.
Thesamplewasidentifiedintwodifferentways.
Seniormanagersandacademicswithteachingmanagementresponsibilitywerespecificallytargetedduetotheirrole.
Inturn,thesemanagerssuggestedotheracademics,whowerenotasdirectlyinvolvedinstudentvoicemechanisms,toinvolveinthestudy.
Thestudentsamplewasself-selecting.
Invitationsweresentoutindepartmentsandfollowedupwithtargetedrequestswhereparticipantshadnotbeenidentified.
However,becauseIwaspresentinstudentrepresentativecommittees,andsostudentscouldrespondtomyrequestsdirectly,thisresultedinsomebiasamongstthestudentparticipants.
Similarly,only2oftheacademicsinterviewedhadnotatanypointbeenmembersofthestudentrepresentationcommitteeintheirdepartment.
88Itwasdifficulttorecruitthosestudentsandacademicsthatdidnotseethemselvesashavingaformalroleinstudentvoicemechanisms.
Ofcourseallstudentsandmostacademicsarelikelytobeinvolvedincompletingorrespondingtosurveysorcourseevaluationsatsomepointduringtheirtimeataninstitution,butmanydidnotseeengagementwithastudyofstudentvoiceasrelevanttothem.
Thisperhapssuggestedthattheseparticipantsderivedlittlemeaningfromthisactivityordidnotdefinethesemechanismsasstudentvoice.
Forthisreasontheresponsesofthoseindividualswhosawthemselvesaslessinvolvedinformalmechanisms,havebeenincludedintheanalysisasacounter-balance,andareasforfurtherresearchtoexploretheexperiencesofthosewhodonotself-defineasbeinginvolvedinstudentvoice,arediscussedinChapter7ofthethesis.
3.
4.
2.
1Developingtheinterviewquestions:anexplorationofstudents'approachestocourseevaluationAspartofthepilot,anadditionalapproachtothecollectionofdatafromstudentsengagingincourseevaluationswasdevelopedandsomeexploratoryworkconducted.
Someinitialpilotworkusingaself-guidedsemi-structuredinterviewformatwithstudentswascarriedoutinordertotrialanapproachtogatheringdatafromstudentsundertakingcourseevaluations.
Theapproachwasdesignedtogatherdataaroundtheknowledgeandunderstandingsthatstudentsdrawuponwhenengaginginexistingevaluationactivity.
SixundergraduatestudentsfromaneducationcourseandsixfromanEnglishcourseataRussellgroupinstitutiontookpartinDecember2010.
89Studentswereaskedtoengageinapaireddiscussionwhilecompletingmoduleevaluationforms.
Inordertoreplicatethenormalcourseevaluationprocess,thecourselecturershadnotbriefedthestudentsinvolvedaboutwhatwouldtakeplace.
Participantscompletedconsentformsandwereassuredthattheirpaperevaluationswouldbewellshuffledintothepileofcourseevaluationsfromtherestofthegroup,andthattheaudiorecordingswouldnotbeshared,enablingtheiridentitytoremainanonymouswhenconsideredbyuniversitystaff.
Thisworkedwellinthegroupofstudentsfromtheeducationstudentgroup,asthoseinvolvedwerepartofamuchlargergrouppresentontheday.
However,theEnglishstudentgroupevaluationtookplaceafterlunchandonly6studentsattendedthesession.
Thismeantthatitwasnotpossibletoshufflethe6participantevaluationsintoalargerpile.
Inthisinstancethestudentswereconsultedandgavetheirconsentfortheresearchtotakeplace.
Theclasslecturerwasnotpresentforthecompletionoftheforms.
Inpreparationfortheactivity,abriefintroductionoutlinedtheresearchtothestudents.
Eachpaireddiscussionwasrecordedusingadigitalaudiorecorderplacedbetweenthem.
Studentswereaskedtoarticulatetheindividualdecisionstaken,andthebasisonwhichthesedecisionsweremade.
Thepairsworkedindependentlyandwereobservedfromadistancebytheresearchersoasnottointerferewithdiscussion.
Eachpairwasgivenapieceofpaperwithseveralquestionsdesignedtopromptstudentdiscussion:901.
Talkaboutwhatyouarethinkingaboutasyoureadthequestionsandthedecisionsthatyoumakewhenyouscoreeachquestion.
2.
What(ifany)evidenceorexamplesdoyouthinkaboutwhenyouanswereachquestion3.
HowdoyoufeelabouttheprocessOnceapairsignalledthattheyhadcompletedthequestionnairebyraisingtheirhand,anadditionalquestionwasaskedwiththeintentionofgainingsomeunderstandingofstudents'perceptionsofthepurposeofcourseevaluation:4.
WhatiscourseevaluationforThestudentsrespondedtothetaskwellandrichdiscussionwasrecorded.
Mostpairsworkedthroughthequestionstogether,completingtheformanddiscussingeachquestionastheywentalong,oftenreadinganindividualquestionoutloudandthenarticulatingthereasonforaparticularresponse.
Onceeachpairhadfinishedtheirdiscussion,thesupplementaryquestionwasposedinordertogainsomedataaroundtheperceivedpurposeofevaluation.
Iwasconcernedthathadthisquestionbeenincludedaspartofthepromptquestionsatthestartthismayhaveinfluencedsomestudents'responses.
Overallthetechniqueprovedusefulasanapproachtogainingdatafromstudentsaroundanactivitythatisusuallyconductedbystudentsindividually.
Thedatagatheredthroughtheexercisewasanalysedandelementsareincludedinthedataanalysischapters.
Mostinteresting,inthecontextofthisresearch,wastherangeofresponsesgiventoquestion4,whichsuggestedanumberofdifferentperceptions91aboutthepurposeofcourseevaluation.
Thedatacollectedinresponsetothisquestioninformedthequestionsforthesemi-structuredinterviews,whichaskedrespondentstoidentifythepurposeofdifferentmechanismsforvoice.
3.
4.
2.
2RefiningtheinterviewquestionsfollowingthepilotThepilotworktookplacewithstudents,academicsandseniormanagersinthePost-92institutionduringJuneandJuly2011.
Thesemi-structuredinterviewquestionsprovidedinAppendixEwerepiloted.
Onthewholethequestionsworkedeffectively,produceddatathatinformedtheresearchquestions,andtheparticipantswereabletogivefullresponsestothequestionsasked.
Acoupleofminoramendmentsweremadetothequestionswhererespondentswereunsureaboutthemeaningbehindaparticularquestion.
Forexample:WhatinternalmechanismsexisttoallowstudentstoevaluatetheirexperienceoflearningatuniversityWasamendedtobecome:WhatarethewaysinwhichstudentsareabletoevaluatetheirexperienceoflearningatuniversityandwhatisyourroleinthesemechanismsThiswasamendedasanumberofrespondentsrespondedtothefirstquestionbylistingseveraldifferentmechanismswithoutexplainingtheirroleinthem.
Somerespondentsnaturallyidentifiedtheirroleindifferentprocessesastheylistedthedifferentmechanismandthisfeltlikeamorenaturalstarttotheinterview.
Anadditionalquestionwasalsoadded:Arethesemechanismseffective92Thisfeltlikeanaturalpointatwhichtogathertheirassessmentofeachoftheactivitiesinturn.
Otherminoramendmentsaddedadditionaldescriptivedetailtothequestionsinordertoaidclaritywhereindividualsaskedforfurtherclarification.
Anadditionalquestionwasaddedattheendoftheinterviewinordertoenablesomeexplorationoftheimperativesthatinformedstudentvoicestructures.
Thisquestionwasdesignedtoproviderespondentswiththeopportunitytoengagewithsomeoftheimperativesforvoicethatwereidentifiedthroughtheliteraturereview.
Thiswasinpartasacheckingmechanism,toseewhethertheseimperativeswereseenasbearinganyrelationtotheirexperiencesofstudentvoiceinpracticebutalsoservedtoidentifywhethertherewereanyadditionalperspectivesthathadnotbeenreflectedintheliterature.
ThisquestionwasthelastquestionaskedintheinterviewasIdidnotwishtoinfluencethewayinwhichtherespondentsansweredthepreviousquestionsbydiscussingtherelatedliterature.
Thequestiondevelopedwas:AspartofmyresearchIhavebeenlookingatsomeofthedifferentpurposesforstudentvoicethatappearintheliterature.
IfIrunthroughthesepurposesIwonderifyouwouldreflectonthemindividuallyandprovideexamplesofhowtheyhaveanyresonanceinyourcontext:StudentvoiceforconsumerchoiceStudentvoiceforaccountabilityStudentvoicefordemocracyandpowersharingStudentvoiceforthedevelopmentofstudentidentityStudentvoicefortheimprovementandenhancementofprovision93Throughthepilotinterviewstwoadditionalpurposeswereidentifiedbyrespondentsthatwereintegratedintotheliteraturereview.
Studentvoiceforownershipoflearning(buyin)StudentvoiceforacademicprofessionaldevelopmentThroughtheparticipants'responsestothisquestionsomeofthecoherencesandcontradictionswereexploredwhichrevealedthecomplexityoftheirexperiencesasespousedearlierintheinterview.
Thisenabledtheinterviewstomovebeyonddescriptiveaccountsofwhattheydid,toreflectonhowtheyunderstoodtheirroleandthoseofothers.
Thedatacollectedfromtheinterviewsformedasubstantialcomponentofthisstudy.
Theinterviewsprovidedanopportunitytounderstand,fromtheperspectiveofthoseinvolved,theexperiences,identitiesandsubjectivitiesthatwereassociatedwithstudentvoice.
Datafromtheinterviewsprovidedthebasisoftheanalysisthatdemonstratedthedistinct,andattimescontradictory,concernsofstudents,academicsandmanagers,andhighlightedtheincoherenceoftheconcernsofthedifferentgroups.
3.
4.
3ObservationsOneoftheaimsofthisresearchwastoexplorehowpeoplebehavewhenparticipatinginstudentvoicemechanisms.
Observationinvolvestheimmersionoftheresearcher"intheday-to-dayactivitiesofthepeoplewhomtheyareattemptingtounderstand"(May,1997:133).
Maytalksaboutthe'pragmatic'rootsofobservationsuggesting:94"peopleactandmakesenseoftheirworldbytakingmeaningsfromtheirenvironment.
Assuch,researchersmustbecomepartofthatenvironmentforonlythencantheyunderstandtheactionsofthosewhooccupyandproducecultures,describedasthesymbolicandlearnedaspectsofhumanbehaviourwhichincludecustomsandlanguage.
"(May,1997:134)Observationofindividualsparticipatingwithstudentvoicemechanismsplayedanimportantroleinallowingaccessto'theoriesinuse',whichcouldbecomparedwiththoseespousedintheinterviewsanddocumentation(ArgyrisandSchon,1996).
Theobservationswereconductedovertly.
Permissionwassoughtfromparticipantsandabroaddescriptionoftheresearchprovidedtoenableinformedconsenttobegiven.
Thismeantthattheroletakenbytheresearcherduringobservationswasfairlyformal.
Gold(1969:36)suggeststhatamoreformalapproachcanbelimitingasshorttermobservationsmaynotallowtimefortheresearchertogainfamiliaritywiththecultureandlanguageused.
However,mybackground,workinginhighereducation,andpreparatoryanalysisofrelateddocuments,providedsomepre-understandingofwhattoexpect.
Accesstoparticipantswasrequestedthroughseniormanagementateachinstitutionandthenwiththeheadsofeachdepartmentinvolvedinthestudy.
Studentrepresentativecommitteeswereobservedasoneofthemainstudentvoicemechanisms,bringingtogetherstudentsandacademics,inuseintheUK.
OnemeetingwasobservedatthePost-92institutionin2011inordertodeveloptheapproachtoobservationandfieldnotetaking.
ThroughouttheresearchIsoughttodevelopanapproachtofieldnotetakingthatallowedforsomeacclimatisationwiththeindividuals,rolesandpowermechanismsinagivenobservation.
Asastarting95pointBruyn(1966)suggeststhatnotesaretakenwhichincludetime,place,socialcircumstances,language,intimacyandsocialconsensus.
Asthemeetingswererecordedusingadigitalaudiorecorder,Iwasabletofocusontheinteractioninthecommitteeswithoutbecomingoverlyconcernedaboutrecordingthedetailofwhatwassaid.
Fieldnotesnotedthecharacteristicsofparticipants,rolesandbodylanguageandwereusedinconjunctionwithtranscriptionsoftheaudiorecordingsinthedataanalysis.
Bruyn(1966:204citedin,May,1997:144-5)notestheimportanceofacknowledgingpowerrelationshipsasaresearcherundertakinganobservationandtheinfluencethatthishasontheperceptionsandbehaviourofthoseobserved.
Atleastoneobservationtookplaceineachlocationbeforeinterviewswiththoseacademicsandstudentsinvolved,whichmeantthatwhenImetwiththoseinvolvedtheywereabletoreflectonparticulardiscussionsthathadtakenplaceinmeetings.
Therewasanotableshiftintheperceptionofthoseobservedovertheperiodofthestudy.
Whilethemembershipofthecommitteeswassubjecttosomechangethroughouttheyear,asstudentsandacademicswerenotalwaysabletoattend,thosethatattendedappearedtobecomeincreasinglycomfortablewithmypresence.
Thiswasparticularlynotableatthestartofmeetingsascommitteemembersexplainedtonewmembers,whyIwasthere,andfollowingmeetingsasstudentsmadeinformalcommentsaboutparticulardiscussionsthathadtakenplace.
Thecommitteesobservedhadalargenumberofmembersandsooncemeetingsgotunderwayparticipantsdidnotseemoverlyawareofmypresence.
However,96whenparticularincidentsorcontroversialdiscussionstookplace,studentsoftendiscussedthesewithmeasweleftthemeeting,keentohighlighttheir'real'viewonasituation.
ThiswasinterestinginthatitsuggestedthattheywerekeentoensurethatIgainedanauthenticunderstandingoftheirperspective,ratherthanbasingmystudypurelyoninteractionsinthemeeting.
Thissuggestedareasthatstudentsexperiencedasatensionorconflict.
97Table6:DetailofsampleinvolvedinthemainstudyobservationsDepartmentofEnglishStudentRepresentativeMeetingDateInattendanceDec20111femaleheadofdepartment1libraryrepresentative5malestudents5femalestudentsStudentsfromallyeargroupswererepresentedFeb20121femaleheadofdepartment1maleacademicwithteachingmanagementresponsibility2representativesfromthecareersservice1libraryrepresentative4malestudents6femalestudentsStudentsfromallyeargroupswererepresentedDepartmentofEngineeringStudentRepresentativeMeetingMarch20122seniormaleacademicswithteachingmanagementresponsibility1libraryrepresentative2careersrepresentatives1Students'Unionrepresentative14malestudents2femalestudentsStudentsfromallyeargroupswererepresentedMay20123maleacademicswithteachingmanagementresponsibility1librarystaff2femalestudents17malestudents1Students'UnionrepresentativeStudentsfromallyeargroupswererepresented98Themake-upofstudentrepresentativecommitteesreflectedthebalanceofstudentswithineachacademicdepartment.
Femalestudents,inparticular,wereunderrepresentedinengineering,whichreflectedthelowernumberoffemalestudentstakingthedegree.
However,thiswasnotthecaseintheEnglishdepartmentwheremaleandfemalestudentswererepresentedevenly.
Similarlytheacademicrepresentativesontheengineeringcommitteewerebothmale,whereasonefemaleandonemaleacademicattendedtheEnglishmeetings.
Ihadhoped,attheoutsetofthestudy,tobeabletoobservestudentprotest,butwhileanumberofproteststookplaceduringthestudy,thespontaneityofthese,andworkingfulltimenegatedthepossibilityofgainingdirectaccesstothese.
Thismeantthattheaccountsofstudents,throughtheinterviewswererelieduponfordataintheseareas.
3.
5Theapproachtodataanalysis–thematicandcriticaldiscourseanalysisTwolayersofanalysiswereundertakeninlinewiththecritical-interpretiveparadigmadoptedforthestudy.
AninitiallayerofanalysisofthedatawasundertakenbasedonBraunandClarke's(2006)detailedoutlineofthematicanalysisasanapproachfor"identifying,recordingandanalysingpatterns"(79).
Thematicanalysisrecognisesthattheresearcherisalwaysactivelyengagedintheprocessofanalysis,identifyingthemes,refiningandselectingthosetopresenttothereader.
BraunandClarkechallengeaccountsthatsuggestthatthemes'emerge'fromor'reside'inthedataandemphasisetheimportanceofarticulatingclearlythesourcesofthemes.
99Aninitialroundofthematicanalysiswasconductedaspartofthepilotwork.
Thetranscriptswerereviewedandthemeswereidentifiedasaspectsofthedatawhichwereimportantinrelationtotheresearchquestions,orwhichdemonstratedacommonpatterninthedataset,asidentifiedbyanumberofdifferentindividuals.
Whereathemereoccurred,eitherwithinaparticulargroupofrespondents(suchasseniormanagers)oracrossthewholedataset(andwerepertinenttotheresearchquestions),thesewereidentifiedasmajorthemes.
Alsonotedwithintheanalysischaptersweretheoutliers,thoseaccountswhichrepresentedresistanceorauniqueperspective.
Theinitialanalysisofthedatawasinductive.
Thedatawereaudiorecordedduringtheobservationorinterview,orsubjectedtoaninitialreadingifdocumentary.
Recordingsoftheinterviewsandobservationsweretranscribedaspartoftheanalysisprocess,andconsideredalongsidefieldnotes,priortoanycodingbeingapplied.
Thisfacilitatedfamiliarisationwiththedata,priortotheanalysisbeingundertaken.
Oncewrittenup,theinterviewtranscriptionswerereturnedtotheparticipantsforcommentsandanadditionalaccuracycheck.
Observationtranscriptswerecheckedagainsttheminutesoftheobservedmeetings.
Readingthroughtheentiredatasetenabledsomeinitialthoughtsaboutpotentialpatternsinthetexttobeformed.
ThedatawerethentransferredontoNVivo,aqualitativedataanalysissoftwarepackageandeachlineofthedatacoded,withoneormorecode,withoutapre-existingcodingframework.
Thesamethemingprocesswasundertakenforboththepilotandmainstudydata.
Manyofthethemessharedcommonalityandsowerecombinedwithcarebeing100takentoincludethecomplexityofathemeintheanalysischapters.
Themeswerebasedonareasthatpreoccupiedanumberoftherespondentsorthatprovidedanalternativeperspectiveonanexistingtheme.
Wheretheemergingthemesalignedwiththeimperativesidentifiedintheliteraturereview,similarterminologywasusedbutcarewastakentoestablishthecomplexityofthesethemesasindividualsunderstoodthem.
Thiscomparisonalsoenabledtheidentificationofareasthatpresentedanalternativeview.
Oncethecodingwascomplete,aninitialreadingandrefiningofthecodeswasundertakeninordertoidentifywheretheseaspectswereofacommontheme,ordistinct,standaloneitems.
MilesandHuberman(1994)highlightthesubjectivedecisionsthatresearchersmakewhendrawingconclusionsfromdata.
Checksandbalanceswereputinplacetoensurethatthedatawereanalysedthoroughlyandthatconclusionswereverified.
Themeswereallocatedtoallaspectsofthedatacollectedtoensurethatitwassubjectedtothesamelevelofanalysis.
Theemergingthemesandprocessofanalysiswerediscussedandrefinedwithmysupervisor,enablingverificationofemergingthemes.
Theinclusionofdatafrominterviewsandobservationsenabledanalysiswhichlookedatboththewaysinwhichindividualsunderstoodstudentvoice,andthewaysinwhichtheybehavedinpractice,whichallowedforsometriangulationofthedata.
Theinclusionofdatafromtwoinstitutionsandfourdepartmentsenabledcorrelationstobemadewheresimilarthemesoccurredacrosslocations.
Thethematicanalysisprovedausefulapproachtoinformingtheinterpretativeaimsofthestudyasrespondentsarticulatedtheirexperiences,approachesand101imperativesforengagementandnon-engagementwithstudentvoicemechanisms.
Thethematicanalysisalsoinformedthecriticalaimasitidentifiedaccountsoftheideologies,imperativesandidentitiesthatcontainedcontradictionsandcomplexexperiencesofpower.
Additionally,inlinewiththecriticalframeworkforthestudy,thedatasetwasanalysedusingCDA.
UsingelementsofCDAprovidedthebasisfortheidentificationoftheimperativesandideologies,andaspectsofpowerthatunderpinnedresponsestoquestionsrelatingtothepurposeandexperienceofstudentvoicemechanisms.
CDAprovedtobeparticularlyusefulfortheanalysisofthedocumentsasdescribedearlierinthechapter.
Certaindocuments,suchastheNSSandstudentrepresentativehandbooks,weresubjectedtoafullCDAasdescribedbyFairclough(2001:97-98).
TheprinciplesofCDAwereusedmorelooselyinordertoanalysetheinterviewdata,ascertainaspectsofthemodelprovedlessrevealinginacontextwheretheparticipantswereabletotalkmoreexplicitlyabouttheirexperiencesofmechanismsandrelationsofpower.
Thisadditionalapproachtoviewingthedataofferedtheopportunitytoproblematisedocuments,relationshipsandpracticethatinthepasthavebeenassumedtobepowerneutral,orinherentlypositive.
Fairclough'smethodprovidedanopportunitytolookatgovernmentandinstitutionaltextsthroughacriticallensinordertoidentifytheimplicitideologiesandpowerrelationships,andcomplementedthethematicanalysis.
Followingtheanalysisofthedata,themajorityofthedatapresentedintheanalysischapterswereselectedasatypicalexampleofaparticularthemeorsub-theme.
102Datawerealsopresentedwhereaminorityresponsesuggestedanoutlierview,experienceorperspectiveinordertoillustratethoseviewsthatdidnotalignwiththemajority.
Theinclusionofthese'blackswans'isimportantbecausetheyevidencealternativestothecommonvieworexperienceandindividualsforwhomthedominantdiscoursedidnotapply.
ThroughoutChapters4and5,asIpresentthedata,Ihavesoughttoclarifywherethethemesrepresentasinglevoiceorthoseofanumberofparticipants.
3.
6EthicalconsiderationsandlimitationsThereareanumberofethicalissuesthathavebeenconsideredinthedesignoftheresearch.
EthicalapprovalwasobtainedthroughtheUniversityofBirminghaminordertoensurethattheresearchadheredtoUniversitypolicyandguidance.
BERA'srevisedethicalguidelines(2004:5)outlinetheprinciplesofethicalresearchas"respectfor;theperson,knowledge,democraticvalues,thequalityofeducationalresearchandacademicfreedom"andprovideguidanceontheresearcher'sresponsibilities.
Allparticipantsintheresearchwereprovidedwithinformationaboutthestudyandtheirrequestedinvolvementpriortothecommencementofresearch(APPENDIXF:PARTICIPANTINFORMATIONSHEETandAPPENDIXG:INFORMEDCONSENTFORM).
Participantswereaskedfortheirvoluntaryinformedconsentandwereassuredthatallconfidentialdatawouldbekeptsecurely.
Allparticipantsweremadeawareatthetimeofconsentthattheyhadtherighttowithdrawfromtheresearchatanytime.
Plansweremadetoconsiderthecircumstancesunderwhichwithdrawalhadtakenplaceifparticipantschosetowithdraw,inordertoestablishwhetherthe103researchapproachhadcontributedtowithdrawal.
Therewerenorespondentswhochosetowithdrawfromthestudy.
Atnopointwasanyformofcoercionundertakentopersuadeparticipantstotakepart(BERA,2004:7).
Allresearchtookplacewithadultsaged18oroverinhighereducationinstitutions.
Muchoftheresearchtookplaceduringoralongsideexistingmechanismsinaninstitutionandassuchincentiveswerenotusedtosecureengagement.
BERA(2004:8)highlightstheimportanceofrecognisingthe'bureaucraticburden'ofresearchonparticipants.
Carefulmonitoringtookplaceofthelevelofengagementrequestedfromindividualstudentsandstaff,andchannelsofcommunicationenabledparticipantstocontacttheresearcheriftheyfeltoverburdenedbyengagementinthestudyatanytime.
Alargeproportionofthedatacollectionusedmethodsthatdrewuponexistingactivity,althoughsemi-structuredinterviewsrequiredanadditionaltimeinvestmentfromparticipants.
Mostinterviewswereleftuntillateronintheprojectinordertomaximisetimespentwithparticipants.
Inordertoprotecttheprivacyofparticipants,thenamesoftheinstitutionsstudiedandthenamesofindividualsinvolvedhavenotbeendisclosedinthethesisoranyotherpublications.
Carehasbeentakenindiscussionwithresearchparticipantstoensurethatdataaboutotherparticipantsdidnotcontaminatetheresearchprocess.
Datacollectedwerestoredsecurelyonapersonalcomputerwhichispasswordprotected,anyprinteddatawerestoredinalockedfilingcabinet.
Selectedanonymiseddataaremadeavailableforexternalscrutinyasappendicestotheresearchthesis(APPENDIXH:SELECTEDANONYMISEDDATA).
TheminutesofanEnglishstudentrepresentativecommitteeareincludedassecondaryevidenceof104anexamplerelatingtotheCareersService,whichisdiscussedlaterinthethesis,alongwiththetranscriptsoftheinterviewswiththeHeadofEnglishateachinstitution,inordertoillustratetheformatofthesemi-structuredinterviewsinthepilotandmainstudyphases.
3.
7ConclusionThischapterhaspresentedmethodologyandmethodsforthisresearchstudy.
Inordertoexploretheresearchquestionswhichaimtoexploretheexperiencesofthoseparticipatinginstudentvoicemechanisminhighereducation,andtounderstandpowerinrelationtothesemechanisms,acritical-interpretiveapproachhasbeenadopted.
Casestudies,undertakenattwodifferentinstitutions(onepreandonepost-92)providethelayersofanalysis,atmacro,mesoandmicrolevels,inordertodevelopanunderstandingofthecomplexityofstudentvoicemechanisms.
Withinthesecasestudies,aselectionofresearchmethods;documentaryanalysis,observationsandsemi-structuredinterviews,providethebasisforexploringpolicy,experienceandsubjectivitiesinhighereducation.
Inlinewiththecritical-interpretiveapproach,twoformsofanalysis,thematicandcriticaldiscourseanalysis,havebeenusedtoexplorethedatacollected.
Thecombinationoftheseprocesseshasproducedthethemesthatarepresentedinthefollowingtwochapters.
1054CHAPTER4:TECHNOLOGIESOFDOMINANCEThischapterprovidesthedataanalysisrelatingtothedifferentstudentvoicemechanismsthatwerereferredtointhecasestudies,andprovidesthefirststepinansweringmyoverallresearchquestion,'doesstudentvoiceinhighereducationrepresentnewformsofpowerandgovernanceinachangingsystem'.
InthischapterIexaminethedocumentary,observationandinterviewevidenceassociatedwiththemechanismsforstudentvoiceinhighereducationandexploretheexperiencesoftheinterviewrespondentsinrelationtothesemechanisms.
TheaccountsoftheinterviewrespondentsarepresentedwiththeassociatedCDAanalysisofdocumentsinordertoexaminetheimplicitandexplicitwaysinwhichstudents,academicsandmanagersexperienceandactwithinthemechanisms.
Theexplorationofhowthemechanismsareexperienced,astechnologiesofdominance,iscrucialtothedevelopmentofdiscussioninrelationtosub-question1,'howdostudents,academicsandseniormanagersdescribeandexperiencestudentvoicemechanisms'.
HavingsetoutthedesignoftheresearchinChapter3,Chapters4and5explorethethemesthatweredevelopedfromthethematicandCDA.
Inthis,andthefollowingchapter,Foucault's(1993,Martinetal.
,1988)conceptsofthe'technologiesofdominance'and'technologiesoftheself'frametheoverarchingthemeswithinthedata.
Inthischapterthedatarelatingtostudentvoicemechanismsas'technologiesofdominance'arepresented,asthewaysinwhichtheconductofindividualsareinfluencedthroughcertainstructures,policies,signsandmeanings.
Examplesofthesearetheaspectsthatmakeupthe'mundane',106day-to-daymanagementofhighereducationinstitutionssuchaspolicydocuments,charters,handbooks,formsofassessment,surveys,presenteddata,systemsoftraining,vocabulariesandhabitsthroughwhichpowerisunderstoodandbecomespersonal.
Manyoftheseelementsreflectthosethatwereidentifiedbytherespondentsthroughouttheinterviewsastheyspokeabouttheirexperienceandunderstandingofstudentvoice.
Intheinterviewsanddocumentsanalysedtherewereanumberofdistinctmechanismsforstudentvoice.
Thesefellintotwocategories,formalandinformal,throughwhichthosewhoparticipatedunderstoodthedifferentmechanisms.
Thedatarelatingtothedifferentmechanismsaresetoutundertheseheadings.
WhereCDAwasconductedinrelationtoamechanismtheresultsofthisareexploredfirstinordertoexplorethepolicyframeworkfortheparticipants'experiences.
Thedatafromtheresearcharepresentedinthenexttwochapterswithoutreferencetotheliteratureinordertoallowthedatatostandontheirown.
InitiallyIconsideredcombiningtheanalysisofthemechanismsandimperativesinthesechapters,withrelevanttheoreticalreferences,inordertodevelopthediscussionthroughout.
However,asthisstudyaimedtoexplorethebroaderpictureofstudentvoice,andtoexplorethecomplexwaysinwhichdifferentmechanisms,experiencesandidentitiesinteract,IinsteadchosetopresentthedataanalysisaloneinChapters4and5,andtosynthesisetheanalysisandtheoryinChapter6.
Thisenableddiscussionofthedatainabroadercontextandforlinkstobemadebetweenthetechnologiesofdominanceandthesubjectivitiesandidentitiesthatare107shaped,producedandrespondedto,incomplexandintertwinedwaysacrossthedata.
4.
1Formalmechanisms4.
1.
1TheNationalStudentSurvey(NSS)ThissectionincludesexcerptsfromtheCDAoftheNSS.
ThefullCDAisprovidedasAPPENDIXD:CRITICALDISCOURSEANALYSISOFTHENATIONALSTUDENTSURVEY.
Thesurveysetsoutaseriesoftransactions(assessmentandfeedback,organisationandmanagement,personaldevelopment)withtheimplicitsuggestionthatthese,bynatureoftheirinclusioninthesurvey,areassumedtobeessentialcomponentsofa'satisfactory'studentexperience.
TheclassificationschemesdrawnuponintheNSSpresenthighereducationasamechanisticprocess.
Thelanguageislargelyinstrumentalandfunctionalratherthandevelopmentalandtransformational.
Forexample,inthe'assessmentandfeedback'sectionofthesurvey,thequestionsfocusontheadministrationofassessment(clarityofassessmentcriteria,fairnessofmarking,promptnessoffeedback)ratherthanwhetherassessmentandfeedbackhasprovidedchallenge,enabledlearningorfurtheredstudents'understandingofdevelopmentneeds.
Thereareanumberofwordsandphrasesthatdonotsitcomfortablyinthetextandwhichsuggestanassumptiononthepartoftheauthorofasharedunderstandingwhichmay,infact,beideologicallylocated.
TheverbsusedintheNSStodescribethestudentroleinclude'toreceive','toneed'and'tosatisfy'.
Thesesuggestamodelofeducationinwhichthestudents'roleislargelypassive.
Incontrast,the108verbsusedinrelationtotheroleofstaffare'toenthuse','explain'and'toenable',settingtheroleofstaffasthefacilitatorsorprovidersofeducation.
Assuch,studentsinthesurveyarepositionedasrelativelypassiveconsumersandstaffarepositionedasresponsiblefor'provision'.
Thisrelationshipisreinforcedbytheformalityofthetextusedinthesurveywhichsetsupamechanisticrelationshipbetweenthesurveyauthorandthestudent.
Theformallanguageofuniversityadministrationisadoptedratherthanamoreneutral,plainEnglishtone.
Termssuchas;'marking','criteria','feedback','libraryresources',and'communication'presentaninstitutionalisedvocabularythatmaybeinterpretedbyparticipantsasrepresentingatransactionbetweentheofficialandthestudent,ratherthanamoredynamicrelationship.
Anadditionalconsequenceoftheformalityoflanguagemayalsoservetodistancestudentsfromunderstandingtheintendedmeaningofparticularquestions.
Therehasbeensomedebateamongstacademicstaffaboutstudents'understandingoftheterm'feedback'asitisusedinthesurvey(Robertson,2004).
Somestudentsmayunderstand'feedback'asencompassingawiderangeofformativeandsummativeactivityincludingdiscussionsbetweenanacademicandpersonaltutees,peerfeedbackandwrittenfeedbackonassignments,whileothersmightrespondto'detailedcommentsonmywork'(myemphasisadded)literally,consideringwrittenfeedbackreceivedonassignments.
Anumberofquestionsoffernoclarificationofwhoisresponsibleforaparticularactionorevente.
g.
'feedbackonmyworkhasbeenprompt'.
Following'theteachingonmycourse'sectionofthesurvey,themajorityofquestionsrefertoa109seriesofinanimatenouns('thecourse'),andnominalisations('assessment'),inplaceofananimateagent.
Thiscreatesapositioninwhichthestudentmustengageinahighlevelofinterpretationofthestatementonhisorherownterms.
Thereisaquestionofthevalidityofdataifeverystudentinterpretsquestionsinadifferentwaysincemanyofthequestionsinthesurveyrequireaconsiderableamountofsubjectiveinterpretation.
Fairclough(2001:96)identifiesover-wordingornearrepetitionofparticularwordsandthemesasanindicatorofpreoccupationwithaparticularaspectofreality.
IntheNSS,thereareanumberofareasinwhichquestionsmightbeseenasaskingthesameorasimilarquestioninaslightlydifferentway.
Forexample,inthepersonaldevelopmentsectionofthesurvey,twooutofthethreequestionsfocusonpresentation:thecoursehashelpedmetopresentmyselfwithconfidence,andmycommunicationskillshaveimproved.
Thissuggestsapreoccupationwithhighereducationasamodefordevelopingstudents'communicationskillsandself-esteemoverotheraspectsofstudentdevelopment.
Fairclough(2001:98)alsosuggeststhattheuseofexpressivevaluesmaybeideologicallysignificantastheyseektopersuadethereaderofaparticularargumentorviewpoint.
Asalarge-scalesurvey,theexpressivevaluesintheNSSarerelativelymild,butneverthelessthechoicesmadeaboutthewordsusedsuggestaparticularideology.
Theuseoftheadjectivessuchas'smoothly'and'stimulated'illuminatetheprioritiesofthetextandthenatureoftheirunderstandingofadesirablehighereducationexperience.
110TheNSSprovidesonlyalimitedscopeofissuesthatstudentsarepermittedtoevaluate.
Althoughthereissomespaceprovidedforfreetextattheendofthequestionnaire,itislikelythattheseresponsesarelargelyframedbythetone,approachandideologiesthatinformthequestionsthatcomebefore.
Giventheknowledge-constitutivenatureofthesurvey,itisusefultoidentifyaspectsofstudents'experiencesthathavebeenexcluded.
Faircloughsuggeststhatwhatisnotincludedinatext,providesinsightintothatwhichisnotvaluedorisdeemedtobelessimportant.
Forexample,theNSSincludesnothingabout:equalityanddiversity;thewelfareorpastoralroleofacademicstaff;theinterpersonalrelationshipsbetweenstaffandstudents;thedevelopmentofthestudentasanindependentlearnerorconstructorofknowledge(aswellasaconsumer);universitymanagement;thegeneralculture,howstudentsfeeltheyarepositionedandwhethertheylikethisornot.
Bydictatingtheareasonwhichstudentsareabletoevaluatetheirexperience,theirabilitytoreflectcritically,andintheirownterms,isconstrained.
Althoughstudentsaregiventheopportunitytoprovide'positive'or'negative'commentsthereisnoopportunityorinvitationforstudentstomakesuggestionsforchangesorimprovementstotheinstitution.
Asaresultstudentsareplacedconsistentlyasapassiveconsumerinthesurveyandacademicsarepositionedastheprovidersof111knowledge.
Thissuggestsaparticulartypeofrelationshipforstudentsandstaffinhighereducationwhichreflectsaparticularvalueposition.
4.
1.
1.
1Participants'experiencesoftheNSSPerhapsunsurprisingly,giventheprominenceoftheNSS,thesurveywasmentionedbyalloftheparticipantsinterviewedatthetwoinstitutions.
PerceptionsoftheNSSvariedbetweenstudents,academicsandseniormanagers.
TheRussellGroupinstitutiontendedtodowellintheNSS.
IncomparisonthePost-92institutiondidlesswellandthiswasacknowledgedbythestaffthatwereinterviewed.
Perhapsduetotheirrelativesuccess,whilethesurveywasrecognisedassignificantatbothinstitutions,staffatthePost-92institutiontalkedsignificantlymoreaboutthesurveyand'tactics'forencouragingparticipation.
SeniormanagersregardedtheNSSasimportantbecauseofitsrelationshipwiththereputationoftheinstitution.
ThePro-Vice-Chancellorsateachinstitutionhadaroleinensuringthatacademicspromotedthesurveyindepartments.
TheHeadofEducationatthePost-92universitydiscussedtheimportanceofleaguetablestoseniormanagement.
ThequotereflectsaconsciouscynicismandpragmatismregardingtheNSSataseniorlevel:"ItwouldbehardtogettheVice-Chancellorinterestedinconversationsthattakeplaceincorridorsoringroupworkorwhatever,thoughheoughttobemoreinterestedinthose,butit'sveryeasytogethiminterestedintheNSSbecauseitwillaffectoneleaguetableafteranotherforthenext12monthsanditwilldeterminethefuture…[and]howtheuniversityisperceivedandhasthepotential,inthenewworld,tohaveasignificantinfluenceonrecruitment.
Whetherornotit'svalidis112irrelevantifit'sgoingtobeusedinthatway.
"HeadofEducation(Post-92)Amongstacademicsatbothinstitutions,therewasasuggestionthattheprimarypurposeoftheNSSwasasameasurementforgovernment,nationalbodiesanduniversitymanagementratherthanasanaccuratereflectionofacourse.
TheNSSwasviewedasaprocessoractivity,whichhadtobeadheredtoforthepurposesofaccountability:"TheNSSseemstobeoneofthesenationalstandarddamnliesandstatisticsthings"Academicwithteachingmanagementresponsibility,Engineering1(Post-92)ConcernsabouttheframingofthequestionsaroseinbothinstitutionsandmirroredthoseidentifiedintheCDA,suggestingapracticalfrustrationwiththesurvey:"TheNSSfeedbackisimportant.
Andthatissometimesdepressing.
TheproblemwiththeNSS…isthatyousometimeshavecommentsbutyoucan'ttrackthemback.
They[thequestions]aresopoorlyframedthatyoucan'tpindownwhattheproblemwasthatthestudentsthoughttheyhad.
"Academicwithteachingmanagementresponsibility,Engineering2(RussellGroup)SeniormanagersalsoreflectedsomeconcernsabouttheNSSandhoweffectivelyitcouldbeusedataninstitutionallevelgiventheleveloffeedbackthatitprovides.
Thequotealsoindicatesthehigh-stakesnatureoftheNSSforinstitutions,andasensethatscorescouldbeimprovedbybetterunderstandingwhatinformsstudents'responses:"There'ssomethingabouttheNSSwhichisn'talwayseasytounderstandbecause,let'sfaceit,ifyoucouldlookattheNSSandknowwhat'swrong,wecouldallhave113cureditandeverybodywouldbe100%satisfied.
Butwecan't.
Andusdroppingsosignificantlyintheleaguetables.
WhyIdon'tknow.
Ireallydon'tknow.
Andweasaninstitution-thesectorasawholehasprobablygottotryandsortitout.
"AcademicRegistrar(Post-92)Similarly,seniormanagementattheRussellGroupinstitutionwerephilosophicalabouttheNSS,understandingitprimarilytobeofuseasatoolforpublicitywithsome,limiteduseforenhancement:"Weallknowwhatpurposeitservesintermsofpublicityfortheuniversity…[and]theinformationitgivesus,whichwesendbacktodepartments.
Thereisawhole…heart-searchingperiodthatgoesonpostNSSresultsbut…Thereareareasitdoesn'tcoverorthereareareasthatmaysometimesbemisleadingsoyouneedothersurveystodootherthings.
"Pro-Vice-Chancellor(RussellGroup)AcademicsinthePost-92institutiontalkedaboutthemethodsthattheyusedtoencouragestudentstoparticipateintheNSS.
Differentpersuasiontechniqueswereusedandtimewassetasideforthesurvey'scompletion.
Therewasrecognitionthatthesurveywasimportantforthereputationofinstitutionsandconsequentlyforthevalueofstudents'degrees:"Wesellittothemonthebasisthattheleaguetablesaresetup[based]onthedatafromtheNSS.
Ifyou'regoingtoajob,youremployerwilllookatourratingsandyoucanturnaroundtoyouremployerandsay'yes,IwenttothatUniversity'.
"Academicwithteachingmanagementresponsibility,Engineering1(Post-92)However,intheEnglishdepartmentatthePost-92institution,therewasarecognitionthatbringingthereputationalvalueofthesurveytostudents'attentionwassomethingofwhichthegovernmentdisapproved.
Inthisdepartment,student114representativeswereaskedtoexplainthesurveytotheirpeersinordertodistanceacademicsfromanycoercionwhichtookplace:"BecauseofthelegalandproceduralnicetiesofdoingitwetendtoleaveittothestudentrepsandstudentcourseassistantstodotheexplainingbecauseI…don'twant…togetanywherenearthatproblemof…tryingtoselltheplacethroughthestudentsurvey.
"HeadofEnglishDepartment(Post-92)AllstudentsinterviewedwereawareoftheNSS.
Therewasrecognitionamongstsomestudentsateachinstitutionofthereputationalimportanceofthesurvey.
Thissuggeststhatthevalidityofthesurveyasameasureofquality,maybeunderminedby'surveysavvy'students,whoareconcernedwithinstitutionalreputationovertherepresentationoftheirauthenticexperiences.
Onestudent,describedhisapproachwhichreflectedthatoftheotherstudentsattheRussellGroupinstitution:"Idon'tthinktheNationalStudentSurveyiseffectivebecauseIpersonallyputeverythingonitgood,becauseyouknowthatit'sgoingtoimprovethecapitalofyourdegree…I'mhappytobehonestoninternalsurveysbutitseemssillytobenegativeonaNationalStudentSurveythat'sgoingtoaffectthewaythatyouruniversityisperceived.
"Finalyearstudent,English,(RussellGroup)OneEngineeringacademicwasparticularlyconcernedwiththedangersforacademicsandmanagerswhoareseentoencouragestudentstocompletethesurvey,citinganincidentinanotherdepartment.
Hisaccountsuggestssomeoftherisksassociatedwithpracticesdesignedtoencouragepositivefeedback,andanawarenessofthepowerheldbystudents:115"Iwasspeakingtosomestudents…from[departmentofartanddesign].
Theyarrangedenmassealmostakindofprotestvote;…onthe[internalsurvey]ratherthantheNSS.
Therewasonecourse…,whichhad85%-90%returnofinformation,andtheywerealldreadful,butjustbecausetheyfeltbullied,soIthinkitisareallycarefulbalance.
Becausewedoaskforalotoffeedback-there'salotofquestionnaires.
Ithinktheygetabitquestionnaired-out.
FormethekeyontheNSSistogetthembeforetheygetstuckinthetelephonehassle.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)Atbothoftheinstitutions,alloftheseniormanagersandacademicstaffwithteachingmanagementresponsibilityhadtheoriesaboutwhystudentsmightgiveinstitutionsaparticularscore.
InthePost-92institution,alloftheacademicsintervieweddescribedsometensionbetweenstudentsbeingsatisfied,andthemaintenanceofacademicstandards.
Thiswasseenasabarriertotheinstitutionreceivinghighscoresinthesurvey:"…thereisanirreconcilabletensionsometimesbetweenthosetwothings.
Ifastudentsays-andIgetthisallthetime-theyneedtogeta2:1andyouareabsolutelycertainthattheirabilitiesortheircommitmenttoworkwillmeanthattheywillonlyevergeta57ora58,they'renotgoingtobehappy…Andquitealotoftimeisspentexplainingthat…satisfactionisnotnecessarilyaboutthinkingthatyou'vegotthedegreethatyouthinkyoudeserve.
"HeadofEnglishDepartment,(Post-92)TherewerealsoconcernsthatthetimingoftheNSS,anddesignofcourses,couldhaveanegativeimpact.
Thepedagogicalactivitiesgoingonindepartmentswereseentohaveanimpactonthenumberofstudentswhocompletedthesurvey:"It'sdonejustatthepointofwhenstudentsaregoing'Hangonaminute,I'veonlygot10weeksofbeingastudentleft.
Myfinalyearprojectisontherocks.
Ihaven't116attendedasmuchasIshouldhavedone…becauseI'vegottoearnmoneyorforwhateverreason,I'mintroubleandactually,maybethefaculty'stoblame'.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)AtthePost-92institution,theStudentUnionManagerwasinvolvedinthemarketingoftheNSS.
Shedescribedhowtheuniversityencouragedthestudents'unionsinvolvementinordertoprovidesomelegitimacytothesurvey:"Theuniversitylikeustogetinvolvedbecausetheyassumethatifthestudent'sunionissayingthisisagoodthingtodo…studentswillpickuponthatand…notthinkitissomething[that]theuniversitywantsoutofthem.
Sowetryandtellthemitisreallyusefulbecauseitmattersandtheuniversitywillimprovethingsbasedonwhatthesurveyresultssay.
"StudentUnionRepresentationManager(Post-92)TherewasamarkeddifferencebetweentheperceptionsofownershipoftheNSSbetweendifferentacademics.
Thoseacademicswithoutresponsibilityforteachingmanagementwereawareofthesurvey,butdidnotregarditasaconcernforthemunlessitwasidentifiedthattheypersonally,haddonesomethingwrong;"Ithinkonethingthatweweren'tparticularlygoodatwasapparentlyreturningofmarksintime.
OKwellagainitdoesn'taffectmebecauseIusuallyreturnitearly.
"AcademicEngineering(RussellGroup)Atbothinstitutions,allacademicswithmanagementresponsibilityatdepartmentlevel,talkedaboutscrutinyfromuniversitymanagementduetothehigh-stakesnatureofthesurvey:"Soatuniversitylevel,sothePVC[nameremoved]looksattheNSSresultsforeverydepartment;shelooksateverydepartment'sresponsetotheNSS,orwhoeverisinherposition,andobviouslytheNSSispublishedinthenational117newspapersandsoon,soit'sintheuniversity'sinterestasabusinesstoadvertiseitsproductasagoodproductthatsatisfiesitscustomers.
"HeadofEnglishDepartment(RussellGroup)Academicswithteachingmanagementresponsibilityatbothinstitutionsunderstoodthatwhendepartmentsdidnotdowellinthesurvey,theywouldberequiredtoformaresponseinordertoimproveresultsthefollowingyear.
Atbothinstitutions,departmentswererequiredtosubmit'actionplans'toseniormanagement,statingwhattheywoulddotoaddressthesurveyoutcomesforthefollowingyear.
AtthePost-92institutionadditionalsatisfactionsurveystookplacewithfirstandsecondyearstudentsusingsimilarquestionstotheNSSinordertoidentifystudentissuesbeforetheywerehighlightedintheNSS:"Ourinternalsurveyisclearlydesignedforustopickupkeyissuesthatarehappeningandtohelpusputtheminplacewhilethestudentsarestillhere.
IfI'mbeingcynical,it'sforustoputtheminplacebeforethosestudents…gettotheNSS.
AndIdon'tthinkwe'retheonlyuniversitydoingthat.
Butwithmynon-cynicalhaton,Idowanttoknowwhatisgoingon.
"Pro-Vice-Chancellor(Post-92)Additionalsurveystookplaceatbothinstitutionsthatfocusedonparticularservicessuchasthecareersserviceorstudentsupport,orthatfocusedonparticulargroupsofstudents,suchasinternationalstudents:"Andthentherearealltheconsultationswithstudentswherethedifferentserviceunitscomeintoplay…careersworkverycloselywithstudents.
Thelibraryworksverycloselywithstudentsandoftenwhenthereareprojects…studentswillalwaysbeinvolvedinthoseprojects.
"AcademicRegistrar(RussellGroup)118ThewayinwhichacademicsandseniormanagersdescribedtheNSSsuggestedthatthesurveyisperceivedtohaveconsiderablepowerasanexternalmeasurementofuniversityanddepartment-levelperformance.
ScoresintheNSSwereseenashigh-stakesandlinkedtoinstitutionalreputation.
Thisshapedtheengagementwhichseniormanagershadwithstudentsandacademics.
MoststudentswhomentionedtheNSSdidnotseeitasaformofvoice,astheyfeltthatothermechanismsallowedthemtomakeagreatercontribution,butmanyrecognisedthelinkofthescorestotheirinstitution'sreputationandrecognisedthatthesurveywashighoninstitutionalagendas.
4.
1.
2CourseevaluationsAtamoreimmediatelevelforstudentsandacademics,courseevaluationquestionnaireswereusedwidelyindepartmentsatbothoftheuniversitiesinthestudy.
Questionnaireswerecompletedattheendofamodule,eitheronpaperoronline,andevaluatedmodulecontentandlecturerperformance.
ThequestionnairestendedtoincludequestionsinasimilarLikertformatasusedintheNSS,butthequestionsrelatedtomoduleratherthanoverallexperience.
OneStudents'UnionOfficerfeltthatmoduleevaluationsprovidedsignificantinsightintotheday-to-dayexperienceofstudents:"Ithinkthemostimportantones…happenatamodulelevelwhereindividualmodulesinfacultiesare…askingstudentswhattheythinkandhowtheythinktheyshouldbeworking.
"Students'UnionOfficer(Post-92)119OnestudentatthePost-92institutionhadnoticedalinkbetweentheformatofmoduleevaluationsandtheNSS,andsuspectedthatthisformofevaluationactedasanearlywarningsystemforacademics:"ThemoduleevaluationistofeedtheNSSorfeedtheinstitutionalawarenessofwhatisgoingtohappenontheNSS…Andthentheywillprobablytrytosolvethoseissuesbecause…ifitdoesindicatethatthereisaproblemwithassessmentandfeedback,whichismostlikely,thentheyhavetoobviouslythinkofsolutions,butatleasttheyhaveanearlyindicationofitbeforeitgoesontoanationalscale.
"Finalyearstudent,Business(Post-92)Mostquestionnairesfocusedontheprovisionforstudents,contentandtheperformanceoftheacademic,howeverintheEnglishdepartment(RussellGroup)studentswerealsoaskedtoevaluatetheircontributiontothemodule:"they'realsoasked…toevaluatehowmuchpreparationtheypersonallyhavedonefortheseminarsotheyarenotjustpassivevessels;theyare…invitedtobehonestandtosayhowmuchprepthey'vedone,havetheydonethereadingandsoon.
Andtheyareveryhonest.
Sometimestheysay'Ihaven't'ortheysaythatitwastoomuchornotenoughorwhatever.
"Academic1,English(RussellGroup)Someoftheseperceptionsofthepurposeofevaluationswereechoedintheaudio-recordedpilotworkundertakenatanadditionalRussellGroupinstitution.
Students'responsestoaquestionaboutthepurposeofcourseevaluationreflectedalevelofconfusionaboutthepurpose,whichwasnotexplicitlystatedontheform.
Theirresponsessuggestedarangeofperspectivesaboutthemotivationsforcourseevaluationthatincludedforenhancement,publicityandreputation,andasanadministrativeprocess:120"Ijustthinkit'sdone"Educationstudent(RussellGroupinstitution2)"Inthecoursebeforethisone,theytoldusthattheydolistenandhavemadechangesonlastyear,butIimagineithastobethemajorityofpeoplethatsaysomethingforittomakeadifference.
"Educationstudent(RussellGroupinstitution2)"Idon'tknowwhatit'sfor.
Dotheyactuallytakesomethingfromitorisitjustfortheirlittlebooksabouthowgoodthecourseis"Educationstudent(RussellGroupinstitution2)"IthinkimprovementispartofitbutIthinkit'spoliticalinthatitisfortheUniversitytoseehowthecourseisdoing,evenmoresonowthatpeoplewillbepayingmoreforthecoursethanbefore.
"Englishstudent(RussellGroupinstitution2)TherewasaperceptionheldbyonestudentattheRussellGroupinstitutionthatmoststudentsdidnotparticipateinmoduleevaluationbecausetheydidnotunderstandthepurposeofevaluationsorthesystemsforusingthem:"Youcanexpressyourconcernsandopinionstherequiteeasilybut…manystudentschoosenottocompletethem.
.
.
becausetheyaren'taware…of[howtheywillreceive]feedback.
.
.
Ifyoudon'tknowwhateffectacertainstimulushasandhowacertainsystemresponds…youdon'tknowanythingaboutthesystem.
"Year1student,Engineering(RussellGroup)Foracademicswithoutmanagementresponsibility,courseevaluationwasseenasoneofthemainwaysthroughwhichtheycouldunderstandstudentperspectivesontheirteaching.
Theycombinedthefeedbackgainedintheseevaluationswithother121informalfeedbackprovidedbystudents,thoughemails,discussionandlevelsofparticipationinlecturesetc.
Courseevaluationswereseentoprovideusefulinformationbutitwasnotalwaysacomfortableprocess.
Oneacademicspokeaboutfeelingexposedintheevaluationprocess:"Itake[courseevaluations]veryseriouslybothpersonallyandassomeonewhodesignsortriestoimprovemodules.
…I…wishItookthestudentevaluationslessseriouslybecauseit'sverynervewrackinggettingthembutnevertheless…IwouldsayIdotakethemseriously.
Ithinkthat'sprobablytrueofmostpeople.
"Academic1,English(RussellGroup)Atbothinstitutionsacademicswereawarethatresultscontributedtoannualdocumentationaboutthecourseandwerereviewedbyseniormanagers.
Courseevaluationwasusedalongsideotherinformationsuchasassessmentoutcomesandexternalexaminerreportstomonitorthequalityofteaching:"They…goontoannualcoursereportsandalltheofficialmechanismsforreportingwhat'sgoingoninacourse.
Theygoonupto[PVC].
Shelooksatthem.
IknowshereadsthembecauseI'veseenheractonsomethingI'veputinoneofmyreportsbefore,soI'mreallyhappythattheprocessworksintermsofreportingit.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)Courseevaluationswerefelttobelesshigh-stakesthantheNSSduetothefactthattheresultswereconsideredbyaninternalaudience.
Theirprimaryaudiencewasseenfortheacademicsteachingonmodulesandforseniormanagersasamonitoringtool.
Studentswereawareof,andoftenparticipatedin,courseevaluationsbutwereconfusedaboutthepurposeofevaluations,rarelyseeingany122tangibleoutcomesfromfeedbackThiswasattributedprimarilytothetimingofevaluationsattheendofamodule.
4.
1.
3StudentrepresentativecommitteesExcerptsfromthissectionappearinFreeman(2013)"Studentengagementinpractice:ideologiesandpowerdynamicsincourserepresentationsystems".
InDunne,E.
&Owen,D.
(Eds.
)Studentengagementhandbook:practiceinhighereducation.
Bingley,Emerald145-162.
Alloftherespondentsinterviewedmentionedthestudentrepresentativecommitteesasamechanismforstudentvoice.
Manyrespondents,particularlythestudentsandacademicswithteachingmanagementresponsibility,sawthisastheprimarystudentvoicestructureasittookplaceatdepartmentorcourselevelandinvolveddirectcontactbetweenstudentsandstaff.
TheSUManagersummarisedtheprocessatthePost-92institution,whichalsoservesasanaccuratearticulationoftheprocessattheRussellGroupinstitution:"Intheory,atleasteveryyeargroupwithineverycourseshouldhaveatleastoneelectedstudentrepresentativewhoattendsmeetingswiththeuniversitystaffforthatparticularcourse…andgathersintheviewsofstudentsand…feedsthatbacktotheuniversityandworkswithstafftotryandfindsolutions.
.
.
.
"Atbothoftheinstitutionsstudiedthestudents'unionandtheinstitution,jointlyoversawstudentrepresentation.
Ateachinstitution,thestudents'unionproducedanddistributedahandbook,whichsetouttheaims,processandproceduresforrepresentation.
Studentswerealsoofferedtrainingbythestudents'union.
123ACDAofstudentrepresentationhandbookswasconductedandservedtoillustratesomeoftherelationshipsevidentintheformalprocessesasdescribedbyuniversitiesandstudents'unions.
Themannerinwhichrepresentationisdescribedinofficialdocumentationsetsaframeworkforwhatisseenaslegitimateandexpectedinaninstitution.
Whilearangeoffactors(forexampledepartmentalcultures,training,andtheconfidenceofindividualacademicconvenors)informedthewayinwhichrepresentationwascarriedoutinthedifferentcontexts,theofficialprocessintheformofarepresentationhandbooksetouttheformalstandardsforrepresentation.
Individualsandstudentrepresentativecommitteescould,ofcourse,choosetorejectthegivenroles,butinmostinterviewsandobservationstheprocesseswerebroadlyadoptedatfacevalue.
Thelinksbetweenstudentrepresentation,institutionalqualityprocessesandtheQAArequirementsservedtofurtherstrengthencompliancewiththeguidanceprovidedtodepartments.
Theformallanguageofuniversityadministrationwasadoptedinthehandbooksratherthanamoreneutral,plainEnglishtone.
Termssuchas;'feedbackloops','academicconcerns','agreedactions','transferableskills'and'enhancement'presentedaformalinstitutionalisedvocabulary.
Thedescriptionoftheprocessunderlinedthe'official'natureofthesystemanddefinedthenatureofthetransactionsthatcouldlegitimatelytakeplace.
Theuseofformallanguagetodescribeotherwisefamiliaractivitiesprofessionalisedtheremitofstudentrepresentationcommitteesandemphasisedinstitutionalownershipofprocesses.
Systemsweredescribedinwaysthatfocusedonthepracticalroleofthestudentrepresentative,staffmemberandtheinstitutionratherthantheirroleinrelationto124learningortheemotionalorpoliticalcomponentsofrepresentation.
Thefocusinthehandbookswasonwhatpeoplewererequiredtodoratherthanwhytheyshoulddoit.
Individualscoulddeveloptheirownunderstandingofengagement,ordiscussthepurposeincourserepresentativetraining,buttheexclusioninthedocumentationmayhavepresentedtheimpressionthatformally,thepracticalprocesswasvaluedovertheexperiencesoftheparticipants.
Thehandbookssetoutthedifferentrolesintheprocessforstudentsandstaff.
Theverbsusedtodescribethestudentroleinthehandbookswerelargelymechanistic.
Forexample(emphasisadded):"ToreportagreedactionbacktostudentsToreadminutesandensureyoufollowuponanyactionsallocatedtoyou"RussellGroup"ReadandrespondtoemailsandothercommunicationfromtheStudents'UnionSignpostUniversityandUnionservicesthatmaybeofusetostudents"Post-92Incontrast,theresponsibilitieslistedforstaffattheRussellGroupinstitutionwerefocusedmoreonmanagerialprocesses(emphasisadded):"Ensuresthat[StudentRepresentativeCommittee]concernsandrequestsareconsideredatstaffmeetings…AssiststheChairandSecretaryintheorganisationofagendaitems…"Theverbsusedforstudentsandforstaffrespectively,createahierarchyofresponsibility.
Studentsarerequiredtodocertainthingswhilestaffmembersare125responsibleforensuringthatthingshappen.
Thisunderlinessubtlebutimportantdifferencesintheallocationofpowerandresponsibilityintheprocesswhichmayinformthewayinwhichindividualsparticipate,andtheirperceptionoftheirownershipoftheprocess.
Thesubtledifferencesinrolesoutlinedinthehandbookwereillustratedinpracticeinthefollowingaccountfromanacademic.
Therewasaclearperceptionthatinordertobeagoodrepresentativeastudentmustactwithintheguidelinessetoutinthehandbook.
Thetextattheendofthisstatementmirrorssomeofthelanguagepresentinthehandbookoftheinstitution:"Ithinkthestudentrepsystemisprettygoodifthestudentdoesitproperly.
You'reveryreliantonthestudent.
Butwehaveexcellentstudents.
They'renottheretorepresenttheirthoughts;they'retheretorepresentstudents,theyholdmeetingsandtakeitforward.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)Theacademicclearlyunderstoodthatstudentsshouldplaytheapprovedrepresentationrole,andfeltstudentsoftendidthiswell.
Itwasclearfromtheinterviewswithstudentsthattheyalsohadopinionsaboutthequalityofstaffparticipationinrepresentationprocesses,butrecognisingthegreaterlevelofauthorityheldbystaff,didnotfeelempoweredtoarticulatethese.
Theformalaspectsoftheprocessconsequentlyhadagreaterimpactindefiningtheroleofthestudent,thanoftheacademic.
Studentsacknowledgedanddemonstratedaleveloffrustrationabouttheconstraintsoftheirengagementinformalsystems,understandingthattheyheld126littleornopowerinstudentrepresentationsystemswithoutthesupportofacademics:"I'vefoundattimesthatthetutorsaren'talwaysthatgoodatlisteningtoproblemsthatarebroughtup.
.
.
ifit'smoreof'ohno,wedon'tthinkthat'senoughofaproblem'it'squiteeasytodismissit…Idothinkthatisanissue.
TherehavebeentimeswhenpeoplehavebroughtupproblemsandtheDepartmenthas…beenvery'ohwell,wecan'tchangethat.
"Finalyearstudentrepresentative,English(RussellGroup)Therewasaperceptionamongstacademicsthatsomestudentrepresentativesweremoreeffectivethanothersandthatstudentswhovolunteeredforrepresentativeroleswereacertain'type'ofhighachievingstudent:"InEngineeringthere'savarietyofcommitmentsandabilitiesandsoforthandyouquiteoftenfindthe[studentrepresentatives]whoareverycapablewouldsetveryhigh,demandingconditionsoneverybody.
Ifyoudidthat,actuallyalotwouldfallbythewayside.
"Academicwithteachingmanagementresponsibility,Engineering(RussellGroup)Academicsandmanagersalsoquestionedwhetherthosewhovolunteeredasrepresentativeswerealwaysequippedtorepresenttheviewsofthoseinadifferentstudentdemographic:"Yourpeergroupislikelytobeyourpeersinotherwayssoifyouareamaturestudentyouarelikelytoassociatewithothermaturestudentsnot18yearoldswholiveinthehallsofresidence[and]ifyou'retryingtorepresenttheirviewsitisharderforyoutopickuponandsimilarlyfor18yearolds,theyarelikelytobewiththeirpeergroup…they'renotnecessarilygettingatwhatmatureorpart-timestudentsthinkaboutthemodule.
"Pro-Vice-Chancellor(Post-92)127Someacademicrespondentsrecognisedtheprofessionalisationofstudentrepresentatives,throughguidanceandtrainingandfeltthatithadinfluencedthewayinwhichinteractionstookplaceinmeetings.
Differingviewsemergedastowhetherornotthiswasapositivesignofstudentsunderstandingtheirformalroleorwhethertheyhadbecome,touseFielding's(2004b)term,accommodatedintothesystemtotheextentthattheywerenolongercomfortablerepresentingstudentviewsdirectly:"Imeanthey'resowelltrainedstrangely,thatitisverycommonnowforrepstospeakat[studentrepresentationcommittees]asiftheyareacademics.
It'salmostasiftheyhavecrossedthedivide.
They'vesofullyunderstoodthenatureofthebusinessandthisisaninterestingone.
IsthisacriticismofwherethishasledThey'vesofullyunderstoodthenatureofthebusinessthatthey'vealmoststoppedspeakingdirectlyforthestudentsifyoulike.
"HeadofEnglish,Post-92Thiscommentsummarisesbehaviourthatwasobservedinstudentrepresentativemeetings.
Therewereanumberofinstancesinwhichstudentsdistancedtheirownviewsfromthoseoftheirpeerswhenraisingissuesthattheyfeltmightnotbepalatabletoacademiccommitteemembers.
Studentsrecognisedthattheirroleasarepresentativeallowedthemacertainamountofpowerbut,attimes,demonstratedareluctancetojeopardisethisbyexpressingunpopularviews:"They'llsitonthestudentboard.
Theyhavesaidbefore;'I'mjustgoingtosaythisopinionisn'tmyopinion,Iactuallythinkthisisnotaproblem,but…thisiswhat'scomingfromthestudentbody.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)128Fairclough(2001)recognisestermsas'ideologicallycontested'wheretheydonotsitcomfortablyinthetext,suggestingalevelofdiscomfortoranadoptionoflanguageownedbythe'other'(inthiscase,management).
TheStudents'UnionManageratthePost-92institutionsawtheterm'studentrepresentation',asaterminologyownedbyuniversitymanagementandfeltthatthishadimplicationsforthelevelofacademicengagement:"Ithinkthat'swherethereareproblems…staffarenotreallyinclinedtodofavoursforthemanagementortheuniversity.
Ithinkthat'safactorinthattheymaybeseestudentrepresentationassomethingthat'sbeingimposedonthemfromabove.
Andsotheydon'treallywanttodoit.
"Thisdidnotnecessarilyindicatethatstudentrepresentationasaconceptwasnotregardedhighlybyacademics,butreflectedaconcernthatthemanagementownership,andhigh-stakesnatureoftheactivity,detractsfromthevalueoftheprocessatdepartmentlevel.
PracticeinEnglishatthePost-92institutionsupportedthisview.
Formalstudentrepresentationwasnotfelttobesufficientandsosupplementaryapproacheshadbeendeveloped:"Becausethe[studentrepresentationcommittee]isengaged…inregulatorythingstodowiththecourse,thatarenotperhapsimmediatelyrelatedtostudentevaluation,we'vealsogota…rapidresponsethingcalledastudentforumwhichconsistsofstudentrepsplus.
Thatstudentforumissupplementedbyasystemofcommentboxeswhereanystudentcantakeacard,postacomment,stickitinaboxandthenthatcommentisconsidered.
"HeadofEnglish(Post-92)Atdepartmentlevel,studentrepresentationwasseentobeastrongmechanismforstudentvoiceandthosestudentsandacademicsthatparticipatedvaluedthe129structure.
Atamorestrategiclevel,thestudents'unionprovidedrepresentationoninstitutionalcommittees.
Thesearediscussedinthefollowingsection.
4.
1.
4Students'unionofficersasmanagementcommitteerepresentativesThestudents'unionateachinstitutionhaditsowninternalcouncilwhichallstudentswithinaninstitutioncouldjointoinfluenceunionpolicy.
Inadditiontothis,Students'UnionOfficersrepresentingarangeofremits,forexampleeducation,welfare,societiesandsport,wereelectedthroughannualelectionstorepresentstudentsoninstitutionalcommittees.
AnanalysisofthemanifestosthatstudentsattheRussellGroupproducedforthe2012and2013students'unionelectionswasconductedinordertoidentifysomeofthekeyareasofpolicyforstudentsseekingelection.
Themanifestossetoutthepoliciesthatanelectedstudentintendstoachieveifelectedandprovidessomeinsightintotheconcernsofstudents.
Thirty-twostudentsstoodforelectionfor7full-timesabbaticalofficerrolesin2012andtwenty-ninein2013.
Theanalysisenabledtheidentificationofthetopicsthatthosestandingforelectiondeemedtobepopularornecessaryforthestudents'uniontoaddress.
Forthosestandingforthepositionsofpresidentandeducationofficer,policiesfocusedprimarilyoncampusprovision,educationalprioritiesandwelfare.
Undercampusprovisiontheseincluded;improvedaccommodation,betterfood,opportunitiesforparkingoncampus,greaternumbersofPCsandbooksandalargerlibrary.
Policiesoneducationincluded;campaignsforadetailedreceipttobegiventostudentsdetailingthebreakdownofthe9000fees,increasedcontact130hours,demandstorecordlectures("youshouldnothavetomissalecturebecauseofsports"),andquickerandbetterqualityfeedbackandfeedbackonexams.
Additionally,policiesfocusedonwelfare,campaigningforpeermentoring,increasedcontactwithpersonaltutorsandthepromotionofthecareerscentre.
Commonacrossallofthemanifestoswasthesensethatstudentsfeltthattheroleofanelectedofficerwastodemandfromtheinstitution,whatrightfullybelongedtostudents.
Anumberofelementswerenotablyabsentfromthemanifestos,forexample;nostudentadvertisedthattheywereaffiliatedtoaparticularpoliticalpartyorview,nostudentdemandedadditionaldemocraticrepresentationforstudentsinuniversitystructuresandnostudentengagedwiththecurriculum,orparticulardegreesordepartments.
Theelectedstudents'unionofficersateachinstitutionweremembersofanumberofuniversitylevelcommittees.
Bothstudents'unionsconductedtheirownsurveysintostudentviewsinordertoinformtherepresentationsmadeonuniversitymanagementcommittees.
Forseniormanagers,andacademicsonuniversitycommittees,studentofficerswereseenasanimportantstudentvoicemechanism.
ThiswasparticularlyevidentattheRussellGroupinstitution.
Whileseniormanagersatbothinstitutionssaidthattheyvaluedstudentinput,theyacknowledgedthelimitationsofrepresentationatthislevel:"Formallyindecisionmakingbodies…wecansaywe'vetickedtheboxesingovernancetermsbecausewe'vegot…formalrepresentatives…electedbythestudentbody…butifweactuallywanttoknowinaricherwaywhat…thestudentview[is]onthisissue,it'snot…alwaysgoingtobetherightthingtojustgoandtalk131tothesabbaticalofficerbecause,ofcourse,theyareanindividualandveryoftentheyhavetheirownparticularandpersonalexperiences.
"AcademicRegistrar(RussellGroup)ThistensionwasreflectedbythestudentofficeratthePost-92institution,whofeltthat,attimes,universitymanagershadamisplacedperceptionofhisroleoncommittees,expectinghimtosummarisetheexperienceofallstudents:"It'sverydifficultwhenyougotoauniversityandthere's…oneortwoofyourepresentingsomanydifferentstudentsandtheuniversityturnstoyouandsays'whatdostudentsthink'Becausethereisn'toneanswer.
"ElectedStudentOfficer(Post-92)Alongsidestudentrepresentationonformalcommittees,seniormanagersatbothinstitutionstalkedaboutvaluinginformaldiscussionsthattookplacewithstudentofficers:"therearelotsofotherinformalcontactswhich…arequiteimportant,althoughyoudon'tshowtheminadocumentfortheQAAorsomethinglikethat…Wehaveformalprocesseswhich…takeaccountofastudentperspective,butwealsohaveinformalprocesseswhichareveryoftenthethingswhichmaketherelationshipsworkeffectively,andallowthestudentvoicetobetakenaccountofinthinkingbeforestuffiswrittendown.
.
.
"AcademicRegistrar(RussellGroup)Atthesameinstitution,anacademicwhoattendeduniversitycommitteesfeltthatthestudents'unionwereeffectiveinchallenginguniversitymanagement,butquestionedwhethertheyhadthenecessarypowertoholdtheuniversitytoaccount:132"[Thestudentofficer]willasktherightquestionsregardlessofhowdifficulttheyare.
Nowthethingis-he'sgoodatchallenging,butthenIdon'treallyknowwhathappensafterwards.
AndIknowthattheVice-Chancellordoeslistentothemandrespectstheiropinionbut,whathappensasaresultofthosechallenges,Idon'tknow.
"Academic2,English(RussellGroup)Thisviewwasalsoreflectedbythestudentofficeratthesameinstitutionwhorecognisedthelimitsofstudentpoweroncommittees:"Wesitonallthecommitteesbut…itdoesn'tnecessarilytransferintoushavingpoweronthosecommittees.
IthinkhopefullythatwillmoveinanotherdirectionbutI'mnotthathopeful…especiallyatRussellGroupinstitutions-thatwillbemoredifficultbecausetheyaremoresecureintheir…governance…andtheyfeelmoreconfidentinanewenvironment.
"ElectedStudentOfficer(RussellGroup)Thesameofficerdescribedthecomplexstrategiesthatheadoptedwhenengagingwiththeuniversityinordertobalancetheirrelationshipwiththelegitimacyofthestudents'union.
Thesesuggestedhighlyarticulatedapproachestonegotiatingformalandinformalstudentvoicemechanisms:"there[are]insiderandoutsiderstrategies.
Youhavetothinkoftherelationshipwiththeuniversity.
Youhavetomaintainanon-goingrelationship-notleastbecausetheyare…amainfunderofthestudentunion.
Butregardless-theyhavepoliticalindependenceandyouhavetomakeagoodrelationship.
Andyouhaveinsiderstrategiesintermsoflobbyingandpresentationofevidenceetc.
.
.
protestsandsuchare…anoutsiderstrategy.
Theymustn'tbeover-usedbecausetheyallowopponentstopigeon-hole[the]studentmovementandunionsingeneralif…usedinappropriately.
Buttheyare…anappropriateresponsetonationalpolicychanges133[and]localchangestopeople'seducation.
"ElectedStudentOfficer(RussellGroup)Boththestaffandstudentsinvolvedingovernancerecognisedthattheirrelationshipwascomplexandexistedinbothformal,andinformalspheres.
Complexapproachestointeractionsweredevelopedinformallyandwereusedbytheuniversityandstudents'uniontogaugewhichapproachwouldgleanthemostbeneficialresultsforeachinterestgroupinagiveninstance.
Thissuggestsahighlevelofcomplexityintherelationshipsbetweenstudentsandstaffatthislevel.
4.
1.
5TheNationalUnionofStudentsMostrespondentsunderstoodthenatureoftheNUS,asanationalrepresentativebodyforstudents,buttherewassomeuncertaintyfromthestudents'unionmanageraboutwhetherthemajorityofstudentswouldfeelanaffiliationwiththeNUS:"Myguessisthatmoststudentsatthisuniversitywouldn'tknowahugeamountaboutNUS,wouldn'treallybeabletotellyouverymuchaboutthem.
Iguesstheexceptionwouldbeoverthepastyear[2010]–[students]maybemoreawareofthestudentactivismandstudentcampaigning[inresponsetotheincreaseintuitionfees]thatNUShavebeenmostlyleading.
"(Post-92)ThestudentofficerattheRussellGroupinstitutiontalkedaboutthelinksbetweentheNUSandthosewhoinfluenceduniversitypolicyatanationallevel.
TherewasrecognitionofthecloseworkundertakenbetweentheNUSandgovernment:"…theNUSprovidesnationalpolicyanalysisandlobbyingonanationalpolicylevel,parliamentarylobbying,supportintermsofimplicationsofnationalpolicy134changesatalocallevel,resourcesandhelpintermsofvariousqualityassurancecampaigns.
Ithinkthatlargerstudents'unionsusethemlessthansmallerstudents'unionsandthere'sprobablyacertainamountofcross-subsidisationbut,ingeneral…[the]NUSallowsustobecomeinvolvedinnationalpolicydiscussionsaroundhighereducationfunding,qualityassuranceandalsoit'skey-theyallowustointerfacewithkeysectorbodiesliketheQAA,HEFCE,OfficeofFairAccess,OfficeofIndependentAdjudicatoretc.
"ElectedStudentOfficerSeniormanagersalsonotedthattheNUShadbecomemoreinfluentialinnationalpolicy,withagreaterpresenceatconferencesforuniversitymanagement.
Therewasadesireamongstacoupleofseniormanagers(oneatthePost-92andoneattheRussellGroup),fortheNUStodomoretohelpuniversitiesmanagestudentexpectationsaboutlearninginhighereducation:"…theNUSofoldmighthavefeltthatitwasfightingtheuniversitiesandthattherefore,itneededtobeseenasachallengingbody,asanorganisationbodyonbehalfofstudentsandthatitsremitwas…toholduniversitiestoaccount…Ithinkthereisanelementofholdinguniversitiestoaccountwhichithastodo,butifitcoulduseitsmaturitytohelpusworkwithstudentstomakethemseewhat'sgoingtobethebestlearningexperiencethatwouldbehelpfulIthink.
"HeadofEducation(Post-92)TheaccountsofthosewhohadencounteredorworkedwiththeNUSsuggestthatitisseenasplayingasignificantroleinhighereducationgovernance,andinsupportingstudents'unionstounderstandtheirrolefollowingtheintroductionoffees.
Thisaccountsuggestssometensionsbetweenhowstudents'unionsandinstitutionsseetheroleoftheNUS.
Someoftheapproachesutilisedby,whattheHeadofEducationdescribesas,the'NUSofold',refertotheinformalandstudent-135ledapproachestostudentvoice.
Experiencesoftheseareexploredinthefollowingsection.
4.
2Informalmechanisms4.
2.
1InformaldiscussionandpersonaltutoringInformaldiscussionsbetweenstudentsandpersonaltutorsandotherkeystaffwereseenasvaluablewaysforstudentstogivecontinuousfeedbackinbothinstitutions.
Informaldiscussionformedasiteforstudentforvoicethatwasnotconstrainedbyformalvoicemechanismsandwasthereforeconsideredtobemoreauthenticbytheacademicrespondentsatbothinstitutions:"Iknowsomecourseswherestudentshavecometomeandsaid'I'vegotaproblemwiththismodulebutIdon'tfeellikeIcantalktothattutor'.
Butthenthere'llbeanothermodulewherethey'llgostraighttothetutorsoobviouslyitispersonalrelationshipsthatareeffective.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)Therewasaconsensusamongsttheacademicrespondents,thatdiscussionswithpersonaltuteesprovidedoneofthemostsignificantwaysthroughwhichstudentsevaluatedtheirexperience.
Oneacademictalkedabouthisperceptionsofstudents'willingnesstoevaluatethecoursewithhiminaninformalsetting:"someareabitshy,particularlyinfirstyear…youquiteoftengetanapologybeforetheystart,saying,'Idon'twanttoseemlikeI'mcomplainingbut.
.
.
'Andaslongasyouassurethemthatyou'requiteusedtohearingpeoplecomplain-itdoesn'tmatter-thenthey'lljustcarryon.
Isensethatthere'sprobablymorewillingnesstotalkaboutexperience…peoplearebecomingmoreandmoreexpertatnarratingthemselves…ifIthinkbacktowhenIwasatuniversity,you'dneverassumethat136yourexperiencewasthatimportant…Youknewyourplace.
"Academic1,English(RussellGroup)Growingstudentnumberswereseenasathreattoinformalrelationships.
Herethelinkbetweenthemassificationofhighereducationandtheconsequentdiminishedopportunityforstudentsandacademicstointeractintheclassroomwasconsidered:"Thebiggestconstraintactuallyis…thepermanentsqueezeonstaffingbecauseyouarefarmorelikely,ofcourse,togetagoodappreciationofwhatyourstudentsthinkaboutyou,ifyouknowallofthembyname,ifyoucanaffordtobeincontactwiththemoftenenough[to]reallytounderstandhowtheyarelearningandinthatsenseevaluationissimplynotseparablefromthebroadereducationalexperience.
"HeadofEnglish(Post-92)Wherestudentnumbersweresmaller,staffandstudentswereabletohavecloserrelationshipsassociatedwithlearning,whichoccurredoutsidetheformaluniversitymechanisms:"…particularlyonthesmallercampusesandthesmallercourses…weknowthat…studentsdon'treallyusetheformalmechanismsasmuchaswe'dmaybelikethemtobutthat'sbecausetheyhavesuchgreatrelationships.
Theyseethestaffeveryday.
Theyknowthemreallywellandtheyfeelcomfortablejustraisingissuesasandwhen.
"Students'UnionManager(Post-92)Thisimpliedthatformalstudentvoicemechanismswere,inpart,seenasmakingupforlowerlevelsofone-to-oneandsmallgroupcontactinagrowinghighereducationsystem.
1374.
2.
2FacebookandsocialmediaFacebookandotherformsofsocialmediawereseenbyallstudents,andsomeacademics,ashavingthepotentialtoprovideaspacefortheevaluationoftheuniversity.
Attimesthiswasinitiatedbyacademicswhosawsocialmediaascreatingasenseofcommunityforlargegroupsofstudents,atothersitwasentirelystudent-led.
Studentsrecognisedthatinformaldiscussionwithpeerswereoftenevaluative.
Someofthesetookplaceface-to-face,intheclassroom,followinglectures,whileotherstookplaceonline:"…allthetimewe'retalkingaboutstuffonourcourse,differentmodules,howit'sgoing,whatthetutorsarelike,aretheyeffective,whatwethinkoftheassessmentobviouslycomesupallthetime.
Sofromthepointofviewofevaluatingtheexperiencefromanacademicandasocialstandpointattheuniversity,thatpeerevaluationgoeson…allthetime.
"Finalyearstudent,Business(Post-92)ManystudentsweremembersofFacebookandstudentgroupswererepresentedonthesocialmediaplatform.
AtthePost-92institutionanumberofdegreecoursesmaintainedtheirownFacebookpage,andatboththePost-92andRussellGroupinstitutionstudentrepresentativeshadsetupgroupstoseekfeedbackfrompeers.
FacebookwaswidelyusedbystudentsattheRussellGroupinstitution,butpageswereusuallyownedandorganisedbystudentsratherthanacademicsandmanagers:"IdobelievethereisalotofactivityonFacebook.
Idon'tdoFacebookmyselfbutIthinkforthatgeneration-foryourgeneration-that'showpeoplecommunicatewith138eachothersoI'venodoubtwhatsoever.
I've…discoveredfromthe[studentrepresentativecommittee]thatthat'showtheycommunicate…so…IthinktheynowuseFacebookto[representconstituents]andthatseemstowork.
"HeadofEnglish(RussellGroup)AtthePost-92institution,someacademicdepartmentssetupFacebookgroupsforstudents.
ForoneEngineeringdepartmentatthePost-92University,staffusedinteractionwithstudentsonFacebooktogenerateasocialcommunitywithstudents:"TheFacebookhasbeenexcellentbecauseyoumightseesomeonepost…'bitconfusedaboutthisparticularpartoftheassessment'andwecanimmediatelyasastaffsay'wellit'sabitlikethis'…We'llputmusicuponthereandwecancommentabouttheirworkandgivefeedback.
Butalsosocialstuff.
Somethinginterestingcomesout;someoneseessomethingfunny-soit'sreallygood.
Itmeansyougetlessofthestructuredtickingboxesinaquestionnaire.
Whatwe'vefoundisit'salmostlikethequestionnaireshaveimprovedbyagradejustbecausepeoplefeelliketheyarepartofsomething.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)Socialmediawasalsoseen,bysomeacademicsandseniormanagement,asarisk.
ThePost-92universityhadappointedamemberofstafftomonitorstudents'useofsocialmediaandtodevelopguidanceforstudentsandstaffonhowtousesocialmediaresponsibly.
AtthePost-92institution,disciplinaryactionhadbeentakenagainststudentswhohadexpresseddisagreeableviewsonline.
Twooftheacademicswithteachingmanagementresponsibilityknewofstudentswhowerecurrentlysubjecttodisciplinaryproceedings.
ThiswasdiscussedbythePro-Vice-Chancellorattheinstitution.
Itwasclearfromhercomments,thattheinstitutionwas139concernedforitsreputationandhadtakendisciplinaryandlegalactiontochallengestudentbehaviouronline:"Onewasastudentwhohadgraduatedandsowecouldn'tuseinternalproceduresandpolitelettersdidn'taffectanychange,sowehadtothreatenlegalactionand…ononeinstancewedidtakelegalaction.
It'sstillstudentvoice.
We'vegotastudentsuspendedatthemomentforjustthatkindofactivity.
And…therehavebeeninstanceswherewhenwe've…confrontedastudent[and]theyjustdon'thavetheconceptoftheaudiencethatthey'rereaching…andthefutureimpactonthem.
FutureemployersusuallyGooglesomeonenowandallthatstuffmightcomeup.
Notsomuchifit'skeptinternallybutcertainlyifitgoesexternalandiflegalactionistakenitmightverywellcomeuponaGooglesearch.
Andthat'sthekindofmessagethatweneedtogetoutforthestudents"Pro-Vice-Chancellor(Post-92)TwoofthePost-92academicsinterviewedhadbeeninvolvedinincidentsinwhichstudentshadusedsocialmedia'inappropriately'.
Oneacademicdescribedaparticularincidentandthequestionsthathefeltitrevealedrelatingtotheuniversity'srelationshipwithstudentvoicethroughsocialmedia.
Fortheacademic,theincidentraisedsomequestionsaboutwhethersocialmediaofferedamoreauthenticformofvoicethanthoseheardthroughformalstudentvoicemechanisms:"AtthemomentwehaveastudentsuspendedforpostingcompletelyinappropriatecommentsonFacebook.
…It'sontheirpersonalpage.
Butsomethingthatwasborderlinecriminal.
Andmyfeelingisthatthatgoesonalotmorethanmostofusknow…Andinasensethatismoretodowithmarketingandreputationmanagementbut…itdoesimpingeonthisideaofevaluationandcapturing…WhataretheyreallythinkingBecauseallofthese…formalprocessesofstudentevaluationinvolve…anelementoffictionorroleplaying…andthereisthisfeeling…thatyouhavetogetdowntotheindividualgranularlevel…togetatwhatpeople140reallythink.
Butthen[Facebookis]justanothersiteofdiscourseaswell.
Ithasitsownrules.
Ithasitsownassumptionsabouthowpeoplewillbehave.
SoitmaybethattheyactuallybehaveartificiallyworseorbetteronFacebook.
"HeadofEnglish(Post-92)Thetensionsfeltaboutstudentvoicethroughsocialmediaandtheconfusionfeltabouthowtoregardit,conflictedwiththenotionthatstudentvoiceisalwaysseenaspositivebyinstitutions.
AcademicsatthePost-92institutionregardedsocialmediaashavingthepotentialtobeamoreauthenticformofvoice,andtofostercommunityamongststudents,butalongwithseniormanagers,recogniseditasanareaofreputationalrisk.
4.
2.
3ProtestsAswashighlightedintheliteraturereview,thesignificantchangesinhighereducationandthewidereconomyoverthelast10yearshaveledtoanumberofnationalandlocalstudentprotests.
Atanationallevel,theNUShaveplayedapartonthecoordinationoflarge-scalestudentdemonstrationsagainststudentfees.
StudentprotestshavealsotakenplacelocallyonuniversitycampusessuchasthoseledbytheUniversityandCollegeUnion(UCU),andtheinternationalOccupymovement,inresponsetoarangeofconcernsincludinglocalcourseclosures,staffredundanciesandothernationalhighereducationcampaigns.
Mostoftheinterviewrespondents;managers,academicsandstudents,regardedthemajorityofstudentsaspoliticallyapathetic.
Therewasasensethatwherestudentsdidengageonapoliticallevelthistendedtobeintheconfinesofthe141theoryassociatedwiththeircourse(particularlyintheEnglishdepartment)ratherthaninabroaderpoliticalsense:"They'renotpoliticised…Theydon'tunderstandthattheirbody,bywalkingdownthestreetoccupiesapoliticalposition.
Theirspeech.
Theirdialect.
Theclothesthattheywear.
Thewayinwhichtheyrelatetooldpeopleandyoungpeopleandtohomelesspeople.
Theyareoccupyingpoliticalpositions…Theydon'tgetitinthefirstyear.
Theystartgettingitinthesecondyear.
Theybecomepoliticisedinthethirdyear,buttheoretically.
Andthenwelosethem.
"Academic2,English(RussellGroup)Thesameacademicfeltthatthelackofthepoliticalextendedtothestudents'union,whichshefeltreflectedthelevelofapathyacrossthestudentbody:"…notlongagotherewasacallfora[student]strikeandtheuniversity'sstudents'uniondidn'ttakepartinit.
Iwasoutraged.
Imeanofcoursetakingpartinthestrikeisdisruptivetostudy.
Fromanacademicperspectiveitmademylifeeasierthatmystudentswerenotonstrikebutthewholepointofastudents'unionwhichissupportedbytheNUSisthatwhenthere'sastrike,yougoonstrike.
Onthatdaywehada[seniorgovernance]meetingandtheStudentUnionrepswerethereandtheyannouncedthattheyhaddecidednottotakepartinthestrikeandmanyofuswhobelieveinunionswereappalled.
"Academic2,English(RussellGroup)Thisperceptionofapathywasechoedbythestudents'unionatthePost-92universitywheretheyhadbeensurprisedby,whattheyperceivedas,arelativelyhighnumberofstudentsjoiningtheNUSLondonprotestin2010:"wetookabout120studentsdowntoLondonfortheinitialbigdemo…we'dsaidthatwe'dbereallypleasedifwetook50.
Sofor[students'unionname]that'spretty142massive.
"Students'UnionManager(Post-92)Talkingaboutthenationalprotestsin2010,onestudentexplainedwhyshechosenottogetinvolved:"I…knewthatitwasn'tgoingtomakeadifference,whichisashamebecausesomanypeopledidgetinvolved.
.
.
FromthestartIthoughtthattheyshouldlookatitas…'OKtheyaregoingtogoup,weknowthat,sowhatarewegoingtodotoimproveourservicesintheuniversitytomakepeoplewanttopaythatextraandtocome[touniversity]'-to…putapositivespinonit,whichthey[theNUS]aredoingnowbutit'stakenawhile.
"Finalyearstudent,Education(Post-92)AtthetimeoftheresearchattheRussellGroupUniversity(2012),therehadbeenarecentprotest,organisedbyagroupofstudentsassociatedwiththeOccupymovement.
Thegrouppitchedaprotestcampontheuniversitycampusandhadinvitedstudentsandstafftojointhem.
Onestudentwhohadbeeninvolvedwiththeprotestdescribedhowitcameabout.
Hediscussedwhatheperceivedasatensionbetweenthetheorythatheengagedwithonhiscourse,andthewayinwhichstudentswereexpectedtobehaveattheinstitution,seeingtheprotestasanopportunitytoputtheoryintopractice:"…wewouldallmeetand…discussthingscompletelyopenly.
Therewasn'tanyleader…itwasjustagroupofpeople…WerespondedalottowhenOccupyWallStreethappened.
Wehad…debatesaboutthat.
Obviouslythatthenledtodebatesabout'whatarewegoingtodoaboutit'AndIthinkthat'swhat'sreallygoodaboutthegroup.
It's…verypoliticalandverypoliticallyawarebutit'salwaysunderpinnedwith…'wellwhatarewegoingtodoaboutthatthen'whichisthethingthatIfindmostfrustratingaboutuniversitybecauseyousitandtalkaboutthings.
Ihave143CulturalTheoryseminars…andwearelike'ohyeah–weneedtobreaktheco-ordinatesofthesystem'–andwe'rejustsatthereinuniversity.
"Finalyearstudent,English(RussellGroup)Thegroupmadeaseriesofdemandsoftheinstitutionaspartoftheprotestincluding,aguaranteethattherewouldbenofeeincreasesandarequestforameetingwiththeVice-Chancellor:"…theywerereallysimpledemands.
Oneofthemwas'wewouldlikeyoutocomedowntotheCampandspeaktous.
'Imean,simplebutweknewtheywerenevergoingtobemetandIthinkjustissuingademandthatyouknowisnevergoingtobemet,completelyshowsuptheestablishment…foraVice-Chancellornoteventodaretocomedowntoagroupofstudentsandhaveaconversationwiththem.
"Finalyearstudent,English(RussellGroup)ThestudentinvolvedfeltthatthereluctanceoftheVice-Chancellortomeetwiththestudentshighlightedtheunwillingnessoftheuniversitytoengagewithstudentvoicewhenitwasnotontheinstitution'sterms.
Thesamestudenthadorganisedaformalconferencelaterinthesameyear,toengagewithissuesaroundstudentfeesandthenatureofhighereducation,andanumberofseniormanagershadattended.
Hefeltthatthishighlightedatensionbetweenlegitimateandillegitimatespacesforstudentvoice.
Managerswereinterestedandwillingtodiscussthesameissuesraisedthroughtheprotest,providingitwasinaformalsettinginwhichtheywerecomfortable.
TheStudents'Unionhadnotformallysupportedtheprotest.
Thestudentinvolvedreflectedonitsinvolvementanditslackofengagementwithpolitics:144"Ithinkthere'salotofstudentsthatarepoliticalbut…thereisn'tany…formalspaceforthat…You'respeakingtosomeonewho'sverycynicalaboutthe[Students'Union]inthatway.
Ilove,IlovetheSUwhattheydohere.
They'rethemostamazing,hardworking,goodpeopleI'veevercomeacrossandtheyreallybelieveinstudents,whichisgreat.
Butthere'snowaythattheStudents'Unioncouldbelike'right,we'regoingtoattacktheuniversitybecausethey'veletgo,Ithinkitwaslike38PhDlecturersorsomething,andthetermsoftheworkingcontract,forexample,isgoingdownandthey'reraisingtheirfeelevel–we'regoingtoattacktheuniversity'–theyjustcouldn'tdothat.
"Finalyearstudent,English(RussellGroup)AnotherstudentattheUniversity,whohadnotbeeninvolved,hadaverydifferentviewoftheprotest.
Hefeltthatitwashypocriticalforstudentsataneliteuniversitytobeprotestingeconomiccuts.
Thestudentsawhisdecisionnottotakepartasanexpressionofhisownpoliticalstanceratherthanapathy:"The[protest]wasabunchoffoolsplayingaroundwithtentsthatdaddyboughtthem.
Youareatthe[RussellGroupinstitution],youcannotreasonablyvalidateyourselfasbeinganythingotherthancloseto1%.
.
.
Thefactthatyou'vegonetoauniversitywhichisdefinedasoneofthetopuniversitiesinthecountry,inmyopinionyoulosethatrighttotellpeoplethatyou'redoingsomethingwrongwhenthemajorityofthesepeoplewillgooutthere,fromthesemovements.
.
andbecomedriftersorartists,ortheywillchangetheirminds,putonasuitandwalkintoacorporatejobwhentheyrealisethemoneythat'sonoffer"Thirdyearstudent,Engineering(RussellGroup)Thesamestudentalsosuggestedaconcernabouttheimpactwhichengagementinprotestmighthaveonhisfutureemploymentoptions,havingsecuredagraduatejob,hewasnotkeentojeopardisethatopportunity:145"Ihaveanindustrialplacementwhichrequiressecurityclearance.
I'malsopartoftheTerritorialArmy.
I'mnotinterestedinthiskindofprotest.
All…mycareerplans…[go]alongtheroutewhichisprotested[about],whichIfeelabitbadaboutforsomepeoplebutit'smylife.
I'lldoasIwill.
"Thirdyearstudent,Engineering(RussellGroup)IntheRussellGroupinstitution,theprotestswereanemotivetopicamongststudents.
Forone,theprotesthadprovidedtheopportunitytoengagewithcurrentissuesthatinfluencedsociety,foranother,theprotestwasanillegitimateactivitythatthreatenedtheirindividualvaluesandfutureemployability.
Thetensionexpressedbetweenthetwostudents'accountsrepresentedverydifferentperceptionsofthepurposeofhighereducation.
FortheEnglishstudentitwasaspacetodevelopacriticalunderstandingofsocietyandmechanismsinwhichheoperated.
Fortheengineeringstudentitwastodevelophispersonalcapitalinordertoensurehisfuturepositionasanemployee.
Theconflictofexperiencesinrelationtoprotestisexploredfurtherinchapter6.
4.
3ConclusionThroughouttheinterviews,observationsanddocumentaryanalysisitwasevidentthatindividualsparticipatinginstudentvoicemechanismsunderstoodthemechanisms,theirroleandtheirpositioningwithinthemechanismsincomplexways.
Thiscomplexityisrarelyexplicitlyacknowledgedingovernmentpolicy,universityguidanceandpractice,yetitisveryrealtothosewhoparticipateinstudentvoicemechanisms,andinformsthewaysinwhichstudents,academicsandmanagersunderstandtheirroleandpositioninrelationtoothersandthewiderinstitution.
146Theformalmechanismsforstudentvoiceillustratedsomeofthemostvisibleandarticulatedtechnologiesthatwereexperienced,andengagedwith,bytherespondents.
Someofthetechnologieswereformalinthattheywererequiredbygovernment;suchastheNSS,studentmembershipongovernancecommitteesandstudentrepresentation,whileotherswerenotformalbutwereenshrinedinlocalisedpractices,suchascourseevaluationorregularinformalmeetingsbetweenstudentsandmanagers.
Governmentanduniversitycommitmentstocertaintypesofstudentvoicepositionedseniormanagers,academics,studentsandothers,indistinctways.
Theimbalanceofpowerwasmadeparticularlyexplicitwhenitcametoinformalstudentvoicemechanisms.
Asevidencedbythetwoinstitutions'responsestostudentsexpressingnegativeviewsthroughsocialmediaatthePost-92,andtostudentprotestattheRussellGroup,thesepowerrelationshipsindicatenewwaysinwhichstudentvoicemechanismsareshapinghighereducation,positioningstudents,academicsandseniormanagersinparticularways.
Theimperativesforthisandthewaysinwhichtheseimpactontheidentitiesandsubjectivitiesofthosewhoparticipate,areexploredfurtherinthenextchapter.
Inanalysingthedatarelatingtohowstudents,academicsandseniormanagersdescribeandexperiencestudentvoicemechanisms,ithasbeenpossibletoidentifysomeofthecomplexrangeofrules,regulations,guidance,signsandsymbols,thatshapethetypesofstudentvoiceactivitythatarevaluedbydifferentgroups.
Attimestheseareexplicit,forexampleintheguidancearoundstudentrepresentationateachinstitution,ortherequestsfromseniormanagementforimprovementaction147plansinresponsetotheNSS.
Atothers,theyaremoresubtle,forexampletheframingofacertaintypeofeducationintheNSS,orinstitutionalresponsestostudentprotest.
Togethertheyworkincomplex,intertwinedwaysastechnologiesofdominance,whichproduce,transformandconstrainthewaysinwhichindividualsareabletoactlegitimatelyinhighereducation.
Havingexploredthetechnologiesofdominanceinthischapter,Chapter5explorestheimperativesforthedifferentstudentmechanisms,andthewayinwhichtheseimperativesandunderstandingsshapetheidentitiesandsubjectivitiesofthosewhoparticipate.
1485CHAPTER5:TECHNOLOGIESOFTHESELFInChapter4,Ipresentedtheanalysisofdocumentsandinterviewparticipants'descriptionsofthedifferentstudentvoicemechanismsinwhichtheyareinvolved.
This,firststeptowardsansweringmyresearchquestion,'doesstudentvoiceinhighereducationinEngland,representnewformsofpowerandgovernanceinachangingsystem'wastoexplorethewaysinwhichstudents,academicsandseniormanagersdescribeandexperiencestudentvoicemechanisms.
Throughthisanalysis,Iidentifiedsomeofthecomplexwaysinwhichparticipationinstudentvoicemechanisms,produces,transformsandconstrainsthroughtechnologiesofdominance,theexperienceofdifferentparticipants.
Inthischapter,Ipresenttheanalysisrelatingtosub-questions2and3:2)Whataretheexplicitandimplicitimperativesthatinformstudentvoice3)WhatarethecoherencesandcontradictionsbetweentheimperativesTheseareexploredasaspectsofwhatFoucault(1993,Martinetal.
,1988)referstoas'technologiesoftheself',thatis,inthisinstance,theimperatives,ideologies,discoursesandunderstandingsthroughwhichindividualsactontheselfandonotherstodevelopcomplexidentitiesandsubjectivities.
Bragg(2007),referencingFoucaultarguesthatdiscoursedoes"notsomuchdescribe,asproduceunderstandingsandsubjectpositions"througharangeoftechniquesthat"delimitwhatcanbesaid,andhowspeakersconceiveofthemselves"(348-349).
Throughtheanalysisoftheinterviewsandobservationsarangeofimperativesandideologiesthatinformedparticipants'participationinstudentvoicewereidentified.
149Theseimperativesservedtoshapeandproducepowerrelationshipsincomplexandintertwinedways,betweenthegovernment,institutionalmanagers,academicsandstudents.
Inthisway,thesetechnologiesbecamearmsofgovernmentalityshapingandinformingidentitiesandsubjectivities.
Thischapterpresentstheanalysisofthevariousimperativesandthemesthatwereidentifiedintheinterviewsandobservationswithstudents,academicsandseniormanagers.
Theexplicitandimplicitimperativesthatwereidentifiedvariedforeachrespondent.
Individualsoftendrewuponanumberofdifferentimperativestounderstandtheirownpractice,andthatofothers,indifferentcontexts.
Theimperativesandideologiesarepresentedhereinordertobetterunderstandthewaysinwhichindividualsproduce,replicateandreifyimperativesandideologies.
Thecomplexityoftherangeofdifferentimperativesandself-understandingsisexploredatthestartofthechapterwiththepresentationofaparticularincidentthatoccurredduringanobservationofacourserepresentativemeeting.
Thisexampleisincludedinordertodemonstratethetensionsandcontradictionsthatemergewhendifferentimperativesforvoicecollide.
5.
1AclashofunderstandingsDuringoneobservationofastudentrepresentativecommittee,adiscussionbetweenthecareersserviceandstudentsoccurredwhichillustratedthetensionsandcontradictionsassociatedwithstudentvoice.
AspartofaqualityreviewoftheEnglishdepartment,afocusgrouphadbeenheldtoconsultstudentsabouttheirperceptionofthesupportprovidedbythecareersservice.
Thefocusgrouphad150containedsomemembersofthestudentrepresentativecommitteealongwithanumberofotherstudents.
Atthestudentrepresentativemeetingfollowingthereviewthecareersadviserattendedwithhermanagertodiscussthefocusgroupwiththestudentsasshefeltthattheoutcomehadbeenunfair:"Careersadviser:IthinkwhatI'msayingisthatIneedtoknowwhatstudentsthink.
Ifthisiswhatyou'rethinkingweneedtodosomeworkonittogether.
Notjustme-togetherweneedtodothatandI'mhappytodothatbutIneedtoknowdirectlyfromyouratherthanthroughabackdoorwhereIgethauledoverthecoals-mymanagergetshauledoverthecoals-it'sveryserious.
Ithasaneffectonmyworkingweekbecause,asIsaid,ittookawholedayouttowritearesponsethatIhadtowritetotheAcademicRegistrarsoit'snotjustourbit-itwas[thecareersmanagers]boss-ithashugerepercussionssoIjustwantyoutothinkifyouaregoingtobeinafocusgroup-pleasebesureofyourfactsbecause…Careersmanager:Carelesstalkcosts.
.
.
jobsCareersadviser:…ithadahugeimpactonus.
SoIjustneedtousethis[studentrepresentativecommittee]…soIgetthatinformationaheadoftimesothatIcandosomethingaboutitquickerforyou.
Soletmeknowwhatitisyouwant.
I'mhappytodoit.
That'swhatI'mheretodo.
That'swhatI'mpaidfor.
"Englishdepartmentstudentrepresentativecommittee,RussellGroupThedynamicofthediscussionwasdistinctlyuncomfortableandtheinvolvementofthecareersadviser'smanagerinthemeeting,whichwasusuallyattendedbythecareersadviseraloneinordertopublicisecareersactivity,madeitclearthatthiswasanofficialvisit.
Whileacoupleofstudentssaidafewwordsduringtheincident,mostweresilent.
Followingthemeeting,Iwasapproachedbyanumberofstudentswhosaidhowawkwardithadbeen.
151Someinterestingfactorsareevidentintheaccountofthecareersadviser.
Firstly,thereistheassumptionthatstudentsshouldhaveknownwhatthecareersservicewasofferinginthedepartment.
TheCareersAdvisermadeitclearthatshefeltbetrayedbythosewhohadattendedworkshopsthatshehadrunforthedepartmentwhoshouldhavespokenup,althoughtherewasnoclearwayofherknowingwhetherthestudentsthathadattendedthoseworkshopswerethesameonesrepresentedatthefocusgroup.
Thissuggestedaperceptionofstudentsasahomogenousgroupratherthanagroupofindividualswhomayormaynothavetakenpartinherevents.
Therewasalsoatensionbetweenwhatthecareersserviceandthestudentsunderstoodtobetheimperativeofthereview.
Forthecareersservice,thereviewrepresentedahigh-stakesactivitytowhichtheywouldbeheldaccountable.
Forthestudents,thereviewwasaprocessownedbytheinstitutionintowhichtheywereinvitedtoexpresstheirviews.
Itwasunlikelythatstudentshaddeliberatelysetouttogiveincorrectinformation;afocusgroupenablesindividualstoexpresstheiropinionsfromtheirownperspective.
Thisislikelytobeagenuineperception;afterall,untilastudenthassecuredasatisfactorycareer,heorsheislikelytorecogniseaneedforadditionalsupport.
Theseexamplesillustratetheconsequenceofameetingofstudentsandstaffinwhichtheimperativesforparticipationinaparticularmechanismareunclear,conflictingorareassumedtobeneutral.
Italsohighlightstheassociationbetweenstudentvoicemechanismsandgovernmentality,asmechanismsinform152managementpractice,accountabilityandtherelationshipbetweenstaffandstudents,shapingthewaythatuniversitystaffexpectstudentstorespond.
5.
2ThecompleximperativesforstudentvoiceThroughouttheinterviewsandobservationsdifferentimperativeswererecognisedbythoseparticipating.
Allresponseswereanalysedwithaviewtoidentifyingunderpinningimperativesandunderstandingsrelatingtostudentvoice.
Inaddition,aspartoftheinterviewformat,respondentswereaskedtoconsidertheimperativesforstudentvoicethathadbeenestablishedfromtheinitialreviewoftheliterature.
Inallcases,respondentsidentifiedresonancewithsome,ifnotall,oftheidentifiedimperatives.
Someimperativeswereseenasmoresignificantthanothers,andsomewereassociatedwithparticularmechanismsorcircumstances.
Theseimperativesarepresentedbelowassub-headingsinordertoillustratethecomplexityoftherelationshipsinrelationtostudentvoice.
Allseniormanagersandacademicswhohadengagedwithstudentvoicemechanisms,contributedasignificantamounttothedirectquestionsabouttheimperatives.
Students'responses,andthoseofacademicsthatwerenotinvolvedinteachingmanagement,weremorevaried.
Somestudentssawtheirparticipationinstudentvoicemechanismsasafairlyneutralactivity,whileothershadamoretheorisedapproach.
Thismaysuggestthatsomestudentsandacademicswerenotinapositiontomakesenseoftheimperativessurroundingtheirparticipationinstudentvoice,orthatacademicsandmanagersarepronetotheorisinganareathatstudentsandacademicsnotassociatedwiththemechanismsseeasrelativelystraightforward.
1535.
2.
1StudentvoiceasconsumerismTheideaofstudentsasconsumerswasthemostcommonlyreferredtoimperativeforstudentvoice.
Therewordingandreiterationonthesubjectsuggestedanawarenessandengagementwiththediscourserelatingtothisimperative,inthemedia,andwithininstitutions,thatsuggestedthatthenotionofstudentsasconsumerswouldhaveanegativeimpactontheHEenvironment.
Itwasnotablethatacademicsandseniormanagersweremostconcernedabouttheconceptofconsumerismwhereasthestudentandstudents'unionrespondentsvoicedsomeconcerns,butalsosuggestedthattheconcepthadsomevalue.
Whilemostrespondentsexpresseddiscomfortwiththeconceptofstudentsasconsumers,theirlanguageandpracticessuggestedalevelofimplicitacceptance,indicatinganideologicaltension.
Forexample,oneseniormanagerrejectedtheconceptofstudentsasconsumersearlieroninaninterview,butseemedfrustratedbystudentbehaviourwhichdidnotalwaysreflectthatofa'responsiblecustomer':"Asageneralmemberofthepublic,asaconsumer,asacustomer–notthatIthinkstudentsarecustomersbutthat'sadifferentissue–ifsomethingiswrongthenIhavearesponsibilitytopointitout.
"Pro-Vice-Chancellor(Post-92)TherewasasenseinmanyoftheinterviewsatthePost-92institution,particularlyamongstacademicsandseniormanagement,thatstudentswerebecomingmorelikeconsumersbecauseofthepaymentoftuitionfeesandassociatedopportunitiesforthemtobehaveasconsumers:154"There'sbeenmore[consumerbehaviour].
Butthat'sbecausewe'vebeenencouragingmore.
…what'sbeeninterestingisnotingthechangesinthecommentsstudentsmake,…inopengroupsessions,focusgroupsorwhatever.
Alsothewrittencommentstheymakeonsurveys.
Wegetmoreofthosethanweusedtoandtheyaremorespecific.
Theynamenames.
Andwe'vehadmorecommentsaboutvalueformoney.
I'mpayingover3,000ayearforthisandI'monlygettingx,y,zetc…I'mexpectingmoreofthat.
"Pro-Vice-Chancellor(Post-92)AttheRussellGroupUniversityopinionwasmoremixed.
Somerespondentsthoughtthatstudentswerebecoming,orwouldbecome,morelikeconsumerswiththeincreaseoffees,whileothersfeltthatthiswouldnotbethecase:"…withinauniversitycommunitythereisprocessofadaptationandchangeandstudentsdobecomemuchmoreindependentandperhapsmoreindependentofthekindofmedia…thatsurroundsthem.
Sotheywillpickonthesethingswhentheythinktheycanuseittotheiradvantagebut,theywillrefuteanysuggestionthattheyareconsumersbecausetheywillrefuteanysuggestionofthepassivitythatgoeswithit.
"Pro-Vice-Chancellor(RussellGroup)5.
2.
1.
1CustomersatisfactionManystaffrespondentssawtherelatednotionofcustomersatisfactionassignificant.
Satisfaction,aphenomenonvaluedintheNSS,wasseenasatension,withtherealityoftheprocessoflearninginalargeinstitution.
OneacademicattheRussellGroupinstitutiondescribedthistension:"…thereiscommonalityinthateveryonewantseveryonetobehappy.
Studentswanttobehappyforobviousreasons,particularlywhentheyaregoingtobepayinghigherfees.
Theuniversitywantsstudentstobehappyobviouslybecauseitwants155peopletobehappybutalsoforthepurposesofPR…Everyoneisworkingtothesamegoal.
Butwithinthattherehastobearealitycheck.
Youdon'tcometouniversityto.
.
.
youknowit'snotaHolidayInn.
Youdocometoworkandsoon.
"HeadofEnglish(RussellGroup)Thenotionofstudentsbeingsatisfiedwasseenascomplexand,attimes,atoddswithwhatcould,orshould,beachievedthroughhigherstudy.
Academicsandseniormanagers,throughparticipationintheNSSandassociatedactivityatbothinstitutions,adoptedinpart,theconceptofstudentsasconsumers,whilerecognisingthathighereducationwasacomplexinteractionwhichcouldnotguaranteeaparticularoutcome:"Ontheonehandthesectorcantakeheartfromthefactthat…BritishGasorBTwoulddreamofhaving[NSS]satisfactionratesatthelevelhighereducationachieves.
Andwhenyouthinkwe'redealingwithhumanbeingsnotjustastraightservice…that'squitecommendable.
…butbecausewearedealingwithhumanbeingswhoareassessingaprocesswhich,iftheyjustaren'tcleverenoughisn'tgoingtogivethemtheresulttheywant,…becauseeverybodywantstogetafirst….
thatispartofthedifficulty"AcademicRegistrar(Post-92)AstudentatthePost-92University,hadhelpedoutonrecentopendays,andfeltthatprospectivestudentsweredemonstratingsignsofseeingthemselvesasconsumersinthequestionsthattheyasked:"IgetinvolvedwiththeBusinessSchoolOpenDaysandspeaktopotentialstudentsandparentsthatarecomingonourbusinessschooltalks.
Andtherewereacoupleofthemveryopenlyquestioningandsaying-we'regoingtobepayingaboutsevenandahalfthousandforthecourse.
WhatarewegettingforourmoneyThere'saworrythatstudentswillcomeinthinkingthisisalistofmydemands-meetthem.
156Andifyoudon'tmeetthem-thenI'mgoingtocauseuproar.
ButIwouldn'tcallthatstudentvoice.
I'dcallthatbeingaconsumerbasically.
"Finalyearstudent,Business(Post-92)ThesecommentslinkedtotheconceptsofchoiceforprospectivestudentsthatwerediscussedinChapter2.
5.
2.
1.
2CustomerchoiceandpersonalisationChoicewasseenbysomeasanimportantfactorforprospectivestudentsandthisguidedthewayinwhichthegovernmentcollecteddata.
Seniormanagers,students'unionrepresentativesandsomeacademicswithteachingmanagementresponsibilities,talkedaboutprovidingstatisticalinformationforUnistatsandtheKIS.
Theydiscussedtherelationshipbetweensometypesofstudentvoice,suchastheNSS,andtheproductionofleaguetables.
Thisrelationshipprovidedastrongimperativefortheseniormanagersandacademicswithteachingmanagementresponsibilityatbothinstitutions:"It'salsoofinteresttopeoplewhohavegoteitherguidanceresponsibilityforyoungerpupilswhoarethinkingofgoingtouniversityorforparents…forcomparativepurposes.
That'swhythey'reputtingNSSquestionsontokeyinformationsetsbecauseit's…comparetheuniversity.
com.
You'llbeabletogettheinformationaboutaparticulargroupofuniversitiesintoyourbasketandpullthemuponatableandcomparethem.
"Pro-Vice-Chancellor(Post-92)Incontrast,foronestudents'unionofficer,theideaofchoiceforprospectivestudentswasafalsenotionthatdisguisedunderpinninginequalities.
Hesawthe157emphasisonthemarketbygovernmentasservingtodistractthepublicfromaskingmoreseriousquestionsaboutembeddedinequalitiesofopportunity:"Ithinkconsumerchoiceisfalse-wedon'thaveamarketinhighereducationand…ifwediditwouldbe…anegativething…anyconsumerchoiceisabitofafallacy…whereyougo[touniversity]isdependentuponyouracademicattainmentandyoursocio-economicbackgroundratherthananykindofchoice.
Sothatdoesn'treallyresonate.
"ElectedStudentOfficer(RussellGroup)Atthedepartmentallevel,academicswithteachingmanagementresponsibilityatbothinstitutions,discussedtheimportanceofpresentingstudentswithchoice.
Forexample,inrelationtocurriculumdesign:"…there'sabiggerquestion…intermsofwhattheystudy.
Studentsalwayswantchoicesinthemodulestheychoose.
Andthatreallydoesengagefundamentalquestionsaboutwhoisresponsibleforwhatand…whatcanbeaffordedandwhatissensiblegiventheneedtomeetprogressiontargetsandallofthoseotherthings.
"HeadofEnglish(Post-92)InlinewithHartley(2008)andFielding's(2008)criticismsofpersonalisation,discussedintheliteraturereview,thenotionofchoiceintheinterviewsprimarilyreferredtoachoicefromoptionsthatwereset,agreedandcontrolledbyacademics.
Inthisprocess,dialoguebetweenacademicsandstudentswasseenasvaluableinordertoguidestudentstowardsthefavouredapproach.
Ametaphorusedbyoneacademicwasthatofcardesignerandcustomer.
Studentswereseenashavingsomethingtocontributetothefinalmodel,oncedesignedbyacademicexperts:158"…therearelogisticalpragmaticdifficultieswithinvitingstudentsatanearlystageofdiscussingcurricularchangebecauseyoucan'tpossiblyexpectthemtohaveanoverview…thedangeristhatifyoubringstudentsintooearlyindiscussionslikethat…theydon'thaveenoughknowledgeorexperienceandtheymighthave…alocalinterestorapersonalinterest…wewere…designingourproduct…andthen…runningitbythecustomer…Ithinkit'soneofthosefewcaseswherethecustomerclientmodelactuallyworks…youwouldn'texpectthecustomertodesignthecar.
You'dexpecttheexpertstodesignthecarandthenthecustomerstobuyitandiftheydidn'tlikeit,theywouldgosomewhereelse.
"HeadofEnglish(RussellGroup)5.
2.
1.
3ManagingexpectationsAnextensionofaccountsofthemanagementofchoicewasthenotionofthemanagementofexpectations.
Theimperativeofensuringstudentexpectationsarerealistic,inordertoavertdisappointmentatalaterdate.
Theexamplebelowhighlightsthemanagementofexpectationsasasignificantelementoftheteachingmanagementrole:"Oneofthethingsweareconstantlyengagedinis-andthere'sneveranendtothisofcourse-istalkingtostudentsabouttheconsequencesofanalternativearrangement.
Andthatextendstoquitesmallpragmaticarrangementsaswell.
We'reveryhappytolistenandsay'ok,youdon'tlikethelookofthis;thealternativesarex,yandz.
Let'sexplaintoyoutheconsequencesofthosealternativesnow.
Andthenletusknowwhatyouthink.
'"HeadofEnglish(Post-92)Managingtheexpectationsofstudentsinthecontextofincreasingconsumerismwasseenasincreasinglyimportant.
Fairclough(2001:98)suggeststhattheuseofexpressivevaluesareideologicallysignificantastheyseektopersuadethereaderofaparticularargumentorviewpoint.
Theuseofexpressiveterms(alongwiththe159raisedvoiceandhandmovementsthataccompaniedthem)demonstratedthoseareaswhererespondentsseemedtoreacttotheinterviewquestionswithsomepassionorexcitement.
Negativeexpressivevalueswereprimarilyfocusedaroundthenotionofstudentsasconsumersandtherealorperceivedimpactofthisonacademicrelationshipswithstudents.
ThesewereparticularlyevidentinthePost-92institution:"AcolleaguewastalkingtoastudentjustbeforeChristmas'OK.
Ifyouwanttoknowaboutthis,youneedtoreadchapters5and6ofthisbook'.
Andtheguysaid'ReadReadIpayyoutoteachme,whyshouldIreadabook'That'sadifferentthingtodealwithaltogether.
"Academicwithteachingmanagementresponsibility,Engineering1(Post-92)ExpectationmanagementwasalsoseenasnecessaryinrelationtotheNSS,inordertoensurethatstudentsunderstoodthequestions:"Ifyoudon'ttellthemthey'rereceivingfeedback,theydon'tthinkofitasfeedback.
Soonestudentsaidtome'Ididn'tgetenoughfeedbackthisyear'.
Isaid'Isatwithyoufor4hoursinthestudioandwewentthroughyourworkandit'salotbetterthanitwasandyou'vegotamuchbettermarkbecauseofit'.
Hesaid:'Butthat'snotfeedback:feedback'sthebitofwritingyouputonthebottomofthepage'"Academicwithteachingmanagementresponsibility,Engineering1(Post-92)Studentcharterswereseenasonewaytoformallymanagetheexpectationsofstudents.
AttheRussellGroupinstitution,oneseniormanagertalkedabouttheimportanceofmeetingstudentexpectationswhileensuringthatstudentsmovedbeyondbeingpassiverecipients.
Hiscommentsalsosuggestasenseoffrustrationwiththelevelofexpectationmanagementrequired:160"…that'sthethingwiththesestudentcharters-wesignuptosay'thisiswhatyou'llget'.
Thestudentshavetosignupandsay'thisiswhatwe'lldotoengagewithourlearningasapartner'.
.
.
SoIthink-yes,weneedtoberesponsivebutthereisalsoamessagetogetoutwhichisbytheendofyourtimeatuniversityyou'regoingtogointoaworldofworkorfurtherstudywherepeoplejustexpectyouto'You'vegotaproblem-wellgofigureitout.
Atleastfigureoutwhatyouneedtodotostartsolvingit.
Don'tcomealongandsitthereandsay'Tellmewhattodo'becausethat'snotthewaytheworldworks'.
"AcademicRegistrar(RussellGroup)5.
2.
1.
4ConsumerrightsTherespondentsoftenlinkedtheideaofenhancementwiththenotionofstudents''consumerrights'.
OneseniormanagerattheRussellGroupUniversityfeltthattheimplementationofhigherfeeshadledstudentstoresistsomeofthechangesthathadcomeaboutaspartofthemassificationofhighereducation:"That[studentvoiceforenhancement]certainlyisstrongand…thatwouldcomeundertheconsumerandthetuitionfeesthing…teachingroomsthatarefitforpurpose,theresourcesthatshouldbeavailableinthelibrary,thetechnologiesinvolvedinteaching-thattheyshouldbereasonablyuptodate…Allthatcertainlyiscomingthroughveryclearly.
Butcontacthoursis[sic]moreofaprioritythanthelatestformofteaching-sothemoretraditionalideaofeducationpersistsstrongly…resistancetothemassuniversity.
"Pro-Vice-Chancellor(RussellGroup)Thistalliedwiththemajorityoftheissuesraisedthroughthefourstudentrepresentativemeetingsobserved,wheretheconcernsraisedrelatedtopracticalandresourceissuesratherthanthecurriculum.
Issuesrangedfromcostofhandoutsandqualityofteaching,toqualityoffeedbackandthetimingsof161deadlines.
Anexampleisprovidedbelowwhichillustratessomeofthediscoursewithinthecommitteeinrelationtothechangeinfees:"Student1:Acoupleofpeopletalkedaboutpayingforhandouts.
Wegotonehandoutatthebeginningoftheyearforonemoduleandthatwasfreeandthesecondoneatthestartofthistermwehadtopayfor.
Itwasn'tverymuchbutIthinkforalotofpeopleitwastheprinciple-thatwearepayingforourfees-wejustwonderedwhyfeescouldn'tcoveritItwasonlyapoundbutthesepeoplewerequiteannoyed.
Academic:SoyougotonefreebuthadtopayforthesecondoneStudent1:Yeah.
ThesecondonewasabitbiggerStudent2:Idon'tthinkitwasthepriceofit.
Itwastheprincipleofit.
Peoplearequitesensitiveaboutfeesingeneralatthemomentanyway,sotheythinkwhycan'tourfeescoverahandoutwhich,itiscompulsoryforustobuy-it'snotasthoughitwereanoptionalthing.
It'sacoretext…Academic:WellIdon'tknow.
I'msure[name]wouldbehappytogivethemawayforfreebut-wehavetopayforthis-it'snotlikethedepartmentgetsaprofithere…we[get]chargedforthephotocopieswemake….
[somefurtherdiscussionofothercosts]Academic2:WellI'llget[name]tolookintothecostingofitbecausewhatever[servicename]charge-it'sprobablylessthanapoundsowecanseewhatthedifferentialisandifit'snotworththebadfeeling,wemightbeabletowriteitoff.
"Studentrepresentativecommittee,English,(RussellGroup)Thesenseofrightswasalsoseenashavinganimpactonstudentsintheclassroom.
Academicsexpressedfrustrationwithstudentswhofeltthattheyshouldbeprovidedwitheverythingrequiredinordertosucceed.
Anacademicatthe162RussellGroupinstitution,andthreeacademicsworkinginthePost-92institution,identifiedalackofintrinsicmotivationamongststudents:"…manystaffwouldlikestudentstobeabitmore…proactiveandindependentintermsofgoingoutandreadingroundsubjectsandputtinginthetime.
Ithinktheyliketohaveitspoon-fedto…Soifyouhaven'tsaiditinalecture,thenitobviouslyisn'tsomethingthatyouneedtoknowabout…AndinasenseweareplayingintothataswellbecausewetendtolecturewithaPowerPoint…andthat'snotthebestwayofdoingthingsbutit'samanageableway;itdistributeswhatwedotostudentswhodon'tattendthelectures;it'showyouaddvaluetothatandthatvariesaroundthestaff….
Ithinkformetheideaofintroducingclickers(handheldelectronicvotingdevices)andwhatthatmightleadtowillbearealbenefit.
"Academicwithteachingmanagementresponsibility,Engineering(RussellGroup)Incontrast,aRussellGroupacademicinEnglish,whodidnotattendstudentrepresentativemeetings,feltthatthenotionofstudentsasconsumerswasaconcernformanagersbutwouldbeunlikelytofilterthroughtostudentsoncetheyarrivedattheinstitution:"…itwillhappenonedaybutI'dbereallysurprisedifastudentsuddenlystartedsaying'I'mpayingyoutoteachmetoreadthispoem.
Whycan'tIreadthispoemIwantmymoneyback.
'Partlybecausewe'reEnglishaswell.
NotjustEnglishLiteratureasasubjectbutculturallytheEnglisharenot.
.
.
theEnglisharen'tlikethat.
Theyarealmostparalysedbyironyandnotwantingtobeaggressive.
So…noIhaven'tregisteredthatincreaseinthestudentvoice.
"Academic1,English(RussellGroup)5.
2.
1.
5MarketingandbrandmanagementSeniormanagersattheRussellGroupinstitutionacknowledgedthatitwaspartofamarketthat,hadimplicationsforhowitapproachedprospectivestudents.
However,163thetreatmentofprospectivestudentsascustomerswasseenasdistinctfromhowstudentsshouldbehave,andwouldbetreated,oncetheyarrivedatuniversity:"TheVice-Chancellorisveryclearabouttheneedfortheuniversity,…tostartthinkingoftheiractivitiesintermsof'weareinsomekindofamarket'and…wearenotnecessarilyaboutvolumebutweareaboutattractingreallysuperbstudents.
Thatmaynothappenbyusjustsittingandwaitingfortherightapplicationscomingtous-itmayneeddepartmentstobemuchmoreproactiveintermsofthewaytheyinteractwithschools…thekindsofeventstheyruntoengagewithkidswhiletheyareatschool;…theopendaysthattheyrunandallthosekindofthingsso…thatdoeshaverealresonancefortheuniversity.
"AcademicRegistrar(RussellGroup)Therewasasuggestionfromthestudents'unionmanagerthatthecustomermodelledtomoreofafocusonappearancesratherthanrealityandrecognisedapreoccupationwithincreasingstudenthappinessasthedesirableoutcomefromstudentfeedback,ratherthanimprovingqualityorteachingpractices:"…there'sadifferenceintermsofreaction,soveryoftentheuniversitylooksatstudentfeedbackandthequestionthattheyareaskingthemselvesis'Howdowechangewhatstudentsaresaying'insteadof'Howdowechangewhatwe'redoingsostudentsarethenhappier'"Students'UnionManager(Post-92)OnePro-Vice-Chancellorsuggestedthatacademicscouldchangethewayinwhichtheyspokeaboutcoursesandtheuniversityinordertomanagethewaystudentsfeltaboutprovisionbyappearingtobepositivethemselves:"Youprobablyknow[nameofanotherinstitution]comestopofstudentsatisfactionsurveysyearafteryearafteryear.
Andwe'venowgotmembersofstaffherewhousedtoworktheresoI'vetalkedtothemandsaid'howdotheydothat'andthey164say,'basicallyeverymemberofstaffat[xxx]hastoalmostsigninbloodthattheywillnevercriticisetheuniversitytostudentsortopeopleoutside.
Theywillkeeptheircomplaintstointernalmeetingsand…tellthestudentshowluckytheyaretobethereandwhatagreatplaceitis.
"Pro-Vice-Chancellor(Post-92)5.
2.
1.
6StudentvoiceforemployabilityAnemerging,butrelatedthemewasemployability,whichwasseenbysomerespondentsaslinkedtoanincreasedinvestmentinhighereducationbystudentsandaconcernthattheend'product'wasonewhichwouldbevaluedbyemployers.
Thiswasaconcernexpressedbyseniormanagers,academicsandstudentsandwasparticularlyevidentintheengineeringdepartmentsateachinstitution:"Ithinktoanextentyouseeitinthe'consumersknowbest'sortofattitude.
Students.
.
.
somestudentsplaceveryhighstoreongettingtheir2:1ortheirFirstandanythingthatknocksthatbecauseIgotalowermarkcanbecomeatopicfordebate.
Buttheyalsohaveperceptionsaboutwhatengineeringorabranchofengineeringisorshouldbeandhowhandsonitshouldbeandsoonandsoforthwhichmaydifferfroma.
whatwethinkandb.
whatwecanresource.
"Academicwithteachingmanagementresponsibility,Engineering(RussellGroup)StudentmotivationwasalsoseentobefocusedincreasinglyonemployabilityinengineeringatthePost-92institution:"Ithinkthereismoreofabuyin,moreavestedinterest,moreofarealisation-perhapsbecausethey'rehavingtopayIdon'tknow-thatthey'rehereforareason.
They'renotatschoolanymorewhereitwasforceduponthem.
Theyareactuallyhereforareason.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)165OneacademicinEnglishattheRussellGroupinstitutionpredictedagreaterdemandforcoursesthatledmoredirectlytoemployment.
DrawingonexperiencefromtheUS,shesuggestedthatgraduateswouldincreasinglyseeitastheinstitutions'responsibilitytoensuregraduates'economicsuccess:"…themoretheyfeelthreatened,themoretheyaregoingtospeakup.
Notinnegativeways.
Theymighthelpusshapethedegreesothatwegetthememployedmore.
Buttheeconomicimperativeisgoingtobecomemoreimportantthananythingelse-that'showitisintheUS.
Youknowtherearedepartmentswhopublisheveryyearon-line,howmanyoftheirstudentsgotjobs;wheredidtheygetjobs;theycreateanon-lineforumwhereifsomeonesayfrombiologygotajob,theywillemploymorepeoplefromBrownorHarvard…Wedon'thavethat.
Ithinkwearegoingtohearalotmorefromstudentsifwedon'tsortouttheirfuture.
Ihopewedo.
"Academic2,English(RussellGroup)TheStudents'UnionManageratthePost-92hadidentifiedatrendinstudentsparticipatinginvoicemechanismsinordertogainexperienceforemploymentwhichsuggestedanincreasedawarenessamongstsomestudents,oftheprofessionaldevelopmentvalueofparticipatinginformalmechanismsforstudentvoice:"…there'sadefinitetrendforstudentstowanttodoitbecauseofemployabilityreasonsinthelastcoupleofyears…that'snotbeenthecasesomuchpreviously.
SowhenIstarta[studentrepresentative]trainingsessionIaskthemalltointroducethemselvesandsaywhytheybecamearep.
Anditusedtobethatmostofthemitwouldbe'Ijustwantedto','Iwasarepatmysixthform'orwhateveror'thecoursetutortoldmethatIshouldorsomehowmademe'andnowabout80%is'Ithoughtitwouldmakememoreemployable'or'IwantedsomethingonmyCV'"Students'UnionManager(Post-92)166Thisviewwasechoedbymanyoftheacademicsinvolvedinstudentvoicemechanismswhenaskedaboutwhytheythoughtstudentsvolunteered:"Youcanactuallydoquitealotinstudentpolitics.
We'vehadmembersofthisdepartmentwho'vebeensabbaticalofficersinthestudentunioninonecapacityoranotherandyoucanseehowgooditisforthatperson'sindividualdevelopmentandthatstudent'spersonaldevelopmentintermsofconfidenceandexperience.
Youknow-knowinghowtochairacommittee,knowinghowtoputtogetheranagenda,writeminutes,howtowriteaproposal,whoinalargecomplexorganisationtoapproachifthey'vegotaparticularissue,what'sappropriateforwhichmemberofseniormanagementandsoon.
"HeadofEnglish(RussellGroup)Thisimperativewassignificant.
Whilemanyrespondentsdeniedthattheconceptofstudentsasconsumerswastheirmotivationforinvolvementinstudentvoicemechanisms,itwasseenasasignificantagendathatstronglyinfluencedthewaysinwhichstudents,academicsandmanagersparticipatedinformalmechanismsandunderstoodtheparticipationofothers.
5.
2.
1.
7ResistancetotheideaofthestudentasconsumerAnumberofmetaphorswereused,primarilybyacademicsandseniormanagers,inordertodescribeorexplaintostudentstherelationshipbetweenstudentsandstaff.
Faircloughsuggeststhattheanalysisofmetaphorscanenableadeeperunderstandingofindividuals'interpretationsofparticulardynamics.
Theuniversityasagymwasidentifiedasapopularmetaphorfortherelationshipbetweenstudentsandinstitutions:167"…oneofthebestanalogiesIheardwas…itislikebuyingmembershipofagymandyoupayforthatbutwhatyougetoutofitiswhatyouputin,aswellasthetuitionandtheequipmentatthegym.
Andit'sthat…three-waypartnershipreallyisn'titBecauseunfortunatelyjustpayingforgymmembershipdoesn'tmakeyouslimmer.
"AcademicRegistrar(Post-92)Whatissignificantintheuniversityasagymmetaphoristheplaceoftheuniversityasabusiness,wheretheonusisplacedonthestudentto'getthemostout'oftheexperience.
Theinfrastructureisprovidedbutitistheresponsibilityofthestudenttoattendand'workout'togetthemostfromtheexperience.
Analternativemetaphorwasofferedbyanacademicinordertorepresenttherelationshipbetweenacademicsandstudentsasthatofalawyerandclient.
Hisconcernwithexplainingthenatureoftherelationshiptostudentssuggestedadesiretoregainthediscoursearoundthenatureofthestudent:"Infactwheneverastudentmentionstheword'customer'Itendtositthemdownandexplainwhypreciselyyoucan'tusethatwordinthiscontext.
AndthewordIencouragethemtouseisclientbyanalogywithgoingtoasolicitor.
Youpayforgoodadvicefromasolicitor.
Youdon'tpayfortheansweryouwantandtheygenerallyunderstandthat.
"HeadofEnglish(Post-92)Otherapproachestoreclaimingthediscoursearoundthestudentrolewereevidentintheinterviews.
OneseniormanageratthePost-92institutionsuggestedthatstudentsshouldbepermittedtobehaveasconsumersinrelationtosomeelementsofhighereducation,butthatallowingtheideologytopervademorewidelyshouldberesisted:168"Youcouldarguethatifyouhaveaclassscheduledforteno'clockandtheteacherswansinathalften,that'sbadcustomerserviceandit'shardtoargueagainstthatbutIamencouragedbytheextenttowhichnotonlyinthisinstitutionbutacrossthesectorIseepeoplefightingback.
…IbelieveI'vepickedthisupfromtheNUSandotherstoo-thatasastudentenrolledonauniversityexperienceyouarenotsimplyacustomerofeducationbutyouareaparticipantandIthinkthatconversetothejustifiablecustomerservicebitisgrowing.
AndIthinkit'sgrowingfortherightreasons.
It'sgrowingbecauseanybodywhothinksaboutthiswithanydepthunderstandsthatifyoujusthavestudentsinacustomerroleintheeducationalprocessitwilldisadvantagethem.
Thereisnothingmuchtobegainedunlessyouareanactiveparticipant.
"HeadofEducationHowever,thisviewwasseenasproblematicbytheAcademicRegistrarattheRussellGroupinstitution,whosawaconflictinthemessagesfromtheNUS:"IthinktheNUShasatwoprongedapproach.
Oneis'wellifwearepayingallthismoneythenyou'dbettertreatuslikeconsumers,soyou'dbetterlistentowhatwe'resaying-you'dbetter…putusincharge…becausewe'rethecustomerandthecustomerknowsbest.
'Meanwhilealsosaying'That'snotright.
That'snotwherewewanttobe.
Wewanttobeinasituationwherehighereducationisseenasapublicgoodand…wearenotactuallypayingforitthereforewearenotconsumers'.
"AcademicRegistrar(RussellGroup)Whiletherewasanawarenessthattheintroductionandincreaseoffeeshadchangedthenatureofthestudent,buttherewasalsoadesiretorejectthenotionsofpassivitythatareinherentintheconsumerapproach.
Furtheranalysisoftheformsofresistancetopower,andnewformsofgovernancearediscussedin169Chapter6inrelationtothoseapproachestakenbyseniormanagers,academicsandstudents.
5.
2.
2StudentvoiceforaccountabilityLinkedtothenotionofstudentsasconsumerswastheimperativeofaccountability.
Mostoftheindividualsthatwereinterviewedregardedaccountabilityasdistinctandforsome,morepalatable,thanconsumerism.
Forseniormanagementandacademics,accountabilitytostudentswasseenasanincreasingconcern.
Inmanyinstances,throughtheNSSandstudents'unionmembershipongovernancecommittees,staffperceivedthatstudentswereabletoholdthemtoaccount.
Somerespondentswerealsoconcernedwithaccountabilitytoparentsandtothewiderpublic.
Someseniormanagerswerealsoconcernedwithensuringthatacademicstaffweremademoreaccountablewithinuniversitystructures,thisaspectofthephenomenonisexploredattheendofthissection.
5.
2.
2.
1AccountabilitytostudentsTheintroductionofstudentchartersthatsetouttherightsandresponsibilitiesandtheKeyInformationSets(KIS),wereseenasmanifestationsoftheimperativeofaccountability.
TheStudents'UnionManageratthePost-92institutionsawtheseasanopportunitytoensurethatstudentshadthetoolstochallengetheuniversitywhenexpectationswerenotmet,andsawstudentrepresentationsystemsashavingaroleinensuringthatstudentsknewhowtoholdtheuniversitytoaccount.
Herstatementsuggestedthatthestudents'unionperceivedtheirroletobesupportingstudentstoholdtheuniversitytoaccount.
Thisviewsuggestsan170increasedstudentroleinmonitoringandholdingtoaccounttheuniversityandacademics:"…there'sallkindsofconfusionaboutthingslikestudentchartersandtheKeyInformationSetsandifstudentsaregiveninformationandthenthey'renothappythatit'sactuallybeingmet,whatrecoursestudentswillhave-so…havingstrongstudentrepresentationsystemsisgoingtobevitalonallkindsoflevelswiththehigherfees.
"Students'UnionManager(Post-92)TheStudentOfficerattheRussellGroupsupportedtheideaoftheinstitutionbeingaccountabletostudents.
Hisstatementsuggestsaconflictbetweenhisrejectionofthenotionofstudentsasconsumersandhisunderstandingoftheuniversityasaneducationprovider:"…I'mnotaversetosayingstudentspaymoneyandthereforetheuniversityisaccountable.
Idon'tbuytheconsumerasproductbutnevertheless,thereisanobligationwhetheritisfinancialorcontractualormoral,fortheuniversitytoperformthefunctionofeducationandthereforeuniversitiesareaccountableandstudentvoiceshouldholdthemtoaccountand,ofcourse,studentvoiceitselfisaccountabletothestudents.
"ElectedStudentOfficer(RussellGroup)TheStudents'UnionOfficeratthePost-92institutionsawtheuniversityputtingconsiderableeffortintoprotectingtheuniversityfromstudentcomplaintsandpotentiallitigation.
Hisaccountsuggestsachangeintherelationshipbetweentheuniversityandstudentsinordertoensureaccountability:"…everything'sgottoberecorded,andfortheuniversitylookingatitasaninstitution,it'sgettingmoreandmore…asifthestudentismoreofacustomerso171everythingneedstoberecordedfortheirownprotectionandthatobviouslytakestimeandmanpowerthatcouldbe…spentworkingwithstudentsanddoingmorewithstudents.
"ElectedStudentOfficer(Post-92)Atbothinstitutions,therewasanemphasison,andinvestmentin,communicationtostudentsaboutactiontakenasaresultofstudentvoice.
Theeffortputintocommunicationwithstudents,forexamplethrough'yousaid,wedid'feedback,showedthatinstitutionswereclearlyconcernedwithdemonstratingthattheywereresponsive:"Studentsdon'talwaysseethecommunicationsthatwecomebacktothemwithabout'youtoldusthisandsowe'redoingthis.
'Andthat'spartlybecausewehaven'thadanagreedmethodofcommunicatingoranagreedplacethatallthesethingswillsit,sosomepeopledoiton[virtuallearningenvironment],somepeopledoit[online],somepeopledoitonposters.
There'sarangeandwe'rerunningaprojectonthatthisyearonspecificstudentcommunication.
Sostudentsdon'talwaysknowwhatwe'vedone.
"Pro-Vice-Chancellor(Post-92)AtthePost-92institution,oneacademictalkedaboutwhat,inhisexperience,wasafaadeofaccountabilitytostudentsthatwasrevealedwhenacademicswereapproachedoutsideoftheformalmechanisms.
Hisaccountsuggeststhataccountabilitytostudentsisunderstoodbyacademicstobeanimperativeinsomeinstances,butnotothers:"I'mnotsurethatitevergetsacteduponifit'slessformalised.
Sometimesifastudentcomeswithaspecificissuethenamemberofstaffmaychoosetosay'OK,let'sgototheofficetogether,let'ssortthisoutnow',bang,bang,done.
Theymaysay'Sendmeanemail'andthenitgetssortedoutoncethefactsarewrittendown,172dependshowcomplexandwhattheissueisofcourse.
Theymaysay'Oh,goandseesoandso'.
Theymayjustnodandsmileanddonothingaboutit.
"Academicwithteachingmanagementresponsibility,Engineering1(Post-92)AstudentattheRussellGroupuniversity,whofeltthatacademicswereguidedmorebyotheragendasthanbyaccountabilitytostudents,echoedthisnotionofstudentvoicestructuresasafaade.
Hiscommentssuggestedagrowingantipathybetween'usandthem'andanadoptionofdiscoursearoundacademicperformance:"Themostannoyingthingisthatwedon'tgetfeedbackatallsometimesandtheytakequitealongtimetodoitwhichisquitedisconcertingbecauseyouputalotofworkintocertainpiecesofwork-acertainassignmentandthenyouexpectanequalreturnbutmoreoftenthannotacademicsaretoobusywiththeirresearchandlikegetting[theuniversity]highupintheleaguetablessotheydon'tgiveyoutimelyfeedback.
Andsothere'safeelingofannoyance.
"Year1student,Engineering(RussellGroup)HiscommentslinktothestudentrepresentativeinChapter4,whofeltthatthestudentvoicewasoftennotseenasenoughevidencetosatisfyacademicsthatasuggestionshouldbetakenintoaccount.
Academicsclearlyunderstoodthattheymaintainedcontroloverwhichdecisionsweremadefollowingstudentfeedback.
5.
2.
2.
2AccountabilityandacademicdevelopmentOneofthekeyimperativesidentifiedintheinterviewdata,wastheuseofstudentvoicemechanismsinordertoinformtheprofessionaldevelopmentofacademics:"…gatheringfeedbackfromyourstudentsandbeingabletotakethatonboardreflectivelyandlearnfromit,mustbefundamental,somodulefeedbackandthingshavegottobefundamentaltothoseprocessestoouracademicstaffandtotheir173developmentasteachers,itseemstome.
"Pro-Vice-Chancellor(RussellGroup)AttheRussellGroupuniversitythestudentofficerfeltthatmoreprofessionaldevelopmentshouldbeprovidedforacademicstoencouragethemtounderstandwhatitisliketobeastudent:"Ithinkacademiaistheoneprofessionwithoutproperon-goingprofessionaldevelopmentin…teachingpedagogy-that'sdeficient…studentsshouldhaveakeyroleinthatkindofprofessionaldevelopment,whetherit'sthroughteachingawardsorthroughgreatercontribution-justfeedback….
Idefinitelythinkstudentsshouldplayarole[here]But…universitiesshould[also]getbetterattrainingacademicstoteach.
It'safinancialproblem.
Itshouldn'treallybeuptothestudentuniontotrainacademicstoteach,itshouldbeuptotheuniversityasaprofessionalemployertotrainacademicstoteachproperly.
Butofcoursestudentsshouldplayaroleinit…"ElectedStudentOfficer(RussellGroup)Oneacademichadundertakenalong-termprojectwhichhadprovidedtheopportunitytoworkwithstudentsinordertodevelopherteachingpractice.
Thisillustratedsomeresistancetoformalmechanismssuchascourseevaluationasitallowedhertoworkwithasmallgroupofstudentstowhomshewasaccountable,onherownterms:"SoIhadafocusgroupoffirstyearstudentsthatIusedtobribewithcakeandteaandthepurpose.
.
wasforthemtoauditortakemoduleswithmeorwatchmeteachandgivemefeedback.
AndIpreferredthemnottotakeamodulesotheycouldbehonest.
Overthreeyears…thatwasthebestlearningexperienceformebecausetheywouldsaythingslike'therewasnoneedforthatadditionalhour-thatstudentwasbeingspoilt'.
Theyweresoperceptive.
Andtheycoachedmethroughmy174practiceandtheyfilmedmeinlecturesandthey'dsaythingslike'Whatdidyouseeandhowcouldyouhavedoneitinadifferentway'.
"Academic2,English(RussellGroup)5.
2.
2.
3AccountabilitytoparentsParentswererecognisedasplayingagreaterroleinthedecision-makingandsupportofprospectivestudentsandundergraduates.
TwoofthestudentrespondentsatthePost-92universitysawparentsasasignificantsourceofsupportduringtheirtimeatuniversity:"Iprobablyspeaktomyparentsaboutonceortwiceaweek.
Mydadwenttouniversity-Ispeaktohim-hedidbusinesssoIspeaktohimaboutit-talkaboutthegoodandthebad-andgethisopiniononit.
Obviouslyit'sverydifferentfromwhenhewasatuniversitybuttherearestillsomesimilarities.
Healwaystriestogivemedirectiononcertainthings.
SometimesIfollowit.
SometimesIdon't.
Formyselfthat'sprobablythemostcommonwaysIevaluate.
"Finalyearstudent,Business(Post-92)Therewasalsoaperceptionamongststudentsandseniormanagersthatparentswouldbemoreinterestedandkeentogetinvolvedoncethehigherfeeswereinplace.
Onestudentfeltthatparentswouldbelikelytoplayagreaterroleinholdinginstitutionstoaccount.
Thissuggestsarolesimilartothatplayedbyparentswhilechildrenareatschool,whichhasnotpreviouslybeenprevalentinadulteducation:"…maybeparentsmightwanttogetmoreinvolved…-maybenotdirectlycomingtotheuniversitybutaskingtheirchildren'areyougettingthis''isthishappening'somaybethroughparents,theremightbemorequestioning,butgenerallystudentsjustwanttocometouniversity,dowhatthey'vegottodoandgo.
"Finalyearstudent,Education(Post-92)175StudentsattheRussellGroupdidnotreflecttheincreasinginvolvementofparents,buttherewasasuggestionbytheAcademicRegistrarthattheinstitutionacknowledgedtheirgrowingroleininformingstudentdecisions.
However,hesawacleardistinctionbetweenformalaccountabilitytostudents,andaninformalaccountabilitytoparents:"Tobehonestanddirectaboutitweprobablydon'tparticularlyfeelthatweareaccountabletoparentsatthemomentandwedon'toperateinanywaythatwouldfacilitatethatkindofdirectaccountabilitytoparents…wealreadyforourOpenDaysyoufigureonthreepeopleforeveryapplicantturningup….
SofamiliesaremuchmoreimportantthantheywerethoseshortfewyearsagowhenIwasastudentwhenitwouldhavebeendeathtogowithaparenttoanOpenDay.
Itjustwouldn'thavehappened.
Now,it'snotlikethatatall.
Youknowyourparentsarekeystakeholdersinthedecisionmakingprocess.
"AcademicRegistrar(RussellGroup)5.
2.
2.
4AccountabilitytothepublicAccountabilitytothepublicwasrecognisedbyseniormanagementatbothinstitutionsasanimportantarea.
TheAcademicRegistrarattheRussellGroupspokeaboutthepublicallyfundednatureoftheuniversity:"Theotherthingis…accountabilityforpublicmoney.
IsthestudentvoiceimportantinthatcontextWellitisinsofarasasignificantproportionofthatpublicmoneyisaboutteaching.
Evenatpresentyoucouldsay'Wellweget-Ican'tremembertheexactfigure-butlet'ssayit'ssomewherebetweenthirtyandfortymillionpoundsblockgrantfromHEFCEforteachingstudents'.
InwhatsenseareweaccountableforthatWellweareaccountableinthesensethatwehavetorecruitacertainnumberofstudentsandwedothat.
Weareaccountableinthesensethatifanawfullotofthemleaveearlywe'llstartlosingmoneysowebasicallywantthemtofinishthecourse.
Andthat'saboutitreallyatsomekindofformulaiclevelbutclearly176there'ssomethingaboutactuallydeliveringaqualityproductandthat'swheresomeoftheseothertoolsandmechanismscomeinliketheNSS,whicharenotnecessarilydirectlyfeedingbackintotheHEFCEfundingmechanismbutthey'rereallyimportant.
"AcademicRegistrar(RussellGroup)TheNSSwasseenasoneofthekeywaysthroughwhichtheuniversitywasheldaccountablebythepublicand,aswasshowninChapter4,bothinstitutionssawitasasignificantstudentvoicemechanism.
AsthePost-92Pro-Vice-Chancellorsaid:"TheNSSisapublicdomainsurvey.
Ithasbeenpickedupbythemedia.
Resultsareplacedinleaguetables.
Fromnextyearweareactuallygoingtobebenchmarkedagainstsimilarinstitutionstoseehowwellwe'vedoneagainst[them]ratherthanjustagainsttheaveragebecauseweareallsodifferent.
SpecificquestionsintheNSSareusedinsomenewspaper'sleaguetablesaswell.
AndnowtheanswerstospecificquestionsaregoingtobeusedintheforthcomingKeyInformationSets.
Sothat'sallpublicdomainandit'susingevaluationofawhole3or4year'sexperiencebypeoplewhoaregraduatinginordertoinformprospectivestudentsandapplicants.
That'sthepurpose.
"Pro-Vice-Chancellor(Post-92)5.
2.
2.
5AccountabilitytouniversitymanagementItwasclearfromtheaccountsofacademicsandseniormanagersthataccountabilitytostudentsandexternalaudienceswasanimperativewhichguidedcertainstudentvoicemechanisms.
Asthesemechanismsbecameincreasinglyhigh-stakes,therewasanintensificationofrelationshipsbetweenacademicsandmanagers.
Seniormanagersatbothinstitutionsclearlysawthemselvesashavingasignificantroleindevelopingpolicytoinformformalstudentvoiceactivity,andelementsoftheirresponsesdemonstratedanofficialroleinholdingacademicsin177departmentstoaccount.
ThiswasparticularlyevidentatthePost-92institution.
ThePro-Vice-Chancellordescribedherroleinholdingdepartmentsaccountablefollowingstudentfeedback:"I'mamemberoftheuniversitydirectoratesoifI'mawareofsomethingthat'shappening,Icandotwothings:OneistotakeittodirectorateandsayI'vegotevidenceofthishappening,Ithinkweshoulddothisandthenwe'llalldiscussit.
Or,ifI'mnotsosureofthefactualbasisofwhatI'mbeingtold,Icangobackdowntofacultiesandserviceheadsandsay'Ineedtocheckthisout'.
.
.
Ialsohavetherightandtheauthoritytointroducechangesofpolicyandprocedurethroughtheuniversitycommitteestructureifnecessary.
.
.
eachfacultyandrelevanti.
e.
studentfacingcentralservicedrawsupanactionplaneveryyearasaresponsetothemajorsurveysespeciallytheNSSandthe[internalstudentsatisfactionsurvey].
Iholdmeetingsduringtheautumnwiththedeansandassociatedeansofeachfacultyandtherelevantserviceheadstogothroughthoseactionplans.
Oncethey'reagreedtheythengobackintothefacultyandservicesforimplementation.
Progressagainstthoseactionplanscomestoeverystudentexperiencecommittee.
"(Post-92)TheHeadoftheEnglishdepartmentalsoreflectedthistypeofaccountability,describinghisroleinoverseeingcourseevaluationsandmonitoringtheresponseoftheacademicresponsible.
Hisresponsesuggestsalevelofsuspiciontowardsthewillingnessorcapacityofsomeacademicstorespondtostudentvoicemechanisms:"…it'sthecoursedirectorwhobringstogethertheindividualmodulereportsthatincludesstudentevaluations.
HoweverIamabitsuspiciousofwhatcanhappenifyouallowthoseprocessestorunbecauseitcanmeanyouendupwithaveryverysanitised,purifiedversionofthetruth.
Iamsufficientlyanxiousaboutthesystemofmoduleevaluationstoinsistonseeingallthemoduleevaluationsmyselffirstbefore178theygoanyfurthersothesystemwehavehereisthatstaffdistributetheforms,theybundlethemup,theyleavethemforme.
.
.
.
theneverybodyunderstandsthatIwillseethemandI'llmakeanoteofissues.
WhenIreturnthemtothememberofstaffconcerned,ifitisevidentthatthereareseriousconcernsthenobviouslyI'lltalktothem.
Itdoesoccurfromtimetotime.
"(Post-92)Foracademicsinthiscontext,therewasasensethatthereweremanagerswhowerewaitinginthewingstoholdacademicsaccountableforpoorperformanceinstudentvoicemechanisms:"Sohopefullynextyearwe'llgetayearofgreatresponse[totheNSS]andI'llgetayearofnotbeingtoldoff.
Interviewer:AnddoyougettoldoffWhodoesthetellingoffYeah.
WellIsaytoldoff-itcomesdownfromFaculty-theyoftenwanttoknowwhy.
Itcanfeelalittlebitlikeaninquisitionwhenthingsdon'tgowell.
There'softenalotofsuspicionwhenyougiveyourreasonastowhythingshaven'tgonewellbutwealwaystryandbequiteopenwithit.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)ThiswasmirroredattheRussellGroupinstitutionifdepartmentswereperceivednottohavedonewell:"Wellitflagsup.
.
.
youknowIhavetowriteanannualreportandIhavetorespondtowhatisputintheNSSsurveyandifscoresareparticularlylowyougetaphonecallfromthePro-Vice-Chancellortellingyou'wewantanactionplan'andyouproduceanactionplan"Academicwithteachingmanagementresponsibility,Engineering(RussellGroup)Thesetypesofpracticescreatedasenseof'usandthem'betweenacademicsandseniormanagers.
Insomeacademicaccounts,managerswereseenasoutsiders179withdemandsthatborelittleresemblancetothemainprioritiesforanacademicinadepartment.
Oneacademicdescribedpassiveresistancetothedemandsofmanagementamongsthiscolleagues:"Wedogettakentotaskbythe[seniorfacultymanager].
He'llcomeandhaveachatabout-weneedtoimproveprogression;weneedtoimproveretention,andhe'llwalkoffandeveryonesays'Well,I'msurewedo,anywayIwassaying'soagainit'sdowntopeopleinmypositiontomotivateandshowthewayonthat.
"Academicwithteachingmanagementresponsibility,Engineering1(Post-92)Oneseniormanager,whohadpreviouslyheldamanagementroleinafacultythathadinvolvedmonitoringtheevaluationsofacademics,hadchangedhisviewsontheimportanceofmonitoringacademicfocusedstudentvoicemechanismssuchascourseevaluations.
Hefeltthatmanagementinvolvementhadthepotentialtoencouragecompliance:"Iusedtoseequitealotofthatmaterial.
Thereinincidentally,wasaproblembecausethefactthatIwouldseesomeofit,meantthatitwasperceivedbytheacademicstaffdischargingitassomethingthattheyhadtobeinapositiontoshowmeandthatmayhavebeenmoresignificantthanitbeingarealtoolfortheon-goingdevelopmentofthecourses.
Inotherwords,itwasevaluationforevaluation'ssakeinorderthatsomethingcanbeseentobedoneratherthanevaluation…intermsofimprovement.
"HeadofEducation(Post-92)Accountabilitytoone-another,andtothepublic,formedadistinctimperativethatunderpinnedformalstudentvoicemechanismssuchasnationalandinstitutionalsurveys,courseevaluationsandstudentrepresentation.
Forthoseinterviewed,thenatureofthisimperative,asrequiringonegrouptobeaccountabletoanother,180createdanantipathyof'usandthem'betweendifferentgroups.
Arelationshipwhichwas,attimes,valuedasproductive,andatothers,createdtensionbetweendifferentgroups.
5.
2.
3StudentvoicefordemocracyandequalityWhilediscoursesaroundstudentsasconsumersandincreasedaccountabilitywereunderstoodbyparticipantstohaveriseninrecentyearsinlinewithpolicychanges,manyoftheformalapproachestostudentvoice,haddevelopedovertime.
Theimperativeofstudentvoicefordemocraticpurposeswasafundamentalprinciplewhichunderpinnedmechanismsateachinstitution,suchasdepartmentalandstudents'unionrepresentation.
Bothinstitutionsoperatedstudentrepresentativesystemsandhadstudentrepresentationoncommittees,yetformanyofthestudentsandacademicsparticipatinginthesemechanismstherewasasenseofpragmatismaboutwhethertheyequatedtoademocracy.
Electionstothestudents'unionandcourserepresentationsystemswerethemainwaysinwhichrespondentsrecogniseddemocraticprinciplesinfluencingstudentvoiceinhighereducation.
Electionsinsomeformatareusuallyheldatthestartoftheyearandaquotaofstudentrepresentativesfromeachcourseusuallyinplace.
Theideaofademocracywaspopularamongstacademicswholinkedideasofdemocracywiththenotionofcollegialityandgreaterequality.
OneacademicattheRussellGroupspokeaboutstudentrepresentationsystemsasaformofdemocracy:181"…they'rerepresentedasyou'veseen.
Theyhaveaccesstoallsortsofmembersofthedepartmentfromtheirpersonaltutorortheirseminartutoruptotheheadofdepartmentwithoutmakingitsoundtoohierarchicalbuttheycanexpressthemselvestoawholerangeofdifferentpeopledependingonthenatureoftheissue.
Theyelecttheirmembers…iftheywanttobeareptheyproposethemselves,andtheniftheywanttochairit…Thatsoundsprettydemocratictome.
"HeadofEnglish(RussellGroup)However,astudentfromtheEnglishdepartmentdidnotfeelthat,inpractice,studentrepresentationwasparticularlydemocratic:"[Democratic]Iwouldn'tsayso.
BecauseI'dsayyouarestillreportingthingstothedepartmentandthenthedepartmentdecidewhattodowiththethingsthatarereported.
Soyouhavethepowertosaythisisanissuebutyoudon'thavethepowertodoanythingaboutityourself.
"Year3StudentRepresentativeEnglish(RussellGroup)Inpracticetherewereanumberofcompetingimperativesthatacademicsfeltundermineddemocraticpracticesuchasthecompetingagendasthatinformedrepresentation.
Forstudents,democracywasunderminedbythedifferencesinthepowerheldbyacademicsandstudents.
Therewerevaryingviewsonstudents'willingnesstobeinvolvedindemocraticmechanisms.
Commentsfromthebusinessstudentsuggestedthattheprocessesforstudentvoiceprovedtobeabarriertostudents'participation.
Hefeltthatimprovementstothemechanismwouldleadtogreaterstudentinvolvement:"Therearehugedemandsforstudentstohaveastudentvoicebut…they[didnot]feeltheyhadthewideenoughplatformstodoit.
…Infacteverythingindicatesthattheywanttohave…alotmoreinfluence.
Idon'tbelieveforonesecondthat182studentsaren'tproactiveenough.
Wellsomearen't,butifyougivethemagoodenoughplatformto[participate]andtheycanseethatthereisaresultfromtheirstudentvoice-because…it'swellandgoodthemcomingupwiththeissuesbuttheyhavetohaveaveryclearmechanismsotheygetfeedbackonwhathashappenedasaresult].
"Finalyearstudent,Business(Post-92)However,mostseniormanagersdidnotsharethisperception.
Forexample,thePro-Vice-ChancellorattheRussellGroupinstitutionfeltthatmanyofthechangestostudentvoicemechanismswereledbygovernment,ratherthanastrongmessagefromstudents.
ShesuggestedthatmanystudentssawdemocraticrepresentationasoutdatedandhadsacrificedtheirinvolvementforaslickerHEproduct:"Itseemstomethat-andImaybequitewrong…politicallythereissuchadriveforsingleissueproblemsthat…wehaven'tforyearshadany-debatearound,discussionof,[or]concernexpressedabout,…thelackofdemocracyorundemocraticmechanismsorwhatever.
…perhapsthereisa…sensethatstudents…wantittobeawell-oiledmachinedoingwhattheywantittodo.
Andthat'sfine.
…Inasensethereisquitealotthatishappeningisn'tthereIntermsofstudentrepresentation,intermsoffreedomofinformation.
Anditishappeningwithoutstudentsevenparticularly-atleasthere-lobbyingforit.
AllIcansayiswhenwe'vetalkedaboutpublishingexternalexaminers'names-Ican'tsaywe'vehadstudentssay'Great.
It'slongoverdueetc.
'.
More-it'ssomethingwegothrough.
…Imeanthere'snoteverbeenalobbytoincreasethestudentrepresentationoncouncilorSenate-notwithinmyknowledge.
"TheStudentOfficer(Post-92)talkedaboutstudentrepresentationonuniversitygovernancecommitteesasaformofdemocracy.
Hereflectedontheeffectivenessoftheparticipationofthestudents'uniononthosecommittees,suggestingthattheinexperienceofelectedstudentscanbealimitingfactor:183"Theuniversitydoesinvitethestudentsuniontositonnearlyeverysinglecommitteeandfromthelastyearwe'veevenchairedcommitteeswiththeuniversitystaffsittingonwhichshouldn'tbeseenasaspecialthing.
Itshouldbethenormbutobviouslysabbaticalofficersareonlyhereforacertainamountoftimeandit'squitedifficulttodohandoverswithsuchashortturnaround.
"ElectedStudentOfficer(Post-92)AttheRussellGroupinstitutiononeseniormanagertalkedaboutthenatureofthedemocracyonuniversitycommittees.
Usingtheexampleofthediscussionswhichtookplaceabouttheleveloffeescharged,heidentifiedstudents,amongstothers,ashavingdemocraticpower,butarguedthatstudents'viewswerenecessarilybalancedwiththoseofotherstakeholders:"Wedon'thaveademocraticstructureintheuniversityinwhichstudentswouldbeinthemajority…NotthatIcanthinkof-otherthantheStudents'Unionofcourse.
Buttobefairit'sveryveryrarethatanythinggoestoavote.
UsuallyaconsensusisreachedindiscussionatcommitteesinthisuniversityandinmostuniversitiesI'msure.
I'lltakeasanexample-discussionsaboutfees…Forthefullrecord,therewasobviouslyawholevarietyoffactorsthathadtobetakenintoaccount.
Intheendmanyofthosefactorspointedtowardsussettingfeesatthehigherendofthe…So.
.
.
andtobefairwedidaconsiderableamountof…takingviews…therewasauniformityamongstacademiccolleaguesthatthiswastheappropriatethingtodobutthestudentswereabsolutelyadamantthatitwasn'tandweshouldsetfeesaslowaswepossiblycouldsotherewasjustacompletemismatch…Thosepointsweremaderepeatedlyat[seniorcommittee]andotherbodiesandnoted.
So.
.
therewasdemocracybecausehaditbeenforcedtoavoteitwouldhavegonetoavoteandtheconsensusviewwouldhavebeensupported.
…Sowedohavedemocracybutwedon'thavemajoritystudentrule.
"AcademicRegistrar(RussellGroup)184OnestudentattheRussellGroupinstitutiondiscussedthenatureoftherelationshipbetweenthestudents'unionandtheuniversity.
Hefeltthatademocraticrelationshipatthetopoftheorganisationwasunrealisticduetothecompetingimperativesandtherangeofexternalstakeholdersinvolvedinuniversitymanagement.
Instead,hefeltthatthefocusshouldbeondepartmentleveldemocracy,wherehefeltstudentscouldmakemoreofanimpact:"Ourstudentunionisveryluckythatwearerepresentedonthe[seniorcommittee].
.
.
Idon'tknowhowmuchpowerthereactuallyis….
itseemsabsurdthatacorporateshareholder,forexample,willhaveasmuchsayassomeonewho'sbeendemocraticallyelectedbythe20,000studentsthatareoncampus,youknow…Soevenifstudentsaregivenademocraticvoiceitwouldbeademocraticvoiceamongstawholeloadofothervoicesthathavefarmoremoneybehindthem.
.
.
Thebestthingyoucanhopeforistomakeitareallygoodlearningenvironmentand…communityonthegroundlevelbeneaththemangers…betweenacademics,students,post-graduatesandstudentleadersandunionrepresentatives"Year3StudentRepresentative,English(RussellGroup)Thesamestudentwentontotalkaboutthedangersofthestudents'unionanduniversitydevelopingarelationshipthatwas'tooclose'andsoerodedtheunions'positionasarepresentativebody.
Hiscommentssuggestconcernsaboutthechangingnatureofstudents'unions:"itwouldbethemostdangerousthingintheworldfortheuniversityandthestudents'uniontothinkthattheywereequalpartners…becausethat'snotwhatyouwant.
Youwantthestudents'unionsaying'No,you'renotgoingtodothis.
Wecompletelydisagreewiththis.
We'renotfriendsonthisissue.
'"185Theideaofademocracywaspopularamongstanumberofacademicswholinkedideasofdemocracywiththenotionofcollegialityandequality,whichmanybelievedtobeanimportantbutundervaluedconceptinaneffectiveinstitution:"Ifonethinksoftheoriginalpurposeofuniversitieswhichwas,Isuspect,sharingknowledgeandexperience,wehavebecomemuchmorehierarchical,managedandtobeinalessmanagedworld-Imeanaworldwhichsomelongservingacademicswillwistfullyspeakofiscollegialityasthoughitissomethingwhichhasbeenlostandthat'snotfarfromdemocracy"HeadofEducation(Post-92)Despitethenostalgiaarounddemocracy,studentandstaffrespondentsdidnotfeelthatinpractice,studentrepresentationwasparticularlydemocratic.
Foracademics,democraticpracticewasunderminedbythecompetingagendasthatinformedrepresentation.
Forstudents,democracywasunderminedbythedifferencesinthepowerheldbyacademicsandstudents.
Amongstasmallgroupofacademics,ideasofequalitybetweenacademicsandstudentsweremorepopularthanthoseofdemocracy,particularlyintheclassroom.
AttheRussellGroupinstitution,academicsinEnglishspokeaboutprojectsinwhichtheyhadsharedpowerwithstudents,whichtheyregardedasseekinggreaterequalityinthewayinwhichtheyengaged.
"About7yearsagowehadagovernmentgrantto[developa]modeloflearningthatwewereexperimentingwith,andwhichwe'venowestablished,wasbasedonatheatricalmodelthatyoutreataclassroomlikearehearsalroomanditsaimsareallverydemocraticandaspirationalandidealistic.
Butnevertheless,partoftherhetoricaboutthatisaboutuncrowningauthority,aboutsayingthattheteacherisonlyoneofmanylearnersintheroom,it'sallverysixties,nothingnewunderthesun.
Butwe186haveactuallyrevivedthattraditionverysuccessfullyinsomeofourteachinginthisdepartment…itrunscountertoconsumeristnarrative…whichisthat'I'vegotsomethingthatyoudon'tandyougivemesomethingandI'llgiveyousomethingback.
'Soit'saverydifferentmodeloflearning…andI'mmuchmoreawareofthataspartofmydailylife.
"Academic1,English(RussellGroup)InthePost-92institution,aspecificstudentvoicemechanism,whichemployedstudentstoworkalongsideacademicstodeveloplearningandteaching,wasseenasdevelopingagreaterequalitybetweenstudentsandacademics.
Thisaccountillustratesachangingunderstandingofwhatitmeanstobea'good'academicintheinstitution.
Thismarksagreaterequitybetweensomestudentsandstaff,butalsoachangeinacademicroles:"Theacademicswhohaveseizedthepartnershipopportunitiesthatwe'vebeenoffering-arekeentoworkwiththeirstudents,seethemaspartners,seethemaslegitimatepeoplewithlegitimateviews,intelligentobservations,validsuggestionsanditworksgreat.
Ontheotherhandwe'vegotsomeacademicswhoaregoingtohavetobeprizedofftheirverytraditionalviewof[highereducation]whichis-I'mtheexpert;I'mtheacademic;youarethepupil;myjobistoimpartmywisdom.
Yourjobistosoakitup.
Andtoneverquestionme.
Ithinkwe'vegotfewerofthosepeoplenow.
Ithinkwearewinningtheargumentthatstudentshavealotofwisdom,havealotofinterestingthingstotellus,havealotofinterestingthingstoworkwithusonsoI'mreallyhopingthatthat'sgoingtobequiteaseachange.
"Pro-Vice-Chancellor(Post-92)Acontradictionwasapparentbetweentheidealsofdemocracyandthewaysinwhichstudentsexperiencedrepresentationinpractice.
Democracy,whilerecognisedasanimportantideologybymanyrespondents,waswidelydismissedbeyondtheorganisationofrepresentationthroughelectionsandencouraging187representativestoengagewithpeers.
Wheremechanismswerepurportedtobedemocratic,therewasoftensometensioncausedbetweenthosewhosawmechanismsasdemocraticandthosewhosawdemocracyasanunrealistic,orundesirable,ideal.
Newformsofradicaldemocracyandequalitywereseenasaformofresistance,throughwhichhierarchicalrelationshipsbetweenacademicsandstudentscouldbebrokendown.
However,thesenewwaysofworkingsuggestednewidentitiesandsubjectivitiesforstudentsandacademicsthatdidnotalwayssitcomfortablywiththosegroups.
5.
2.
4StudentengagementwithlearningandevaluationPartoftheequalityanddemocracydiscourseintheinterviewsrelatedtoadesireamongstsomeseniormanagersandacademicsforstudentsto'takeownership'ofthelearningprocess.
Thiswasacomplexdiscourse,whichmeantdifferentthingstodifferentparticipants.
Viewsaboutwhatownershiporengagementwithlearningmeant,differedbetween:Thosewhofeltthatownershipreferredtoindividualstudents'engagementwithlearningandthesubject;forexamplecompletingtherequiredtasksandengaginginclassroomdiscussion.
Thiswastiedtoideasofstudentsasindependentlearners.
Thosewhofeltthatownershipmeantstudentstakinganactiveroleinstudentvoicemechanismsasanaspectofwiderownershipandcommitmenttoeducation.
188Partofthediscourseforeachoftheseperspectivesappearedtobeaboutchallengingthenotionofstudentsaspassiverecipientsofhighereducation.
TheAcademicRegistrarattheRussellGroupsetoutthesevalues,describingtheconceptoftheownershipoflearningasanimportantchallengetotheideaofstudentsasconsumers.
Hiscommentsfocusonstudentownershipthoughtheevaluationoflearningyetthereisanotableabsenceoftheacademicsubjectintheaccount:"…wewouldrecognisenotonlythatitisdesirablebutthatitisabsolutelycoretothekindofstudentsthatwewanttohave-thattheyarenotpeoplewhoarepassiveconsumersofsomething,thattheyarepeoplewhoareactivelyengagedintheirlearning.
Thatactiveengagementtakesawholevarietyofforms.
It'snotjustabout'doIinputintodesigningthemodulewithsomecommitteemeetings'orsomethingbut.
.
.
'whenIdotheresearchprojecthowdoIengagewiththeteamthatIworkwith'IfI'mdoinganassignmentwhatoptionsshouldItakeWhatotherextra-curricularvolunteeringopportunitiesdoItakeupWhatkindofworkexperiencedoIgainDoIbringthatbackintomylearningandreflectonit"AcademicRegistrar(RussellGroup)Incontrast,theDirectorofEducationatthePost-92Universitysawownershipasrelatingtoallaspectsofthesubjectdiscipline.
Hevoicedanobjectiontoacademicsclaimingownershipofcoursesandthecurriculum,suggestingarepositioningoftheacademicinrelationtostudents:"Iwasalwaysworriedthatthememberofacademicstaffresponsibleforthatmodulewouldsay'mymodule'.
I'dalwayscontradictthemandsayit'snotyourmodule,itbelongstothestudentsthataretakingitandyouareimplicatedinthat.
Youcan'tlosesightofthat…becauseit'swhatmattersisn'titIt'snot'it'smy189module,theymustcomeanddowhateverIwantthemto'.
"HeadofEducation(Post-92)Studentstootalkedaboutengagementwith,andownershipof,learning.
AstudentattheRussellGroupinstitutiontalkedabouthispersonalexperienceofthetransitionbetweenlearningatschooltobecomingmoreindependentatuniversity,describingthedevelopmentofhispersonalunderstandingoflearning:"…asyougrowupyougettounderstandthat,okuniversityisaboutindependentlearning,aboutself,bygettingtoknowyourselfbetterandgettingtoknowhowyoushouldworkratherthansomeonetellingyouhowtodoso.
…onthisroadyou…learnhowtogetfeedbackandhowtomakethemostoutofyouracademicexperience.
Asafirstyearyoutendtobelessexperiencedandmakecomplaintsratherthantakeactiontosolveyourproblems.
"Year1student,Engineering(RussellGroup)TheStudentOfficeratthePost-92institutionencapsulatesthechallengesofinstillingownershipandhisperceptionsofhowstudentsunderstandtheconcept:"Weshouldbesayinginuniversity-engagingandempoweringourstudents-andsayingthisisyoureducation;thisisyour3yearsor4yearsatuniversity-howdoyouwanttolearn,whatdoyouwanttolearn,anddevelopingitwiththestaffhere.
Ithinkwe'restartingtogointothatdirection.
…We'renowherenearityetandthere'salotmoreneedstobedonebutitistryingtoempowerthosestudentsandgetthemoutofthecultureof'you'llsitandbetoldwhatwewanttotellyou'andthat'sverydifficultbecauseyou'vehadsomuchexperienceofthatbeforeyougettouniversity.
Sobuildingup'whatisuniversity'andbuildingupthatcommunicationmaybebeforetheygetheresothatwhentheygetheretheyknow'wecandothis'andwe'renotgoingtobetoldofforspokendowntobecauseweareadultsandthisisoureducation.
"ElectedStudentOfficer(Post-92)190However,formanytherewasasensethatengagementinstudentvoicemechanismswasforafewkeenstudentsratherthanforallstudents.
AcademicrespondentsandtheStudents'UnionManagersuggestedthatrequiring'ownership'ofthelearningexperience,andinvolvementinitsevaluation,wasanunwantedresponsibilityformanystudents:"…studentscometotheuniversityexpectingtoturnuptotheirlecturesandlearnandmaybehavegoodrelationshipswithstaff-theyexpecttobechallenged,tohavetothinkandlearnandwork-butIdon'tthinktheyreallythinkaboutwhattheirroleisintermsofshapingthingsthemselvesexceptinareallysuperficialwaythroughmoduleevaluationsandpotentiallystudentreps…Idon'tknowhowmuchofanappetitethereisandIdon'treallyknowifit'srightthatweshouldexpectstudentstowanttogetinvolvedorbereallypromotingittothemasopposedtotryingtojustmakesuretheexperienceisthebestitcanbebasedontheviewsofafewwhoareengagingatthatlevelandwhatweknowalreadyasaninstitution.
"Students'UnionManager(Post-92)Thislinkedbacktoconceptsofstudentidentityandthedesirabilityofstudentvoicebeyondtheclassroom.
TheStudents'UnionManager'sstatementraisesinterestingquestionsaboutthetypesofstudentforwhomstudentvoicemechanismsaredesigned.
Shesuggeststhat,forstudents,themostimportantareaforvoiceiswithintheclassroom.
ThisviewwassupportedbythePro-Vice-ChancellorattheRussellGroupinstitutionwhorecognisedthatwhilemanystudentswerewillingtobeinvolvedinstudentvoicemechanisms,thisdidnotequatetoamorefundamentaldesireforinfluenceoverwhatandhowtheylearnt:"…someofthequestionsyouareaskingare…politicalinthesensethatourstudentbodyisnotpoliticalinthatway,soownershipoflearningmaybe191that.
.
.
ideologicallyopposedtowhatsociologythinks-whatwewanttobereadingissuchandsuchandsuchandsuch.
…Idon'tknowwhenitlasthappenedhere.
That'swhatImeantaboutitbeingmoresingleissuesthattheyaddressthanthekindofideologicalapproachtoadisciplineoranythinglikethat.
…Imeantheywantto,theyactivelyengageintheprocessesoflearning.
Theywanttohaveownershipinsomecases-anddo-thepopularityof[studentconference]that'scominguponstudentasresearchersoit's[ownershipoflearning]happeningifyoulikethoughacceptablechannelsratherthanasanykindofspontaneousprotest.
"Whilemanyparticipantstalkedabouttheimportanceofstudentengagementandwhatmanydescribedas'ownershipoflearning',thisformedarhetoricforwhichtherewasnocleardefinition.
Forseniormanagersandacademics,ownershipappearedtorelatetoconceptsofstudentsworkingindependently,withintheclassroomandbeingproactiveaboutgettinginvolvedinstudentvoicemechanisms.
Theaccountsofstudentsalsoreflectedthis.
However,theaccountsofstudentssuggestedanawarenessofthelimitationsoflegitimatediscussionwithinformalmechanisms.
Thiswasacceptedbysomestudents,whileothers,suchasthestudentengagedintheOccupyprotestandeducationconference,soughttoprovidealternativemechanismsforstudentvoice.
Incontrast,staff,tendedtoholdtheviewthatwherestudentsdidnotdiscusscertainmatters,suchasthenatureofthecurriculum,thiswasduetodisinterest.
5.
2.
5StudentvoiceandidentityAthemethatclearlyemergedthroughanumberoftheinterviewswasthatofstudentidentity.
Therewerevariouselementstothisincludingideasaboutstudentwellbeing,self-esteemandthedesireforstudentstofeelpartoftheuniversitycommunity.
1925.
2.
5.
1StudentengagementwithcommunityAcademicsandseniormanagerstalkedaboutcreatinga'senseofcommunity'inordertoenablethedevelopmentofstudentidentity.
ThisphenomenawasparticularlyevidentatthePost-92institution,whichhadseveralcampuslocations,whereitwasseenasactingasacounterbalancetoaperceivedlackofcommunityamongststudentsandstaff.
ThiswasnotseenasanissueattheRussellGroupinstitution:"WeareacampusuniversityandIdosometimeswonderifstudent'schoosetogotoacampusuniversitybecausethere'sthatassociationwithstudentlifeandstudentcommunityandstudentenvironment.
Andthereforetherightto.
.
.
theopportunitytokindofexperimentwiththeroleofbeingastudent.
"Pro-Vice-Chancellor(RussellGroup)IncontrastthePro-Vice-ChancelloratthePost-92institutionlinkedthelackofcommunitytothegreaternumberofstudentslivingathomewhileattendinguniversity:"Wedohavesomestudentswholiveathome,comein,dotheirclasses,goback,pickupthepart-timejobortheSaturdayjobthattheyhadeversincetheywere16backathome,andthat'salltheywantfromus.
Theyreallydon'twantawiderengagement.
Istillthinktheyhaveeveryrighttoknowwhatelseisgoingon.
Theyhaveeveryrighttoavoice.
…AndIdon'tthinkwe'vegotthatrightyet.
"Pro-Vice-Chancellor(Post-92)Therewasasensethatthecommunityelementwasanessentialaspectofstudents'personaldevelopmentandsoshouldbesomethingthatdepartmentsstrivedtorecreateifitwasnotnaturallypresentamongstgroupsofstudents.
ThesettingupofFacebookgroupsforstudentswasonewayinwhichsome193departmentshadsoughttoengenderthisatmosphereonbehalfofstudents.
Thissuggestsanextensionoftheacademicroleasteacherintotherealmoftherapistorlife-coach.
Thisacademicfeltthathehadaroleinfacilitatingthisinhisdepartment:"…'studentvoiceaspartofthedevelopmentoftheperson'ismassive.
AndIthinkwherewefailourstudentsmostisinthecommunity.
We'reworkingreallyhardonthat-totryandmakethiscommunity,getthispridebecauseyouwantstudentstogo'Thosewerethebest3yearsofmylife'.
Youwantstudentstogo'amazingtimes'andtheyfeltpartofsomething.
AndIthinktofeelpartofsomethingyou'vegottobeheardbutnotjustfroma'DidyouthinkthismodulewasgoodDidyouthinkthatmodulewasgood'butjustasapersontobeheard.
"Academicwithteachingmanagementresponsibility,Engineering2(Post-92)5.
2.
5.
2StudentvoiceandwellbeingExcerptsfromthissectionappearinFreeman(2013)"Studentengagementinpractice:ideologiesandpowerdynamicsincourserepresentationsystems".
InDunne,E.
&Owen,D.
(Eds.
)Studentengagementhandbook:practiceinhighereducation.
Bingley,Emerald145-162.
Developingasenseofcommunitywas,inpart,linkedtostudentwellbeingandidentity.
Thiswasathemethatemergedrepeatedlywhentalkingtoacademicswithmanagementresponsibilityabouttheinvolvementinmechanismssuchasstudentrepresentation.
Indeed,someofthestudentparticipantstalkedaboutinvolvementinstudentvoicemechanismsactingasacatharticexperience.
However,othersrecognisedthatonlycertainconcernscouldbeairedlegitimatelyinrepresentativeforums.
Forexamplestudentfeedbackrelatingtocriticismsofnamedlecturerswasseenbystudentsandacademicsas'outofbounds':194"Tosomeextent,thisthingservestorelievesomeofthepressureandfrustrationyoumightfeel.
Forinstanceasanindividualifyouhaveyourownissuesthatimpactuponthequalityofyourtimehere,youcan'treallydomuchtoexpressthemifthey'repersonalconcerns…wearenotgiventheopportunitytoexpressourfreeandunbiased…opinionaboutthethingsthatconcernuspersonallylikeourwelfare.
Yeahtheycareabouthowthecourseisadministrated;buttheydon'treallycareabouttheperson.
AndIguessnouniversitydoesthis.
Itdoesn'tmatterhowhighupintheLeagueTablesyoumightbe,theydon'treallycareabouthowstudentsfeel.
Theyjustsay'ok,it'snormalthatnotallthestudentsdoaswellintheexaminations'buttheydon'tquestionwhetherthosestudentsthataremaybebelowaveragehavereachedtheirmaximumpotentialandwhethertheyarejustunderperformingseriouslybecauseofthenatureofthedegree.
"Year1student,Engineering(RussellGroup)TheacademicrespondentswithteachingmanagementresponsibilityatthePost-92institutionandintheEnglishdepartmentattheRussellGroup,describedhowthedevelopmentofidentityandconfidencewereimportantaspectsofcertaintypesofmechanismssuchascourserepresentationsystems.
Academicsatbothinstitutionsviewedstudentparticipationinrepresentationasanopportunityforstudentstodeveloptheirself-esteem:"Andfromthestudentpointofviewobviouslytheyneedtofeelthattheyhaveavoice;thattheycanbeheard;thatwhentheydosaysomethingit'stakenseriously;ifnecessaryit'sacteduponbutalsomoststudentshavenoideahowstuffworks.
"HeadofEnglish(RussellGroup)195Thiswaslinkedbyoneacademic,toadesiretopreparestudentstobeactivemembersofsociety,aconceptwhichlinkedbacktotheideasarounddemocracyandequalitythatarepresentedinthischapter:"Abuyin.
Yeah.
Yeah.
Ifstudentshavehadasayandthey'vesaid'Thiscouldbebetter'andwehavemadeitbetterthentheysay'Thankyou'andfeelthatthey'vebeenalittlebitofitratherthanjustsubjectsthatweteachat.
Passivelearnertosomethingmoreactive,whichisimportantonsocietallevel,aswellasthepersonallevel.
You'vegottobeabletomakeadifferenceintheworld.
Leavefootprintsinthesandsoftimeasitwere.
That'simportantinaself-esteem,self-viewfashion.
"Academicwithteachingmanagementresponsibility,Engineering1(Post-92)Duringtheobservationsofstudentrepresentationcommitteesconcernsthatwereraisedbystudentswereoccasionallyrelatedtothemfeelingdiscomfortinparticularlearningscenarios.
Betweenthetwodepartmentsobservedthereweredifferentapproachestorespondingtostudentsconcerns.
Forexample,studentsinonemeetingfeltthatoneacademic'spoliticalviewsweretoostrong:"Student:therewereseveralpeoplethatmentionedtomeattheendoflastyeartherewasaparticularmoduleinwhichtheyfeltuncomfortableinseminarsbecausethepoliticalviewsofthetutorwerepushedtoaridiculouspoint.
It'sdifficulttosaythiswithoutmentioningnamesbuttheyfelttheyweren'tabletovoicetheirownopinionifitwascontrarytothatoftheirtutor.
Academic:Icanseethesecanbequitesensitiveissues.
Thiswouldbeasituationwhereifthatwashowstudentsarefeeling…thatwouldprobablybesomethingtobringtomeasHeadofDepartment.
Ifit'samodulethat'staughtbyseveralteachersanditwasoneofthetutorswhowasdoingthisthenyoumightgoforthemoduleconvenerinthefirstinstance.
"StudentRepresentativeCommittee,English(RussellGroup)196Studentrepresentativesalsospokeaboutlearningsituationsthatmadethemuncomfortablebecausetheyfeltthattheyweretoodemanding:"Student:Acoupleofpeoplehaveemailedme.
.
.
Isayacouple.
.
.
19peoplewiththesamecomplaintaboutaspecificmoduleandtheywerejustsayingtheyweregoingtoalectureatIdon'tknowwhattime.
.
.
noonforthesakeofargument.
.
.
andthelecturerwouldsay'okyou'redoingapresentationonthismaterialat2o'clocktoday;you'redoingoneat3o'clockandyou'redoingoneat4o'clock'.
Andtheyweresayingthisisridiculous,wecan'tdothis,there'snotenoughnotice.
Academic:TheseareatseminarsStudent2:Yes.
Idon'tknow.
It'snotamoduleIdo.
Idon'tknowhowaccuratethisinformationisbutthesheervolumeofemailsIgotsuggestedtomethatpeoplereallyweren'thappy.
Academic:OK.
Wellafterthemeetingyoumightletmeknowwhatthemodulewas.
"StudentRepresentativeCommittee,English(RussellGroup)Theseexamplesshowtheinfluencethatthewellbeingofstudentsinlearningsituationshasonthedecisionsmadeatdepartmentlevelaboutapproachestoteaching.
Inanotherobservationtherewasasensethatstudentsdidnotwishtobeplacedinlearningsituationsinwhichtheywereassessedaspartofagroup.
Inthisinstance,studentswereencouragedtoconsiderthepersonaldevelopmentvalueofparticipatinginformsoflearningthattheyfoundchallenging:"Student:Groupworkandthereliabilityofmarkswhenappliedtoarangeofdifferentgroupmembers.
Sometimesthereisonepersonwhoistheweakling,oronewhoproducessomeworkbuttherestofthegroupthinkitneedstobedoneagain.
197Academic:Onegroupfedbacktomethattheydidn'tlikegroupworkbecause'alltheydidwashavemeetingsandwritereports'myresponsewasthatengineersareproblemsolvers,asanengineeryou'llspend:10%ofyourtimeproblemsolving,20%workingonarealproblem,10-30%workingoutwhethertheproblemistherightproblem,50%convincingpeoplethatitwasaproblemandtellingthemhowtosolveit.
Student:Ifyoucouldcomeupwithsomewayofmeasuringcontributionthatwouldbegreat.
Academic2:Wecouldthinkaboutreintroducingpeerreview.
Student:Youcouldaskpeopletoratehowtheythinktheprojectwent.
Academic2:Wecouldgetgroupstogetherandaskwhateachpersondid.
Academic1:I'msorrytosaythoughthatyourexperienceofgroupworkisanintroductiontotherestofyourlife.
"StudentRepresentativeCommittee,Engineering(RussellGroup)Duringtheinterviewstheacademicsthathadbeenobservedinthestudentrepresentativecommitteessawtheirrespondingtostudentconcernsaspartoftheaforementionedapproachtomanagingexpectations.
However,oneacademicintheEnglishdepartment,whowasnolongerinvolvedinthestudentrepresentativecommittee,wasconcernedwiththegrowingfocusonstudentsbeingcomfortableandfeltthatthiswasrelatedtothelackofpoliticalengagementamongstthestudentsthatshetaught.
Herviewishighlightedhereasoneofthedissonantvoicesinthedata:"Thissenseofsecurityandstabilityhasrepercussionsonalackofapathyforpoliticsandconflict.
Eveninplaygroundsconflictisnotallowed.
That'sunhealthy.
It198isunhealthy.
Imeanlittlethingsarecalledbullying.
Theyarenotbullying.
Intheplaygroundchildrenshouldgetangry,beateachotherup,getrevenge,learnhowhumanbeingsreactandthenmakeup.
Thereisnoneedforrulesandregulations.
Wearenotallowedtotoucheachother.
Wearenotallowedtotouchsomebody.
Toucheachother.
What'swrongwiththatIt'sahumanthing.
Fight.
Alsothewholethingaboutnotshouting.
Youknowinprimaryschoolsifstudentsshouttooloudlyintheplaygroundwheretheyareplaying,theygettoldoff.
Shout!
What'swrongwithshouting!
AndalsowhyisitsosafeWhyiseverythingsosanitisedandsafeThatcreatesafalsesenseofsecurityandwe'refeelingitnowbecausewhywouldwegoandprotestunlesswe'reseenasveryradicalandwe'reacademicsandquiteleftistandthere'ssomethingabitstrangeaboutus.
"Academic2,English(RussellGroup)Thisaccountsuggestedthattheevidenceofstudents'discomfortwithacademics,andwithlearningactivitiesthattheyfounduncomfortable,wasrelatedtowidersocietalchangesintheexpectationsofyoungpeople.
TheseideaswillbediscussedfurtherinChapter6.
5.
3ConclusionThedatathatarepresentedinthischapterillustratethecomplexwaysinwhichstudents,academicsandseniormanagersunderstoodtheimperativesandideologiesthatunderpintheirinvolvementinstudentvoicemechanisms.
Intheinterviewsanduniversitydocumentation,someofthesetechnologieswerearticulatedmorethanothers.
Thisoccurredparticularlywhentechnologieswereevidentingovernmentpolicy,suchastheshifttowardsdiscoursearoundstudentsasconsumerswiththeincreaseintuitionfees.
Theimperativeswereunderstoodandexperiencedbytheparticipantsincomplexandintertwinedways.
Some,such199asstudentsasconsumers,wereexplicitandwereengagedwithactivelybyparticipants.
Othersweresubtleandlessarticulated,orwereevidentonlythroughobservationthathighlightedthetheoriesinuse(ArgyrisandSchon,1996).
Participantswereaskedtoreflectonarangeofimperativesforstudentvoicethathadbeenidentifiedfromaninitialanalysisoftheliterature.
Responsestothisquestionvariedwidely;somesawalltheidentifiedimperativesasresonatingwiththeirpersonalexperienceofstudentvoice,forgoodandbad;somesawdifferentmechanismsasrequiringdifferentidentities;andsomesawinvolvementinstudentvoiceashavinglittlepersonalmeaningbeyondthepractical(e.
g.
forastudentlookingtogainexperiencefortheirCV).
Differentidentitieswerealsoassociatedwithdifferentmechanismsforstudentvoice.
Forexample,astudentcompletingacourseevaluationunderstoodhisorheridentitywhileparticipatinginthatactivityquitedifferentlytoastudentengagingininformalprotest,orinanafterthelecturediscussionwithanacademic.
Eachparticipantdrewuponandshapedtheimperativesthatguidedtheirunderstandingincomplexandsubjectiveways.
Attimestherangeofimplicitimperativesinusewithindifferentstudentvoicemechanismswerenotexperiencedasproblematic,butatothers,suchasinthecareersexampleatthestartofthechapter,thesecausedtensionsandconflict.
Moreoftentherewasasenseofalevelof,moresubtle,dissatisfactionwiththenatureofparticipationincertainactivities.
200Theseimperatives,tensionsandcoherences,creatednewidentitiesandsubjectivitiesforthosewhoparticipatedinstudentvoicemechanisms,and,toanextent,forthosewhodidnot.
Theimperatives,andexperiencesofthese,formedcomplextechnologiesoftheselfthroughwhichindividualscametounderstandtheirownroleandthatofothers.
Theriseofnewformsofstudentvoice,suchastheNSS,hadledtoanintensificationofrelationshipsbetweenstudents,academicsandstaff,whichextendedintootherspaceswherestudentsandstaffmemberscameintocontact.
AswasdiscussedinChapter2,Foucaultseesthespaceswherethetechnologiesofdominanceandthetechnologiesoftheself,meet,asthesitestoexploreinordertobetterunderstandhowtheseinterrelateasgovernance.
InChapter6,thediscussionwillreturntotheliterature,inthelightoftheanalysispresentedhere,inordertoexplorestudentvoiceasnewformsofpowerandgovernanceinhighereducation.
2016CHAPTER6:NEWFORMSOFPOWERANDGOVERNMENTALITYIntheprevioustwochaptersIhavepresentedtheanalysisfromthisstudyasthetechnologiesofdominance(chapter4)andthetechnologiesoftheself(chapter5).
Thesedatahaveprovidedanswerstothefirstthree,ofmyfivesub-questions;presentingadetailedanalysisofthewaysinwhich1)individualsdescribeandexperiencedifferentmechanisms(chapter4),2)exploringtheexplicitandimplicitimperativesthatinformstudentvoice,and3)presentingsomeofthecoherencesandcontradictionsbetweentheseimperatives(chapter5).
Inthischapter,Ireturntotheliterature,andintroducenewliteraturewhererelevant,inordertofurtherdiscussthesecoherencesandcontradictionsandtoexploresub-question4)howaretheidentitiesandsubjectivitiesofstudents,academicsandmanagersinformedbystudentvoice.
InrelatingbacktoFoucault'sconceptsofgovernance,Ifocushereonexploringthedatainrelationtopower.
InthischapterIproblematisecurrentviewsofstudentvoiceinrelationtopowerandgovernmentalityinhighereducation.
Indoingso,IhaveborrowedideasfromFoucault(1993,Martinetal.
,1988),aswellasBall(2003,2004,2012,2013),Bragg(2007)andDuGay(1996,1997)whohaveusedFoucauldianconceptsintheirownwork.
Inparticular,IdrawuponBragg's(2007)useofFoucaultinordertoproblematisethenatureofstudentvoiceinschools,andonBall's(2003,2004,2012,2013)useofFoucaultinordertoconsiderthepositionofacademicsinhighereducationintheUK.
IrelateBraggandBall'sargumentstotheimperativesandeffectsofstudentvoiceinthisstudy.
202Aswasdiscussedintheliteraturereview,acommonalitybetweentheworkofBallandBraggistheirperspectiveonnewformsgovernanceineducationandtherelationshipsofpower,identitiesandsubjectivitiesthatareproduced.
BothBragg(2007)andBall(2004)areinterestedinthewayinwhichformsofgovernance,throughethicalandattitudinalframeworks"playtheirpartin'makingusup'(Hacking,1986:231)byproviding'newmodesofdescription'and'newpossibilitiesforaction'.
"(Ball,2004:144).
Usingthesetheories,thischapterexploresthewayinwhichstudentvoiceproducesnewformsofsocialidentitiesandsubjectivitiesthatinformwhatitmeanstobeastudent,academicormanagerinhighereducation.
Thisdiscussionisundertakeninordertoanswertheoverallresearchquestion,doesstudentvoiceinhighereducationinEnglandrepresentnewformsofpowerandgovernanceinhighereducationThechapterwillexplorethedatainrelationtoeachgroupinvolvedinthestudy;managers,studentsandacademics,inordertodevelopanunderstandingofhowstudentvoiceoperatesandisexperiencedateachlevel.
Althoughnotintheremitofmyformaldatacollection,inordertosupplementdiscussioninthischapterIhaveselectedanumberofsalientexamplesfromthehighereducationpress,aswellasfrommyownexperienceintheinstitutionsinwhichIhaveworkedandstudied.
Theseservetohighlightwhereaspectsofthedatacollectedrelatetowiderexperiencesandconcernsthathavebeenidentifiedinthesector,therebysuggestingthewiderapplicationofthisresearch.
Acrossthegroupsincludedinthestudy,thestudentvoicemechanismsandimperativesthatinformedtheinterviewswerenotalwaysuniformacrossthegroups203ofparticipants.
Forexample,formanagers,therewasaparticularconcernwithstudentvoiceinrelationtopolicyandreputationwhichshapedtheirengagementwithothermanagers,academicsandstudents;forstudents,interestinstudentvoicewasfocusedonthoseformsinwhichtheyhadadirectvoice,suchasthroughstudentrepresentationandthroughinformalformssuchaspoliticalprotest.
Academicsoftenhadarolethatinvolvedworkingwithbothmanagersandstudentswhichmeantthattheywererequiredtobalancebothgroups,andtomakesenseoftherelationshipbetweentheseconcernsindifferentcontexts.
Bragg(2007)arguesthatseniormanagersoftenprovidethemost"consciouslyarticulatedorelaboratestudentvoicerhetoric"(347)becausetheyoftenactasaconduitbetweennationalandlocalpolicyandstrategy.
Assuch,adiscussionofseniormanagementisundertakeninthefollowingsection.
Thisisfollowedbyasectionwhichexploresidentitiesandsubjectivitiesofstudents,andlastly,theroleandidentityofacademicsisdiscussed,asthosewhoareattheinterfacebetweenpolicyandpractice.
6.
1SeniormanagementTheseniormanagerswhowereinterviewedidentifiednumerousreasonswhystudentvoicewasimportant.
Eachmanagerhadsomeinvolvementinstudentvoicemechanismsintheirinstitutions,andallhadbeeninvolvedinthedevelopmentofthesemechanisms.
Manyofthemetaphorsthatwerereportedintheanalysis,suchastheuniversityasagym,andtheuniversitystudentrelationshipaslawyerandclient(section5.
2.
1.
7),camefrommanagersinordertoarticulatethenatureoftherelationshipbetweenstudentsandtheinstitution.
Ideasfromseniormanagersabout204thepurposeofstudentvoiceincluded;studentstakinganactiveroleinstudentvoicemechanisms,learningactivitiesanduniversitylifeingeneral;adesireforstudentstofeel'ownership'andasenseofresponsibilityfortheirlearning;adesireforstudentstofeelpartofthecampuscommunity;andaconcernforstudentwellbeing.
Asidefromthedevelopmentalpurposesthatwereidentified,therewasalsoapragmaticemphasisonmechanismssuchastheNSSandinstitutionalsurveys,eitherasagovernmentandreputationalrequirement(inthecaseoftheNSS),orasavehicleforprovidingusefulmanagementinformation.
AstheHeadofEducationatthePost-92suggested,informationthatwasseenpublicallyhadahigherstatusamongstmanagementthanthatwhichwasforinternaluseonly(section4.
1.
1.
1).
Itwastheseconcernsthatprimarilyshapedtheengagementthatmanagershadwithstudentsandacademics.
Atbothinstitutions,thepreoccupationwiththeNSShadshapedotherinstitutionalmechanismsforstudentvoice.
Forexample,theannualstudentsatisfactionsurveyundertakenatthePost-92institutiontookasimilarformattotheNSSinordertoprovideanearlyindicatorofpotentialproblems.
Whileneitheroftheinstitutionsinvolvedinthestudyrequiredthatdepartmentalcourseormoduleevaluationswereundertakeninasimilarformat,twooftheacademicswithteachingmanagementresponsibilityinthestudy,talkedoflocalchangestoevaluationstoasimilarend.
Managersateachinstitutiontalkedaboutvariousstrategiesforrecognisingpotentialproblemsearlyon,suchaskeepinginclosecontactwithstudents'unionofficers.
Thisshapedthewayinwhichacademicsandstudentswhoencountered205managersunderstoodwhatwasvalued.
Theseperceptionswillbeexploredfurtherlaterinthechapter.
6.
1.
1ConstructingaccountsofstudentvoiceattheinstitutionSeniormanagersplayedakeyroleinthewayinwhichstudentvoicemechanismswerestructured,implementedandmanagedwithintheuniversity.
Managerswhowereinterviewedwerekeenlyawareofnationalpoliciesonstudentvoiceandoftheirroleinensuringalignment.
ThestudytookplaceatthetimeofthedevelopmentoftheQAAStudentEngagementchapteroftheQualityCodein2012,whichrequiresinstitutionsto"defineandpromotetherangeofopportunitiesforanystudenttoengageineducationalenhancementandqualityassurance"(4).
Thismarksanexplicitrequirementforinstitutionstosetoutarangeofmechanismsthoughwhichallstudentshavetheopportunitytobeinvolvedinqualityenhancementandassurance,formalisingatrendatanumberofinstitutions(Exeter(Wright,2012),Bath(UniversityofBath,2013)andSheffield(Jeffries,2013)),towardsdefininga'studentengagementstrategy'whichfitsinwiththewidervaluesoftheinstitution.
Typicallythesesetoutthestudentvoicemechanismsavailabletostudents(surveys,studentrepresentation,studentunionofficers,andanyapproachesuniquetotheinstitution)servingtodescribeoptionsforhowstudentsmightwanttobeinvolvedwithaninstitutionatdifferentlevels,whilealsoclarifyingwhatcountsasanofficialstudentvoicemechanismwithinaparticularinstitution.
FollowingtheintroductionoftheQualityCode,theQAAfundedresearchintostudentengagementasdefinedbytheCode,inordertoproduceadocumentoutlininggoodpracticethatinstitutionscanuseasaguide(vanderVeldenetal.
,2062013).
Thismarksoneofmanydevelopments,projectsandresearchundertakeninassociationwithstudentvoicethathavebeenfundedwithinthedurationofthisstudy(2008-2013)bynationalbodiesincludingtheQAA,HEAandNUS.
Itdemonstratesatrendtowardstheprovisionofguidancefromarangeofagencies(e.
g.
theNUS,HEAandQAA).
Thisrepresentsasubtlechangeinthewayinwhichagenciesofthestatehaveincreasinglycometogovernthroughexpertise,throughwhichinstitutionscometoknowwhatisexpected,ratherthanmakingdirectdemandsoninstitutions.
Thisshifttowardsguidanceandgoodpracticehasbeenproductiveforsomeinstitutions,inthatrecommendationsaredevelopedthroughconsultativemeans,allowingforexistingactivitytobecomeenshrinedinpolicy.
Forsomeinstitutions,thisprovidesanopportunityforworkthathasbeendoneinordertoshapeorimprovestudentvoice,toberecognisedatanationallevel,forexampleintherecentguidanceonstudentengagementpublishedbytheQAA(vanderVeldenetal.
,2013).
Thisisempoweringinthatitenablesworkinthesectortoshapepolicy,butitalsoextendsguidanceintoareasthathavepreviouslybeenregardedasthedomainoftheinstitutionorindividualdepartment,therebyshapinginstitutionalvalues.
ThroughtheQualityCode,institutionsarenotdirectlytoldhowtobehave.
Institutionsareencouragedtodeveloptheirownapproach,buttheyarealsotoldwhatisexpectedofthemasaminimumandhowthismightlook,whichinturn,framesthewayinwhichinstitutionsareabletorespond.
Thismaybemorepalatableforthoseconcernedwithinstitutionalandacademicfreedom,but207neverthelesssetstheboundariesforstudentvoiceactivitywithinwhichinstitutionsarerequiredtorespond.
6.
1.
2ConstructingtherelationshipbetweenmanagersandstudentsTheshifttowardsgreaterguidanceandarticulationofrelationshipsinhighereducationhasalsobeenseeninthedevelopmentofstudentcharters.
Charters,whichwerealreadyinplaceinmanyinstitutions,havebecomearequirementfollowingrecommendationsfromthedepartmentforBusinessInnovationandSkills,(BIS)workinggroup(2011a).
BISstatedthat"majorchangestothehighereducationfundingsystemanditsregulatoryframeworkhavethepotentialtoaltertherelationshipbetweenuniversitiesandstudents"(4),andsuggestedthatallinstitutionsdevelopastudentchartertosetout"studentrightsandresponsibilities–sostudentsknowwhattoexpect,whatisrequiredofthemandwhattodoifthingsdonotmeetexpectedstandards"(6).
Thisformalisedtherequirementforinstitutionstodevelopneworreviseexistingdocumentsthatsetoutthenatureoftheirrelationshipwithstudents.
Duringtheperiodofthestudy,seniormanagersatbothinstitutionswereinvolvedinthedevelopmentofacharterfortheirowninstitutions.
Thecontentofcharterstypicallyprovidesamenuofservicesandopportunitiesandasetofvaluessuchasfairnessandequality,andsetsouttheuniversity'sandthestudents'responsibilitiesinrelationtothese(seeexamplechartersfromBishopGrossteste,BucksNew,Northampton,EdgeHillinBIS,2011).
Bysettingoutopportunitiesandexpectations,thesedocumentsservetoframewhat'beingastudent'lookslikeatdifferentinstitutions,constructinganofficialaccountofthe208institutioninrelationtostudents.
Inthisway,thenatureofwhatitisreasonableforastudenttoexpectfromtheinstitutionisdefined.
TodrawagainontheworkofGrant(1997),thenatureofa'good'student,forexampleactive,reflective,independent,ethicalandengagedinadditionalpersonaldevelopmentopportunities,(takenfromTheWarwickStudentCommunityStatement(2012))ismadeexplicit,articulatedandenshrinedinpolicy.
Inthisway,studentchartersempowerthroughtheprovisionoftherulesofengagementandwhatisexpectedinorderforastudenttosucceed,settingoutthetermsbywhichastudentcanbejudgedtohavebeentreatedfairlybytheinstitution.
However,chartersmayalsoshapeandrestrictwhatisregardedasacceptableintheuniversity,markingafurthershifttowardsdefiningwhatitmeanstobeastudentandacademic.
Studentchartersprovideaframeworkinwhichthestudentis'madeup',atermusedbyHacking(1986)todescribethewaythatprocessesandpracticesframeandstructurethewaythatthosethatparticipateareableto'be'.
Thesecreatenewsubjectivitiesforstudentsinhighereducationwhoexperiencebeingboth"subjecttosomeoneelsebycontrolanddependence;andtiedtohisownidentitybyaconscienceorselfknowledge.
"(Foucault,1982:212).
DrawingparallelswithGrant's(1997)studyofstudentsinhighereducation,thestudentissubjecttotheregulationsassetoutinthecharteralongwithotherdiscoursesaroundwhatitmeanstobeagoodstudentand"worktoproducethemselvesasgoodstudents,andpowerfully,theinstitutionrewardstheirefforts"(104).
Thisdoesnotmeanthatstudentchartersrenderstudentspowerless,asGrant(ibid)argues,"powerinthissenseisnotrepressive,negativeorowned,butitiseverywhere,inherentlyneither209goodorbad"(104).
Whatstudentchartersprovideforinstitutionsis"thepowertoactontheactionofothers,tomodifythem"(105).
AsFoucault(1986)describes:"Itincites,itinduces,itseduces,itmakeseasierormoredifficult;intheextremeitconstrainsorforbidsabsolutely;itisneverthelessalwaysawayofactinguponanactingsubjectoractingsubjectsbyvirtueoftheiractingorbeingcapableofaction"(427)Inthiswaycharters,throughthearticulationofawayofbeing,createarelationshipofpowerbetweentheuniversity,academicsandstudents.
Thisformalarticulationofthenatureofthestudentwasalsoseeninothermechanisms,suchasthestudentrepresentativehandbooksandthedesignoftheNSS,andshapedwhatwasregardedbymanagers,academicsandstudents,aslegitimatewaysofbeinginhighereducation.
6.
1.
3NewrelationshipsforstudentsandinstitutionsAlongsidetheriseofguidanceforstudentvoiceininstitutions,therehasalsobeenatrendobservedindocumentationfromBISandQAAforrecommendingthatshareddocumentsandguidancearedevelopedatanationalandinstitutionallevelthroughpartnershipwithstudentsandstudents'unions.
Thiswasseeninthedatathroughtheconcernsofseniormanagersregardingcollaborationwithstudents,closeworkingwiththestudents'unionsandconcernswithdemocracy.
ThissuggestsanadoptionofsimilardiscoursethatiscurrentlyusedforpublicservicesintheUK.
ServicessuchastheNHSandthepoliceareencouragedtoberesponsivetotheviewsof'serviceusers'(NHSImprovement,2010,Scribbinsetal.
,2010).
Managersacknowledgedthevalueofinformalregularmeetingsandworking210groupswithstudents'unionofficersinordertoshapepolicyandactivitiesoutsideoftheformalcommitteestructures.
AttheRussellGroupinstitution,managersbroadenedthesediscussionsbyholdingsupperswithothergroupsofstudentsinordertohearfromstudentsdirectly.
Therewerebenefitsformanagersworkingmorecloselywithstudents'unions,whichwerereflectedinarecentarticleintheTimesHigher,inwhichtheRegistrarattheUniversityofNottinghamdescribesthebenefitsof'workingwith,notagainst'students'unions(Greatrix,2012).
Inthisstudy,theseniormanagersfeltthatworkingwithstudentsenabledthemtopre-emptproblems,todevelopapproachestomanagementandtheprovisionofresourcesthatwerepalatabletostudents,andtoestablishlong-termrelationshipswithstudents'unionsthatcouldweathertheoccasionaldisagreement(suchasunioncampaignsagainsttuitionfees).
Thisapproachtoworkingsuggestedacolonisationofstudents'unions,inwhichtheybecomeimplicatedinpolicydevelopmentandprocessesofgovernance,andwereencouragedtoprovidesolutionstoproblemsbyworkingwithinstitutions.
6.
1.
4Thechangingroleofthestudents'unionThoseworkinginstudents'unionssuggestednewinstitutionalmanagementroleswhichcontrastedwiththechallengingpoliticalandcampaigningrolesofstudents'unionsinthepast.
IntheinterviewwiththeStudents'UnionOfficerfromtheRussellGroupinstitution,hespokeaboutwhatheunderstoodtobe"insiderandoutsider"strategies,whichweredeployedinordertomaintainarelationshipwithmanagement,whileengaginginactivitiesthatherecognisedwouldberegardedassubversive(section4.
1.
4).
Insiderstrategiesincludedlobbyingandthepresentation211ofevidenceincommitteesinawaythatmaintainedapositiverelationshipwiththeuniversity;whileoutsiderstrategieswerethosewhichheunderstoodwouldunderminethisrelationshipwiththeuniversity,suchasprotestandcampaigning.
Outsiderstrategieswerestillrecognisedbythestudentasapotentialtoolbuttheywereseenasforoccasionaluseonly,astheirover-usewould"allowopponentstopigeon-hole[the]studentmovementandunionsingeneral"(section4.
1.
4).
Theseapproacheswerearticulatedbythoseworkinginstudents'unionswhorecognisedthat,inordertoensureinfluence,thestudents'unionwasrequiredtoworkinwaysdeemedappropriateandcomfortablebytheinstitution.
Forexample,anumberofthestudentofficershadbeenanonymouslyinvolvedintheorganisationoftheprotestwhichtookplaceattheRussellGroupinstitution,andhadsupporteditinformally,butwereunwillingtorevealthistoseniormanagement.
Thestudents'unionplayedalongwithitscolonisedpositioninuniversitypractices,recognisingthecapacityforshapingchangefromwithin,whileinformallysupportingstudentswhoseviewsandapproachesdidnotfitwiththoseofseniormanagers.
Inthisway,students'unionofficerswererequiredtodevelophybrididentitiesinordertomaintainastudents'unionthatwaspalatabletoboththeinstitutionandtostudents.
Ofcourse,differentstudents'unionshavedifferenttraditionsandethos.
Indeed,insomerecentexamples,students'unionofficershavechallengedthisapproachtoworkingwithinstitutions,citingdifferencesinbeliefsandlimitedcapacityforchangewithinuniversitycommitteestructures(Craig,2013).
However,theresponsesinthestudysuggestedageneralshifttowardsstudents'unionsplayingagreaterroleinthemanagementofhighereducation.
Thismirrorsthedevelopmentofthe212relationship,atnationallevel,betweentheNUSandgovernmentbodiessuchasHEFCE,theQAAandHEA.
TheNUShasactivelypromotedgreaterstudentinvolvementinuniversitygovernanceintherecentManifestoforPartnership(NUS,2012),whichchallengesideasaroundstudentsasconsumersandcallsonstudents'unionstosecuregreaterinvolvementinthemanagementofallaspectsoftheirinstitutions,beyondthosethathavetraditionallybeenseenasrelevanttostudents.
ThedifferentapproachesthatwerepromotedbytheNUSwerefeltbysomeoftheseniormanagersinthestudytobecontradictory.
TheAcademicRegistrarattheRussellGroupinstitutionfeltthattheNUStookcontradictoryapproaches,demandingrightsforstudentsasfeepayers,whilerejectingthepositioningofstudentsascustomersanddemandingamorecollaborativeapproachtomanaginginstitutions.
ThisapparenttensioncontinuestobeevidentwiththeNUSrecentlycomingoutinsupportoftheOfficeforFairTrading's(tagline:'makingmarketsfairerforcustomers'(OFT,2013)),whoarecurrentlyinvestigatinguniversitytermsandconditionsforstudents,whilecontinuingtopromotetheirManifestoforPartnership(2012).
However,otherchangesatanationallevel,inwhichstudentshavecometobeseenasconsumersandpartnersbyorganisationssuchastheQAA,suggestthatthesetwoapproachesmaynotbeincompatible,butratherreflectnewandmorecomplexsubjectivitiesforstudents.
6.
1.
5NationalandlocalpartnershipswithstudentsDuringthetimescaleofthisstudy,theQAAhavedevelopedanumberofapproachestopromotingstudentinvolvementinquality.
Oneelementofthishas213beentheemploymentofstudentreviewerstoQAAinstitutionalreviewpanels,placingstudentsasintegratedmembersoftheteamsreviewinginstitutions.
ThishasmarkedanideologicalchangetotheprincipleofQAAreviewsofinstitutions,whichhastraditionallybeentofacilitatepeersreview.
Theintroductionofstudentreviewershasimplicitlymarkedthepositioningofstudentsalongsideacademicsas'peers'inthereviewprocess.
Studentsarethereforeinthepowerfulpositionofbeingabletocometoajudgementaboutaninstitutionaspartofthewiderpeerreviewteam.
AlongwithallQAAreviewers,studentsreceivesignificanttrainingintheprocessofreviewandthecriteriathatmustinformjudgementsaboutaninstitution,andareexpectedtoplaythesameroleasothersintheteam.
TheQAAhasalsodevelopeditsownstudentadvisoryboard,madeupofcurrentstudentsinordertoadvisetheQAAmanagementboardandhavedevelopedtheStudentEngagementChapteroftheQualityCode(QAA,2012c),ashasbeendiscussedpreviously.
Thesedevelopmentsreflecttheshiftatanationalpolicyleveltowardsseeingstudentsaspartoftheinstitutionalandsectorgovernance.
Studentreviewersareaccommodatedintothelanguageandcultureofmanagementbybeinginvolvedinthedevelopmentofpoliciesthroughwhichinstitutionsareheldtoaccount,andthroughmembershipoftheteamsthatmakejudgementsabouttheinstitutions.
Intermsofpowerandgovernmentality,thischangeplacesstudentsinpowerfulpositionsinrelationtoinstitutions.
Throughtraining,mentoringandinvolvementinQAAevents,studentsareproducedwhoarecapableofcarryingoutthatrolewithintheparametersoftheQAAandinstitutions'expectations.
Studentsselectedto214becomereviewers"possesscurrentorveryrecentexperiencerelatingtomanaging,developing,deliveringand/orassessinghighereducationininstitutionsorcolleges",ensuringthatstudentswhoareselectedtobecomereviewersarethe'right'sortofstudentsforthejob.
Thestudentsthatareselectedtobecomereviewersareusuallyhighlyarticulateinthelanguageofuniversityqualityandduetotheirpriorexperienceareabletoengageindiscussions,givepresentationsandleaddebatesatnationalconferences.
However,inordertodothis,studentsmustadoptthemanagementstructuresandethosofaninstitutionandabidebytheprocessesandvaluesofreview.
Thishasnotprovedtobeaproblemforthestudentsinvolved,despitesomeinitialconcernsfrominstitutionsthatstudentswouldnotbeofhighenoughcalibre,orwillingtoaskthesearchingquestionsrequired(Attwood,2008,Stothart,2008).
Studentshavesuccessfully,touseFielding's(2004b)term,beenaccommodatedintonationalsystemsofuniversitygovernanceandbeenmadecapableofperforminganddevelopingthatrole'appropriately'.
Atalocallevel,exampleswerealsoseenofalternativemodelstostudents'involvementinmechanismsforqualitymanagement,inadditiontothoserequiredinnationalpolicy.
OneseniormanageratthePost-92institutionhaddevelopedmechanismsforstudentvoicethatchallengedthediscourseofstudentsasconsumersandsoughttoengenderamorecollegiaterelationshipbetweenstudentsandstaff.
Inthestudy,thiswasseeninoneprojectinwhichstudentswereemployedtoworkwithacademicsonlearningandteachingdevelopment.
TherecentHEAStudentasPartners(2013a)projecthasalsoidentifiedanumberofsimilarapproachesthataresupportedbyseniormanagementandincludethe215implementationofpeersupportacrosstheinstitution,recruitingstudentambassadorstodeveloplearningandteachingatafacultylevel,andtheemploymentofstaffmemberstoleadonstudentengagement.
TheseapproacheswerefeltbytheseniormanagersandacademicsatthePost-92institutiontoprovideacounterbalancetothemoretransactionalconcernsofsurveysandaccountabilitymeasuresbyencouragingcollaborativeworkingbetweenstudentsandstaff.
However,theNUShasrecentlychallengedtheseapproaches,suggestingthattheyarecolonisingaspacethatwastraditionallytherealmofthestudents'union.
RachelWenstoneNUSVice-Presidenteducationsaid:"Iamdeeplyconcernedwiththegrowingtrendofstudentengagementprofessionalsrecruitedbyinstitutionstodothejobofstudentengagement–ajobthatismostproperlydonebytheindependentstudents'union…Institutionsthatpurporttosharepowerwithstudentsareonlyreinforcingthatthepowerbelongstothemtoshare–ortobetakenawayifprioritiesshiftorprojectsdonotdeliverhoped-foroutcomes.
"(2012)Wenstoneraisessomeimportantquestionsaboutthemotivesbehindashifttowardstheleadingofstudentvoicemechanismsbyinstitutionsratherthan,orinpartnershipwithstudentsandstudents'unions.
Wenstone'sconcernssuggestthatbymaintainingcontrol,institutionsmaybeabletoshapestudentvoicemechanismsthatarelesschallengingfortheinstitution.
DuGay's(1997)worksuggeststhattheinvolvementofstudentsaspartnersinmanagement,asseenintheuseofstudentreviewersandgreaterstudentsunionandNUSinvolvementingovernance,maynotprovidesuchadistinctcontrastwithideasaroundconsumersandthemarketinneo-liberalsociety.
DuGayidentifies216waysinwhichcommonmanagerialrhetorichassoughttoalignindividuals'identitiesandsubjectivitieswithorganisationalculturesinordertodevelopmorecomplexandemotionalrelationshipsbetweenpeopleandorganisations.
Thistypeofalignmentisparticularlyimportantforseniormanagers,inacontextinwhichthelevelofloyaltyandsatisfactionwithaninstitutionislinkedtoleaguetables,withknockoneffectsforstudentrecruitmentandinstitutionalfinances.
Studentvoiceislinkedtosuccessinthenewworldofcompetition.
DuGayrecognisesthisasthenewdiscourseofenterpriseinwhich:"stayingclosetothecustomer'ispresentedasacrucialformofenterprisingconductthateveryorganizationmustendeavourtolearninordertooptimisebothitsownpotentialandthatoftheeconomyandsocietymoregenerally"(311)Thiserodesthedistinctionbetweenthenotionsofconsumersandprovidersandchangestherelationshipsbetweenstudents,academicsandmanagersinawaythatmaybeseenintheshifttowardsthediscourseofpartnershipinhighereducationpolicy.
Throughpartnership,"withworkersandmanagersbecomingeachother'scustomers,andcustomersbeingusedtomanageemployeerelations"(311),theboundariesthattraditionallyseparatedtheroleofthestudent,academicandmanagerbecomeincreasinglyhazy.
ThistypeofroleforstudentsisreflectedintheNUSManifestoforPartnership(2012),whichdescribespartnershipas"sharedresponsibility-foridentifyingtheproblemoropportunityforimprovement,fordevisingasolution,and-importantly-forco-deliveryofthatsolution.
"(8).
ThiswasanapproachthattheHeadofEducationatthePost-92institution,whohadengagedwiththeNUSindiscussions217aboutpartnerships,suggestedthattheNUShad'matured'intoapositioninwhichtheyhadlessofaroleinchallenginginstitutionsandmoreofaroleinprovidingguidanceforhowinstitutionsshouldrespondtostudents.
Thisapproachisproductive;greatercollaborationorpartnershipbetweenstudentsandmanagementcanleadtogreaterpowerforstudentsandthecapacitytoaffectchange.
However,asDuGay(1997)suggests,partnershipinthisformmaysymbolisethecolonisationofstudentsintoamoresophisticated,activeversionofconsumerisminwhichstudentsbecomeimplicatedintheuniversity'ssuccessorfailure.
Anexampleofthiscanbeseenintheresponseofsomeinstitutionsthat,wantingtoachievehigherscoresintheNSS,havesoughtthroughadvertising,torelatestudentfeedbackintheNSStothesuccessofthecourseinleaguetables(Newman,2008).
Thiswillbediscussedlaterinthechapterinrelationtoacademicsandtheresponsiblisationofstudents.
Theidentitiesandsubjectivitiesthatthisproducesforstudentsandacademicsareconsideredinmoredepthlaterinthechapter.
6.
1.
6FearoftheinformalvoiceAshasbeenexploredabove,studentsareincreasinglybeingseenasassociatedwiththemanagementofinstitutions.
Thosemanagersinvolvedinthisstudywereoftenpositiveaboutstudentinvolvementintheseformalways.
However,themanagersinterviewedwereoftenconcernedwhenstudentvoiceoccurredinformsthatwereregardedasunofficialorunendorsedbytheinstitution.
Throughouttheinterviews,formalstudentvoicewasoftentalkedaboutasintrinsicallyleadingtoenhancement.
Thisdifferedwhenmanagersandacademicstalkedabouttypesofstudentvoicethatwerefullyinthecontrolofstudents.
Here,twoexamplesare218offeredinordertoconsiderthetensionsthattheserevealaboutthenatureofinstitutionalrhetoricaroundstudentvoice.
OnewhichwasdescribedintheinterviewswiththePost-92institutioninrelationtostudentuseofsocialmediatoexpressviews,andonefromtheRussellGroupinstitutioninrelationtoastudentprotestwhichtookplaceoncampusduringtheperiodofthestudy.
6.
1.
6.
1ManagingstudentuseofsocialmediaInthePost-92institution,socialmediawasviewedasproblematicasanemergingunregulatedspaceforstudentvoice.
ThePro-Vice-Chancellorandtwooftheacademicswithteachingmanagementresponsibilityspokequitecandidlyintheinterviewsaboutstudentvoiceasexpressedinformallythroughsocialmedia.
OnboththeengineeringandEnglishcoursestherehadbeenincidentsinwhichastudenthadexpressednegativeviewsonsocialmedia,whichhadbeenfollowedupataninstitutionallevel.
Themanagerandacademicsrecognisedthisasaformofinformalstudentvoiceanddiscussedwhetherviewsexpressedthroughsocialmediashouldberegardedasmoreauthenticthanthoseexpressedthroughformalmechanisms,orwhethertheyrepresentedsomethingthatwasmoreextremeduetothenatureofsocialmedia.
Theuniversityhadtakenahardlinewiththosestudentswhohadbeenidentifiedandhadtakenstudentsthroughuniversitydisciplinaryproceedings,threatenedlegalaction,andhadtakenlegalactionagainstonestudent.
Thesereactionssuggestedafearofthepoweroftheinformalstudentvoicewhenexpressedinpublicthroughsocialmediawhich,theHeadofEnglishsuggested,wasrelatedtoadesiretoprotectthereputationoftheuniversity.
The219institutionhadrecentlyappointedasocialmediaofficerinordertomonitorsocialmediaandproduceguidelinesforstudentsandstaffaboutitsuse.
Thereareanumberoftensionswhichthisexamplehighlightsinmanagers'perspectivesofstudentvoice.
Firstly,therewasincoherencebetweentherhetoricaboutthevalueofstudentvoicebymanagers,andtheiractionswhenstudentvoicetookplaceoutsideofthoseprocessesdefinedbytheinstitution.
Studentvoicewassolicitedontheinstitution'sterms,butwasregardedasthreateningwheninanunregulatedform.
Theemploymentofthesocialmediaofficersuggestedamovetocolonisestudentvoiceinthisarena,settingtheboundariesofstudents'useofsocialmediainordertoregulateit.
Secondly,theexamplebringstotheforetheconcernwithreputationoverthevoiceofthestudentasaconsumer.
Whilethesuggestionwasthatthestudentsinvolvedintheseincidentsexpressedoffensivepointsofview,intheworldofstudentchoiceinthehighereducationmarket,thestudentsconcernedmightwellhavefeltthattheyhadtherighttoexpressnegativeopinions.
Thestudentswhohadexpressedviewsinthisformatwerefelttohavenotunderstoodacceptablebehaviourandassuchwereseentobedeviantanddangerous.
Inthisway,theinstitutionconcerned,soughttocontrolthisundesirabletypeofstudentvoiceforthegoodofthereputationoftheinstitution,andforthegoodofthestudentandtheirfutureemployability(section6.
1.
5).
Lastly,therewasatensionbetweenonemanager,whoreflectedonwhetherstudentviewsgiveninaninformalsettingweremoreauthentic,andanotherwhorecognisedthecollectivestudentvoice,asheardthroughformalmechanisms,asbeingmorevalidthanthatoftheindividualstudents(section4.
2.
1).
Thissuggestedthatindividualstudents220couldbepositioned,bysome,asillegitimatewhentheyexpressedviewsthatweredifferenttothewidergroup.
6.
1.
6.
2RespondingtostudentprotestThesecondexamplefocusesontheexperienceofstudentsinrelationtoaprotestattheRussellGroupinstitution.
InspiredbytheOccupymovement,agroupofaroundonehundredstudentspitchedaprotestcampinthecentreofthecampusandinvitedstudentsandstafftojointhemforlecturesanddiscussions.
Anumberoflecturersfromtheinstitutionagreedtotakepartinthesediscussionsandtopresentelementsoftheirresearchthatwererelevanttotheprotest.
ThestudentsinvolvedintheprotestissuedaseriesofdemandstotheVice-Chancellor,oneofwhichwasarequestthathevisitedthecamptospeaktotheprotesters.
Thestudentsacknowledgedthattheywereawarethatthisrequestwasunlikelytobemetbutfeltthatthishighlightedtherelationshipbetweenstudentsandseniormanagement.
Thisviewwasfurtheraffirmedwhen,laterintheyear,thesamestudentworkedwiththestudents'uniontosetupaconferencetodiscusssimilarissuesthathadbeendiscussedatthecamp.
Anumberofseniormanagersattendedthisconferenceandgavepresentations.
Thestudent,whohadbeenpartoftheprotest,feltthathisexperiencedemonstratedthatseniormanagerswereonlyinterestedinhearingstudentvoiceontheirownterms.
Whiletheseniormanagersinterviewedspokeaboutwantingstudentstobecomecriticalandindependent,andtotakeownershipoftheirlearning,whenthisoccurredoutsidetheformalmechanisms,thiscausedsomediscomfort.
Althoughnotformallywithintheremitofthisstudy,thisexcerptfroma221letterfromtheAcademicRegistrartoagroupofstudentsthatoccupiedthecouncilchamberatmyowninstitutionin2013,illustratesthistypeofinstitutionalresponsetoprotest:"IwouldalsoliketorespondtoyourrecentemailtotheVice-ChancellorandyourrequestthatUniversityseniorstaffcometo"debate"thevariousissuesyourefertoinyourstatement.
TheUniversityalreadyhasawiderangeofopportunitiesavailableforstaffandstudentstoengagewiththeleadershipoftheuniversity,andelectedstudentrepresentativesalreadytakeafullpartinagreatmanycommitteesandgoverningbodiesincludingamongstotherstheUniversity'sCouncil,SenateandSenateSteeringCommittee.
Iamdisappointedthat,ratherthanusingthesedemocraticandrepresentativemechanisms,yourgrouphaschosentoengageinanunauthorisedoccupationwithoutavailingyourselvesofthemanyopportunitiesthatalreadyexistfordialoguewithandwithintheUniversity.
"(ProtectthePublicUniversityWarwick,2013)Thishighlightsquestionsaboutthespaceforstudentvoiceinhighereducation.
AswasseeninChapter5,anumberofmanagerialandacademicrespondentscommentedonstudents'lackofdesiretobeengagedinthepolitical,andthiswassupportedbytheaccountsofthestudentsthathadchosennottoattendthenationalprotestsagainstfees.
However,thesecommentssuggestthatwherestudentsarepoliticalthereislittlespacefortheexpressionoftheseviewswithintheuniversity.
Theuniversity,insimilartermstothoseexpressedintheexcerptabove,wassomewhatindignantaboutstudentswhoactedindependentlyoutsideformalmechanismsandrequesteddiscussionontheirownterms.
Inthiscontext,itispossibletoseehowstudentswithpoliticalviewscometounderstandthatthesearenot'appropriate'viewstoexpresswithintheuniversity.
Astheeducationstudent222fromthePost-92institutionsaid,manystudents"knewitwasn'tgoingtomakeadifference"andsofocusedoninvolvementinpracticalmeasuresinordertoimprovewhatwasprovidedbytheuniversity(section4.
2.
3).
TheseexamplesdemonstratequitedifferentinstitutionalreactionstotheinformalstudentvoiceseekingtocontrolthroughdisciplinaryproceduresandlegalactioninthecaseofthePost-92institution,andthroughignoringandmarkingactivityoutasillegitimate,withintheRussellGroupinstitution.
Bothdemonstratequitedistinctapproachestothegovernanceofstudentsthatareunitedinthelabellingofcertaintypesofstudentvoiceasdeviantandirresponsible.
Thesesubjectivitieswillbeexploredlaterinthechapterinrelationtothemoralisationandresponsiblisationofstudents.
Thissectionhasbroughttogetherthethemesrelatingtoseniormanagementandthedevelopmentofstudentvoicepolicyandpractice.
Inparticularithasfocusedontherolethatseniormanagersplayinimplementing,developingandinterpretingthetechnologiesofstudentvoicefromgovernmentandhasproblematisedsomeofthesediscoursesandpracticesusingexamplesfromthedataandwiderliterature.
AsIhavediscussedpreviously,thesetechnologieshaveimplicationsfortheidentitiesandsubjectivitiesofthestudentsandacademicsoperatingwithinthese.
Thefollowingsectionconsidersthepositionofstudentsinhighereducation,theirrelationshipswithseniormanagementandacademicsandexploresthecomplexidentitiesthatwerepresentinthedata.
2236.
2StudentsFormoststudents,voicemechanismsareexperiencedinthedepartment.
Veryfewworkdirectlywithseniormanagementbecomestudents'unionofficersorbecomeQAAreviewers.
Assuch,thissectionfocusesontheexperiencesofstudentsatthedepartmentlevel.
Allstudentsinvolvedinthestudyhadhadsomeinvolvementinofficialstudentvoicemechanisms,suchasinstitutionalsurveysandcourseevaluations.
Inadditiontothis,asmallnumberofstudents,perhapsoneortwoperyeargrouponeachcourse,becomestudentrepresentatives.
Forthosestudentswhowerenotstudentrepresentatives,studentvoicemechanismswerelighttouchandrequiredaminimalamountoftimeorpersonalinvestmentinprocesses.
Incontrast,studentrepresentativesateachinstitutionwererequiredtoattendtraining,tosignupforcarryingoutaspecificrole,andtocarryoutthatroleinlinewithuniversitypoliciesandprocedures.
Studentswhoareelectedasrepresentativesareseenashavingaroleinamplifyingtheviewsoftheirpeersand,assuch,analysisofthethemesraisedintheobservationsofrepresentationcommitteesareawaytounderstandsomeofthematterswithwhichstudentsareconcerned.
Theseobservationsalsocapturedthemeetingofacademicandstudentperspectivesoncourses,providinganinterestingsitetoconsiderthecoherencesandtensionsbetweenthese.
Thefollowingsectionconsiderssomeofthesethemesandperspectivesinordertoexploretheroleofstudentsinstudentvoicemechanisms.
6.
2.
1StudentvoiceandwellbeingAstheanalysisinChapter5demonstrated,manyoftherespondentsfeltthatunderstandingandensuringstudentwellbeingwasanimportantelementofstudent224voicemechanisms.
Forexample,academicsspokeabouttherolethatformalstudentvoicemechanismshadinensuringthatstudentsfeltthattheyhadbeenheard,asthiswasseenasfundamentaltothedevelopmentofstudents'self-esteem(section5.
2.
5.
2).
Studentsalsospokeabouttheirinvolvementinrepresentationas,attimes,acatharticexperience,whichenabledthemtorelievesomeofthepressureofbeingastudent(section5.
2.
5.
2).
Theseviewshavebeenreflectedintheemphasiswithininstitutionswith'closingthefeedbackloop'followingsurveysandcourseevaluations,inwhichstudentsaretoldofchangesmadeasaresultoffeedback,inordertobereassuredthattheirviewsareconsideredandvalued.
Thiswasevidencedinthestudentrepresentationmeetings,wherestudents'concernsaboutdiscomfortwithparticulartypesoflearningwereoftenregardedasimplicitlylegitimate.
Thewaysinwhichacademicsrespondedtostudentswhoexpresseddiscomfortvaried.
Insomeinstances,suchasthestudentswhoidentifiedfeelinguncomfortablewithgroupworkintheengineeringdepartment,academicssoughttoidentifyapproachesthatwouldappeasestudents(suchasintroducingtheopportunityforstudentstocommentoftheperformanceoftheirpeerswithinagroupinordertocontributetotheallocationofthefinalmark),whileexplainingtostudentsthatthediscomfortofgroupworkwasarealitywithwhichtheywouldhavetolivethroughouttheirworkinglives.
Thisapproachacknowledgedthefeelingsofstudents,whileengagingindiscussionabouttherationalebehindtheteachingapproach.
However,intheEnglishdepartment,inwhichstudentscomplainedaboutanacademicwhorequiredstudentstoputtogetherpresentations225insmallgroupswithoutpriorwarningbeforethesession,therewassomediscussionofwhytheacademicmighthavedesignedthesessioninthatway,butboththestudentrepresentativesandacademicspresentinthemeetingagreedthatthisplacedunduepressureonthestudentsconcernedandwasunreasonable;theoutcomebeingthattheHeadofEnglishagreedtodiscussthisapproachtoteachingwiththeacademicconcerned(section5.
2.
5.
2).
Concernswithstudents'vulnerabilityhavebeenseeninCarey's(2012)recentworkonstudentrepresentation,whichhassoughttoreimaginethewayinwhichstudentsandacademicsrelatethroughstudentvoicestructures.
Advocatingamoreradicalandcollegiateapproachtostudentvoice,hesuggeststhatinstitutionsshouldacknowledgethestructure,cultureandbiographyofindividualswhodonotengageinstudentvoiceactivityiftheyseektoensurethattheybecomemoreinvolved:"Hence,perspectivesonarepresentative'sinactivity(biography)shouldbeshapedbyawarenessofworkload(structure)andtheirsenseofvulnerability(culture).
Thus,tacklinginactivityrequiresinitiativesthatdealwiththelatter.
Likewise,theindifferenceorhostilityofsomestaff(biography)maybetheoutcomeoftraditionsthatplacetutorsabovestudentsinanunambiguoushierarchy(culture),inconjunctionwithsystemsthatlimitdebate(structure).
So,sanctioningstafftobehaveinamorefacilitativemannercanbecomplementedbycreatingopportunitiesfordialogue.
"(13)Carey'srecommendedapproachseekstochallengeinstitutionstoconsiderthewayinwhichrelationshipsofpowerwithinstudentvoicemechanismsshapeinvolvement(ibid).
However,hisemphasisonstudentswhodonotengageasvulnerable,redefinestheacademicrelationshipswithstudentsintooneofguardianorprotector226ratherthanpartner.
Theseexamplesillustratetheextenttowhich,whatEcclestoneandHayes(2008a)woulddescribeas,the'therapeutic',haspervadeddepartmentalmanagementandteachingpractices.
EcclestoneandHayes(Ecclestone,2014,2008a)arguethatlearninginhighereducationhascomeincreasinglytoberecognisedasanemotionalbusiness.
This,theyargue,movesbeyondarecognitionoftheneedforacademicstobetunedintostudents'feelingsaboutlearning,toasituationinwhichmanystudentsandstaffincreasingly"openlypresentthemselvesashavingemotionalandsocialproblems",andseetherangeofcounsellingservicesandemotionalandsocialskillsworkshopsasnotonlyunexceptionalbutalsonecessary(86).
EcclestoneandHayesarenotsuggestingthatstudentswhoaregenuinelyunwellshouldnotbeprovidedwithhelp,butthatwithinhighereducation,studentsarepresentedasemotionallyvulnerableinawaywhicherodesbeliefinthecapacityofstudents.
Theyarguethatstudentsubjectivitiesareproducedthroughadiscoursethatpathologiseswhatwouldoncehavebeenacknowledgedasthenormal,everyday,excitingexperienceofbeingayoungadultawayfromhome,intoemotionalproblemssuchasfamilyandrelationshipissues,lackofconfidence,worriesaboutfailingandbeingjudged,examstressandfeelingsofinadequacy(examplestakenfromtheHeadsofUniversityCounsellingServices(HUCS)website)(EcclestoneandHayes,2008a:88-89).
Inasimilarvein,Furedihasarguedthatthesechangeshavealsobeenencouragedthroughtheincreasingfocusonstudentsatisfactionwhichhasledtomodelsofteaching"inwhichundergraduatesareperceivedasbiologicallyimmaturepupils227whorequireconstantdirectionandguidance.
"(Attwood,2007).
Provisionforstudents'emotionalwellbeingdoesnotendoutsidetheclassroomas,increasingly,educationaldevelopersworktoenableacademicstomanagestudentuncertaintyanddevelopemotionalintelligenceasaspectsofthisconcern.
AnexampleofthiscanbeseenintheworkproducedbytheHEA(2013b),andnumerousauthorsaroundassessmentfeedback,whichacknowledgesthatreceivingfeedbackisemotionalandencouragespracticessuchasthe'praisesandwich'inwhichstudentsarepraised,providedwithsomecorrectivebutconstructivecomments,andthenpraisedagaininordertoensurethattheirself-esteemismaintained.
CitingMoritboys(2005),aproponentofemotionalintelligenceintheclassroom,whosuggeststhat"IthinkthereforeIam"shouldbereplacedby"IfeelthereforeIam"(142),EcclestoneandHayes(2008a)assertthattheuniversityisthe"homeofreasonandthatthemoreitembracestheemotional,thelessitisauniversity"(99).
Iftheseargumentsarevalid,thesetypesofpracticescreateaviewofthestudentamongstmanagers,academicsandstudentsthemselves,thatislimitinginthatitprotectsstudentsfromtheacademicrigour,thecriticaldiscussionandthehard,independentworkoflearningwhichenablestheirtransformationintoacriticalbeing.
Thatstudentvoicemechanismswereseenbysomeacademicswithteachingmanagementresponsibilityasopportunitiestobuildstudents'self-esteem,suggeststhatthewidertrendstowardsaconcernwiththetherapeuticinuniversitieshasextendedintotheevaluationsphere.
Studentsparticipatingwereseenashavingalessercapacitytoengageinmeetingsduetotheirrelativelackofpowerand228perceivedvulnerability.
Studentrepresentativeswereaskedtoexpress'issues'andacademicsthensoughttomoderateandreassure.
Inthiscontextsomestudentsfeltthattherewasapreoccupationamongststaffwiththeidentificationofproblems,andthatacademicsperceivedthatstudentswereonlyconcernedwithorganisational,orsurfacematters,ratherthandiscussionsaboutthenatureofeducationorthecurriculum.
Studentsunderstoodthattheyhadlimitedpowerincourserepresentationcommittees,asacademicswereconcernedwithmattersonlywhentheyaffectedalargecohortofstudents,ratherthanstudentsindividually.
Inthiswayideasaroundstudentwellbeing,whiledrivingacademicstobeinclusiveandspendtimelisteningtostudents,alsohadconsequencesfortheidentitiesandsubjectivitiesofthoseengagingstudentvoicemechanisms.
6.
2.
2StudentvoiceandthepoliticalThepoliticalspacewassomethingthatstudentsidentified,andwereobserved,asfindinguncomfortablebothwithinandoutsidetheclassroom.
Studentvoicehaslongbeenseenashavingapoliticalelement.
TheriseofstudentvoicemechanismsininstitutionscanbetracedthroughcollectivismthroughtheNUS,protestsandlinkstowiderpoliticalmovements,anditseventualformalisationintouniversityprocesses.
However,manyoftheaccountsofmanagers,academicsandstudentsinthisstudysuggestedthatstudentsnolongerparticipatedinformalstudentvoicemechanismsbasedonpoliticalmotivations.
Activestudentrepresentativesspokeoftheirapathytowardsstudentprotestsagainstfees,managersrecognisedthatpolicychanges,suchasthepublishingofexternalexaminersreports,weredrivenatanational,notinstitutionallevel,andacademicsacknowledgedstudentdisinterestin229fundamentalchangetothecurriculum.
Withinthestudents'unionmovement,nominationsofNUSandstudents'unionofficerswhoarealignedtoparticularpoliticalparties,mightsuggestthatstudentscontinuetoseethemselvesaspolitical,buttheexclusionofanymentionoftheseallegiancesinthestudentmanifestosthatwereanalysedattheinstitutionallevelinthisstudy,suggestedthatnomineesacknowledgedthatmakingpoliticalallegiancesexplicittostudentswouldbeunlikelytosecuretheirelection.
Aphenomenonthathasdevelopedinthiscontextisarepositioningofstudentsasuniversitycitizenswithassociatedideasofstudentsasresponsible.
AnnOsler(2008)arguesthatthewayinwhichthecitizenshipcurriculuminschoolshasdevelopedsuggestsanotionofthecitizenasanindividualthatispreparedtocomplyratherreadytoengagewithmoremeaningfulformsofdemocracy.
Inthisform,thefocusinuniversitiesisonstudents'participationinuniversity-derivedpoliticalprocesses,ratherthanstudentsengagingcriticallywith,orchallengingtheseprocesses.
Thisperceptionwasreflectedinthestudentrepresentationcommitteesinwhichstudentsrarelyraisedanyissuesthatcouldbedefinedaschallengingorshapingthecurriculuminradicalways.
InthewordsofthePro-Vice-ChancellorattheRussellGroupinstitution,studentswererecognisedasjust"notpoliticalinthatway"(section5.
2.
4).
Inherview,challengesfromstudentswhodisagreedwithdifferenttheoreticalperspectives,orwantedtodiscussthesettextsselectedforacourse,werenotpartofthediscussionsthatmanagersandacademicshadwithstudentsastheyhadbeeninthepast.
Thissuggesteda230lesseningofengagementofstudentswiththeirchosendisciplineandwithpoliticaldiscussionsaboutthecontentandnatureofteachingininstitutions.
Whilestaffaccountssuggestedthatstudentswerenotengagedinthinkinginapoliticalway,twointerviewswithstudentsattheRussellGroupinstitutionchallengedthisview.
Eachstudenthadadistinctandarticulatedviewofthepurposeofhighereducation,andtheirparticipationinit,andsawtheirbehaviourwithintheinstitutioninapoliticalway.
TheEnglishstudenthadnotbeenastudentrepresentativebuthadbeeninvolvedintheprotestoncampusin2011.
Forhim,highereducationwasaboutsuggestinghowtheworldmightbebetter,andheemphasisedatensionbetweenthetheoriesengagedwithintheclassroomandtheopportunitiesforstudentstoengageindiscussionsabouthowtheworldshouldbeoutsideofthatspace.
Instrikingcontrast,theengineeringstudenthadbeenastudentrepresentativeandspokeoutagainststudentswhohadparticipatedinprotest.
Forthisstudent,highereducationwasabouttrainingforemploymentand,havingalreadysecuredgraduateemploymentwithadefencecompany,hissightswerefirmlysetontheworldofwork.
Heconsideredthosewhohadparticipatedintheprotestswithdistaste,regardingparticipatingstudentsasnotjustirresponsibleandunprofessional,butalsohypocriticalgiventheirrelativelyprivilegedpositioninsocietyasstudentsataRussellGroupinstitution.
Forthisstudent,thesestudentswerenave,merelyplayingaroundbeforethey"putonasuitandwalkintoacorporatejobwhentheyrealisethemoneythat'sonoffer"(section4.
2.
3).
Thistension,betweentheaccountsofthetwostudents,bringstotheforequestionsaboutthepurposeofuniversitiesandsuggestedthatfarfrombeingapathetic,the231studentwhohadnotbeeninvolvedintheprotesthadchosentodosoduetoaparticularpoliticalview.
Thesequestionsaboutwhatkindoffuturethestudentsinhighereducationarepreparingforarefundamentaltounderstandingtheidentitiesandsubjectivitiesthathighereducation,andinparticularengagementwithstudentvoicemechanisms,produces.
TouseBragg's(2007)argumentinherworkrelatingtoschools,universities:"…aresimplydoingtheirjobinpreparingstudentstocompeteinachanged,neo-liberalclimate;butthisdoesalsoraisequestionsabouthowfarthis[studentvoice]isamiddle-classprojectoftheself"(353)Oneofthecriticismsthatcouldbemadeofformalstudentvoicemechanismsandoftheviewingbyseniormanagers,ofunofficialstudentvoiceasathreat,isthatstudentvoiceisonlyengagedinformsthatarecomfortabletotheinstitutionandreflectthewider,neo-liberalstatusquo.
Formalstudentvoicemechanismspreparestudentsforaworldofgraduateprofessionsandofferstudentstheopportunitytodeveloptheirskillsandexperience,butmayalsoleaveoutotherpossibilitiesaboutwaysoflivingandbeing.
Inthisway,studentvoiceispowerful;itexpandsthewayinwhichstudentsare'madeup',providingthattheyoperatewithintheformalsphere,butcanalsonarrowthewayinwhichstudentsareviewedoutsidethesemechanisms.
6.
2.
3'Makingup'thestudentrepresentativeWhilemechanismsforstudentvoicetendtobedesignedatthetoplevelofinstitutions,negotiatedbyseniormanagersandstudents'unionofficers,theseoften232playout,andareexperiencedbyalargernumberofstudents,atthelevelofthedepartmentordegreeprogramme.
Ashasbeendiscussedpreviouslyinthischapter,themostprevalentofthesewerecourserepresentationcommittees.
AstheanalysisoftheguidancerelatingtocourserepresentationinChapter4demonstrated,handbooksproducedbytheinstitutionandstudents'unionframedtheformatofthemeetingsandthetypesofissuesthatwerediscussed,yettheimperativesinformingcourserepresentationatthemanagementleveloftheinstitutionsstudiedwereopaque.
Managersandacademicswithteachingmanagementresponsibilitywereprimarilyconcernedwiththeconductandprotocolsofmeetingsratherthanthepurposeoftheinteraction.
AsIhavediscussedpreviously(Freeman,2013),thislackofaclearimperativeforcourserepresentation,ledtoquitedistinct,andattimescontradictoryviewsaboutthepurposeofrepresentationintheobservationsandinterviews.
Thewaysinwhichtheidentitiesandself-understandingsofstudentswereshapedbystudentvoicemechanismswereparticularlyevidentintheanalysisofdatarelatingtostudentrepresentationmechanisms,asstudentsandacademicstookontheprocessandtheassociatedroleastheirown.
Theprovisionofhandbooksandtrainingbythestudents'unionandtheinstitution,itslinkstoinstitutionalqualityprocessesandtheconsequentpotentialforreviewbytheQAA,strengthenedcompliancewithinstitutionalprocesses.
Individualsandstudentrepresentativecommitteescould,ofcourse,choosetorejecttheirgivenroles,butintheinterviewsandobservations,processeswerebroadlyadoptedatfacevalueastheframeworkforwhatwaslegitimatewithinaninstitution.
Guidanceshapedthesubjectivitiesof233studentsandacademicsincertainways"delimit[ing]whatcanbesaid,andhowspeakersconceiveofthemselves"(Bragg,2007).
Thissetoutanotionofwhatastudentrepresentativeshouldbe,therebyframingthewayinwhichstudentsandacademicsrelatedtooneanother.
Academicsandstudentswereinagreementaboutwhat,informalterms,madea'good'studentrepresentative.
Thegoodstudentrepresentativewasseenasprofessional,fair,listenedandprovidedavoiceforandoftheirpeers.
TraitsweremirroredinresearchbyCarey(2012)whointerviewedstudentsandmanagerswithregardtotheirperceptionsoftherolesofstudentrepresentatives.
Basedondiscussionswithstaff,Careyconcludedthat"inactiverepresentativesorantagonistictutorswereseentounderminetheimpactofrepresentationalactivity"(2012:10).
Inthisstudy,interactionwithinstudentrepresentativecommitteeswaslargelyinformedbyanunderstandingofthestudentasconsumer.
Studentsspokeaboutawiderangeofissuesthatincludedconcernsaboutcostsforhand-outsandprovisionofresources,whilealsorequestingadditionaldevelopmentopportunitiessuchascareerssessions,andhighlightedaspectsoflearningandteachingthatmadethemuncomfortable,suchasworkinginagroup.
Academicsrespondedtotheseconcernsbysuggestingchangesinlinewithstudentcommentsorbyengaginginthemanagementofexpectations,forexamplebyprovidingexplanationsofthelogisticalconsiderationswhichunderpinnedtheirdecisions,providingaseriesofoptionsforstudentswherechangewaspossible,andofferingreassurance.
Thisstructuringaroundformalprocedure,togetherwithseparateresponsibilitiesforacademicsandstudentsandafocusonstudentconcerns,234createdanenvironmentthatwasessentiallytransactionalinnature.
Acultureof'usandthem'wasalsoevidentwhich,ininterviewsthestudentrepresentativesrecognisedasanimbalanceofpower.
Studentrepresentativeswereawarethatwhiletheycouldmakesuggestions,academicstaffwereabletochoosewhetherornottoact.
Whilestudentrepresentativesrecognisedthisimbalanceofpower,itwasnotsomethingaboutwhichtheywereespeciallyuncomfortable.
Thisviewwassupportedbytwomanagers,oneateachinstitution,whosuggestedthatthemajorityofstudentsdidnotwanttomovebeyondatransactionalengagementwiththeuniversity,otherthaninrelationtotheirlearning.
Awarenessof,andapathytowards,theimbalanceofpowerbetweenstudentsandacademicsleadstoquestionsabouthowstudentsarepositionedwithinrepresentationandwhetherthispositioningleadstothenon-participationofsomestudents.
Thereweretwoaspectstothis.
Whilesomeacademicsacknowledgedstudentrepresentationashavingitsrootsindemocratictraditions,originallystemmingfromdemandsinthe1960-70sforgreaterdemocraticrepresentationofstudents,theseimperativeswereregardedassomewhatout-datedbymostparticipantsandbyallstudents.
Thisisnottosaythatbeingastudentrepresentativewasseenasanegativeoroppressiveexperience.
Allstudentsinterviewedregardedbeingarepresentativeaspositive,providingadifferentperspectivefromtheirpeersandabetterunderstandingofhowthingsworked.
However,studentsalsounderstoodthat,inordertoparticipatetheywererequiredtoplaybytherulesofthegame,anunderstandingthatreinforcedseniormanagers'235andacademics'perceptionsofmoststudentsasapatheticanduninterestedinapoliticalstudentvoice.
Thefollowingsectionprovidessomefurtheranalysisofhowstudentrepresentatives,participantsinoneofthemostwidespreadformalmechanismsforstudentvoice,cametounderstandtheirroleandtheidentitiesthatwereformedwithinthatrole.
6.
2.
4TheresponsiblisationofthestudentOneaspectofcomingtounderstandthe'rulesofthegame'wasafocusonstudentsbeingresponsibleforactivitiesandprocesseswhichweredefined,arguablymisleadingly,inofficialtextsandeverydaydiscourse,as'learning',tofindsolutionstoinstitutionalchallengesand,aswasseenearlierinthechapterinrelationtothepartnershipmodelinmanagement,forimplementingthosesolutions.
Becomingresponsiblewasseenaspartoftheprocessofbecomingarepresentativeandbehavingprofessionally.
Anumberofexamplesofresponsiblisationwereevidentinthewaysthatstudentsbehavedwithincommitteemeetings.
Thesewerereflecteduponwithintheinterviewsbyacademicswhotalkedaboutstudentrepresentativesspeakingasacademics(section4.
1.
3).
Thiswasalsoobservedwithinstudentrepresentativemeetingsinwhichstudentswoulddistancetheirownviewsfromthoseoftheirpeerswhenraisingissuesthattheyfeltmightnotbepalatabletoacademiccommitteemembers(section4.
1.
3).
Studentsrecognisedthattheirroleasarepresentativeallowedthemacertainpowerbut,attimes,demonstratedareluctancetojeopardisethisbyexpressingunpopularviews;instead,theysoughtawayoftreadingthelinebetweenstudentandacademic.
ThiswasalsoreflectedbyCarey(2013),whoidentifiedthatstudentswhobecame236representativesbegantoassociatethemselvesaspartofthe'courseteam',relayingtheprobableoutcomeofarequesttopeersbeforeraisinganissuewithstaff,andfeelingembarrassedaboutraisingparticularissues,iftheyregardedthemastrivial(81-82).
Studentswerenotuncomfortablewiththisroleunderstandingittobeanintrinsiccomponentoftheroleoftherepresentative.
ThismarkswhatBraggdescribesas"reorientationofbondsawayfromthepeergroup"(351),ashiftthatmayhaveconsequencesbothfortherepresentative,becausetheyshapesubjectivitiestowardsaparticularunderstandingofstudents,andforthosestudentswhodonotparticipate.
Thesetensionswillbeexploredlaterinthechapter.
DuGay(1997)haswrittenaboutthe'hybrididentities'inwhichworkersinserviceindustriestakeontheroleofbothconsumerandworker,thoughorganisationalpracticesthatencouragetheworkerto"producemeaningforcustomers"whilebeing"self-regulating,self-actualising,responsibleindividualactorswhoareperpetuallyresponsivetofluctuationsintheirenvironment"(316).
Bragg(2007)drawsonduGay'snotioninheranalysisoftheroleofstudentsaspartnersinschools:"insofarastheywereevaluatingteachingandlearning,studentresearcherswereconsumersofeducation.
Yettheywerealsoengagedinworkthatapproximatedtoprofessional(research)practices,andgaveuptheirfreetimesuchaslunchbreakstodoso"(350)ThisdualrolewasidentifiedinmyownandCarey's(2013)interviewswithstudents,arolewhichCareyhasdescribedasstudentsspeaking'for'and'of'peers.
Studentswererequiredtoelicit,collateandgivevoice'for'peersaspartoftheirrole.
237Studentswerecomfortablewiththisasfellowconsumersofthesameexperienceastheirpeers.
However,studentswerealsoaskedtobe,whatCareyterms,thevoice'of'students,inordertojustifystudentbehaviourforexample,byexplainingwhyalownumberofstudentshadcompletedtheNSS.
Intheseinstances,studentsweremaderesponsibleforexplainingtheactionsofstudents(whichmaynothavealignedwiththeirown),andwere,aswasseeninthecareersexampleinthisstudy,askedtoexplainwhatwasseenasalackofprofessionalismdemonstratedbystudents(section5.
1).
Students,whileusuallycomfortablewiththeirroleasresponsiblerepresentatives,wouldoccasionallyexpresstheirdiscomfortwhenaskedtospeakofstudents,findingthesesituations,inthewordsofonerepresentativefollowingthecareersincident,'awkward'.
Byworkinginpositionsofresponsibility,studentrepresentativeswereoccasionallyplacedinpositionsinwhichtheywereheldaccountableforbeingthe'wrong'kindofconsumers.
6.
2.
5TheenterprisingstudentAnotherrelevantphenomenon,whichBragg(2007)identifiedinherworkaboutschoolstudentsasresearchers,wasthedevelopmentinstudentsofpracticesof"reflexivityandself-problematisation"(352).
Thesepracticeswereevidentinmanyoftheinterviewswithstudentrepresentativesastheyreflectedontheirownpracticeandthatofpeers.
Forexample,thefirstyearengineeringrepresentativeattheRussellGroupinstitutiondescribedthetransitionofstudentsduringtheirtimeattheinstitutionasgrowingup,movingfrommakingcomplaintstotakingactiontosolveproblems(section5.
2.
4).
Thisdemonstratedcomplexengagementwith238technologiesoftheselfasthestudenthadcometoseehimselfandothersfromoutsidetheself,becomingboththeobjectandsubjectofknowledge.
Inrelationtoschools,Braggdescribesthisproblematisationoftheselfas"internalpolicinginwhichstudentsbecometheirowncritics,ratherthanthroughahierarchyinwhichstudentsaretoldwhattodo"(352).
Thismaybereflectedinthetechnologiesoftheselfthatareshapedbystudentvoicemechanismsintheuniversitydomain.
Largestudentnumbers,increasingconsumerdemands,duetotheraisingoffees,andexternaleconomicpressurescombinetomeanthatwhatstudentsexpectfromauniversityeducationmaynotmatchwhatinstitutionsareabletoprovide.
Inthiscontext,studentvoicemechanismsthatencouragestudentstomanagetheirownbehaviourandthatofothers,providesausefulapproachtogoverningstudents.
Studentswhoparticipateinformalstudentvoicemechanismsareabletoprovideacounterbalancetothosestudentswhoparticipateininformalmechanismssuchasprotestsorsocialmedia.
Furthermore,theincreasingfocusonstudentvoiceinschoolsmeansthat,forsomestudents,enterprisingidentitiesarebeingshapedfromanearlyage,meaningthatstudentsarriveatuniversitywithexpectationsoftheirownbehaviourandthatofothers.
Thisviewofstudentsasenterprisingandself-managingisalsolinkedtotheemphasisonemployabilitythatisincreasinglypervasiveinhighereducation.
Manystudentrepresentativescitedoneofthereasonsforbecomingastudentrepresentativeasrelatedtotheirlateremployability.
Inthecontextofahighereducationthatisincreasinglyconcernedwithensuringthatstudentsmeettheneedsofbusiness,themoreactivestudentvoicemechanismsprovideanopportunityfor239studentstodevelopthoseskillsidentifiedasmakingthememployable.
Theseincludedgainingconfidence,experience,chairingandadministeringcommittees,understandingorganisations:astheHeadofEnglishattheRussellGroupinstitutionsummarised,"youcandoalotinstudentpolitics"(section5.
2.
1.
6).
Thisconcernlinkstothewidercontextofever-increasingopportunitiesforstudentstodeveloptheskillsforemploymentandtheusemadeofrhetoricaroundemploymentforrecruitingstudentstoactivitiessuchasstudentrepresentation,sportsteamsandsocieties.
Employabilitypermeatesmanyareasofhighereducation;theCareersServiceisregardedasacoreservicewithinmostinstitutions;students'rightstocareerssupportandadvicearereifiedintheQAAQualityCode;academicsareencouragedtoembedemployabilityinthecurriculumandtomakeopportunitiestodevelopskillssuchasteamworking,presentation,communicationandproblem-solving,explicitinlearningoutcomes;studentsareencouragedtousetheirholidaystogainworkexperienceandtoattendsessionsonhowtopresentthatexperiencetoemployersontheirreturn.
InthiswaystudentsareencouragedtobecomewhatGordon(1987)terms,the'entrepreneuroftheself',inwhicheconomicandpsychologicaltheoriesofmotivationarecombined(300).
Asanentrepreneur,Gordon(1991)arguesthat,whatevercircumstancesanindividualfindshimorherselfin,theyremaincontinuallyengagedin"thecontinuousbusinessoflivingtomakeadequateprovisionforthepreservation,reproductionandreconstructionofone'sownhumancapital"(44).
Bypositioningworkersinthisway,theindividualbecomesresponsibleforhisorherownpersonaldevelopment,advancementandcare,andthosewhodonot240participatebecomeframedasirresponsible.
Thisequipsstudentstogooutintotheworldofemployment,butalsomarkstheincreasingalignmentofthevaluesofhighereducationwiththoseoftheworkplace,illustratingtherolethatinstitutionsplayinplacingtheresponsibilityonstudentstoalignthemselveswiththeneedsofemployers.
DuGay(1997)arguesthatthisshifthascomeatatimewhensimilarprocessesofpathologisinghaveshiftedelsewhereinpublicservices,wherephenomenapreviouslyregardedasstructuralandsocial,suchashomelessnessandunemployment,havebeenindividualisedasamoralresponsibilityforone'sowncircumstances.
DuGayarguesthatcontemporaryworkishybridinthatit"isbothaneconomicandaculturalphenomenon"inwhichhumansareperceivedasenterprisingandaremaderesponsiblefortheirownadvancementandcarethrough'choices'(duGay,1997:302).
DuGayusesexamplesfromthepublicsectoroftheunemployedbeingrebrandedas'jobseekers',atrendalsoseenineducationinwhichpupilsandstudentsareincreasinglyreferredtoas'learners'.
Inthiscontext,powerisidentifiedasproductive,sinceindividualsareabletoconstructthemselvesthroughthe'informationthattheyprovide'andparticipateinarangeoftechnologiesinordertodeveloppersonalandprofessionalidentities.
Numerousmechanismsinhighereducationinstitutionscoalescetofocusonemployability,passingresponsibilitydowntostudents.
Employergroupsclaimthatuniversitycoursesdonotprovidestudentswiththerightattributesandshouldbeinvestingmoreinensuringstudentsleavewiththerightskills,andinstitutionsareheldaccountablebytheannualDestinationsforLeaversinHigherEducation241survey,whichsurveysstudents6-monthsaftergraduationtoestablishtheiremploymentstatusandfeedstheoutcomesintouniversitydatasetsandsubsequentlyleaguetables.
Assuch,theimplicationisthatinstitutionsareresponsibleforstudentswhoareunabletofindworkfollowinggraduation.
Inturn,studentswhohavebeenofferedtherangeofopportunitiestogainthe'skillsrequired',aremaderesponsiblefortheirlackofemployableattributesorinsufficientplanning.
Ineachinstance,thewidereconomiccircumstancesinwhichbothuniversitiesandgraduatesfindthemselvesintendtobeignored.
InordertobecomeemployablestudentsarerequiredtosubmittowhatBall(2004)describesasthefabricationoftheself.
Studentsareencouragedtothinknotjustabouthowtomeetthedemandsoftheinstitution,butalsotofabricatethemselvesinaformthatisattractivetoemployersinordertobecomemarketable.
Infabricatingtheselfforemployment"thepointistomakeyourselfdifferentand,inthecaseofrepresentationaltexts[suchasCVs],toexpressyourselfinrelationtotheperformativityoftheorganisation",hencethefocusonpresentationandonskillsoverethicsandvalues(Ball,2004:151).
Inthiscontext,formalstudentvoicemechanismsprovideakeywayinwhichstudentscangaintheskillsrelevantforemployment,enhancingthestudents'marketability.
Ashasbeendiscussedpreviously,inordertogainthatexperience,studentswereawarethattheywereplayingarole,theyrecognisedtheinequalitiesrelatingtotheirpositionwithincommittees,andwereattimesconfusedaboutthelimitsofdiscussionthattookplace,butunderstoodthesetobetherulesofthegame.
Ball(2004)describesthisplayingalongascreatingatypeof"structuralandindividual242'schizophrenia'"inwhich"thepotentialforinauthenticityandmeaninglessnessisincreasinglyaneverydayexperienceforusall"(147).
Throughsigninguptothisexperienceofuniversity,asaplaceinwhichstudentsarebothmanagedandself-managedtobecomeemployable,studentsareproducedwhobelievethatinordertobeemployabletheymustplaytheinstitutionalgame,howeverinauthentictheexperiencefeels.
Yet,thiscontextwascomplex.
Studentswerepositionedasresponsibleandenterprisingbutthissatalongsideagrowingunderstandingofstudentsasemotionallyvulnerableandrequiringsupport.
Thesetensionsareexploredfurtherlaterinthechapter.
6.
2.
6ResistanceandexclusionsWhilemoststudentsengageinstudentvoicemechanismswhichrequirerelativelylittleinvestment,suchasnationalsurveysandcourseevaluations,themoreintensiveexperienceofvoice,suchasbecomingastudentofficer,representativeorengaginginmorecollegiatestudentvoiceprojects,isfortheminority.
Throughbecomingresponsibleandenterprising,thesestudentsparticipate,butbydoingsowereoftenseentoreorientthemselvesfromtheirpeers,notleastby'speakinglikeanacademic'.
Wehavealsoseenhowsomestudentswhoparticipateasrepresentativescometoregardstudentswhodonottakepart,orwhotakepartininformalmechanisms,asbeingnaveorirresponsible.
Increasinglystudentsarebeingnormalisedasresponsiblecitizenswhoareproactive,enterprisingandreflexivewithinformalstudentvoicemechanisms.
Atatimewhenthereisanincreasingemphasisonstudentsascustomersandtheuniversityasprovider,thereisshift"ontoindividuals'responsibilitytomaximiseopportunities,takeadvantage,243becomeautonomous;iftheydonot,thismaybereadaspersonalfailure"(Bragg,2007:353).
Thereareopportunitiesforgreaterpowerforstudentswithinstudentvoice,buttherearealsosubjectivitiesthatarenormalisedbyassumptionsaboutstudentsandabouthighereducation.
Theseareseen;inthereactionsofseniormanagerstostudentswhoareinvolvedininformalstudentvoicemechanismssuchasprotest;instudiesthathaveshownthatsomestudentsdonotseeparticipationinstudentvoiceasdesirable(Littleetal.
,2009,vanderVeldenetal.
,2013),andinothersthathaveacknowledgedthatcertaingroupsofstudentsmaynotsoreadilyhaveaccesstothevaluesthatarerequiredinordertoparticipateinopportunitiesthatareonoffer(Bragg,2007:355).
Thisstudysuggests,then,thatuniversitystudentsareoperatinginacomplexenvironmentinwhichtheyhavebecomeknownasconsumers,asvulnerable,butalsoasresponsibleandenterprising.
Intheworldofhigherfeesandgreaterstudentnumbers,studentsarebecomingincreasinglygovernedthroughtechnologiesofdominance,andoftheself,inthenameofdevelopingthe'rightkind'ofgraduate.
Yet,thenatureofthegraduatesubjectivitiesthatareproducedwithintheuniversity,arerarelydiscussedcritically.
Throughanalysisofstudentvoicemechanisms,ithasbeenpossibletoexplorethemultiplewaysinwhichstudentsare'madeup'withinhighereducation.
Thesenewsubjectivitieshavecomefromavarietyofsources,includingstudentvoicemechanisms,inthewakeofincreasedstudenttuitionfeesandtheassociated244discoursesofaccountabilityandstudentrights.
While,inmanyways,thisdoesprovidestudentswithgreaterpower,thiscomesatthecostoftheintensificationofrelationships,legislationandcontrolinrelationtostudents,students'unionsanddepartments.
Students,whointraditionalmodelsofhighereducationwereencouragedtobecriticalandtopursuetheextensionofsubject-basedtruthandknowledge,mustnowbecomeresponsibleandenterprisingwithandonbehalfoftheinstitution.
6.
3AcademicsPolicychanges,suchastheNSS,KISdatasetsandtheformalisationofstudentrepresentationintheQAAQualityCode,havehadimplicationsforacademicsthatteach,andthosewhomanageteaching.
Thenewidentitiesandsubjectivitiesdiscussedintheprevioussection,whichthesemechanismsproduceforstudents,alsohaveimplicationsforthesubjectivitiesofacademicswithindepartments.
Thissectionexploresthewaysinwhichacademicsexperiencestudentvoiceandthenewidentitiesthattheresultingrelationshipswithstudentsandseniormanagersproduce.
6.
3.
1TheinfluenceofcomparisonandcommodificationTheinterviewsshowedclearlythatformanyacademics,governmentandinstitutionalpoliciesrelatingtoformalstudentvoicemechanismshadasignificantimpactonboththeirpracticeandidentity.
Governmentpoliciesonstudentvoiceshapedthetypesofworkthatacademics,particularlythosewithteachingmanagementroles,wererequiredtoundertake,andtheirunderstandingoftheirrelationshipwithstudentsandwithseniormanagers.
Indepartmentsthatscored245wellintheNSS,considerabletimewasinvestedinsecuringparticipationinthesurveybutformostacademicstheimpactofresultswasminimal,beyondtheoccasionalreportingofscoresandinitiativesinstaffmeetings.
Forthoseindepartmentsthatwereseenasunder-performing,andthosewithteachingmanagementresponsibility,theworkaroundtheNSSwassignificant,timeconsumingandinfluentialfordecisionsmadeaboutteaching.
Inthisstudy,theNSSwasoneofthemostdiscussedtechnologiesforstudentvoicebyacademicsandmanagers.
Italsowasfelttobeoneofthemostsignificantfactorsforthereputationoftheinstitutionsthattookpart.
WhilethereweredifferencesobservedbetweenthePost-92andRussellGroupuniversities,theformertendingtoachievelowerscoresintheNSSthanthelatter,thesurveywasakeymanagementconcernforeachinstitution.
Seniormanagersrecognisedtheimpactthatthesurveyhadintermsoftheirpositioninleaguetables,andassuch,eachinstitutionhadidentifiedaPro-Vice-ChancellorwithresponsibilityformanagingthepublicityassociatedwiththeNSS,andengagementwithdepartmentsfollowingthepublicationofresultsinordertodevelopimprovementplans.
Inthisway,studentvoicethroughthesurveyhadcometobeseenbyacademicsasakeymeasurementofdepartmentalperformance.
Thelinkbetweenthesurveyandtheshifttowardsunderstandingstudentsasconsumerswasacknowledged,althoughthiswasrarelyseentobeapositivephenomenon.
Alongsidethesurvey'salignmentwiththenewmarketvaluesforhighereducation,managersandacademicssawthesurveyas"comparetheuniversity.
com"referringtotheinclusionoftheresultsinleaguetables246(Times,Guardian,CompleteUniversityGuide)andtheuseofoutcomesbythegovernmenttoinformthechoicesofprospectivestudents(HEFCE,2012)(section5.
2.
1.
2).
Academicsandmanagersalsorecognisedthesurveyasacrucialapproachforrenderinginstitutionsanddepartmentsaccountabletothepublicandthegovernment.
Somerespondentschallengedthevalidityandvalueofthesurvey,butnevertheless,allengagedinthemanagement,implementation,actionplanning,targetsettingandactionimplementationrequired.
Thistookasignificantamountoftimeandpersonalandfinancialinvestmentformanagersandacademics.
AswasdiscussedintheSabriquoteatthestartofthisthesis(Grove,2013),thehigh-stakesnatureofthesurveyhasledtothedevelopmentoftechniques,tacticsandgamesplayedbyinstitutionsandacademicsintheimplementationofthesurvey.
Interviewswithmanagersandacademicsshowedevidenceofhighlyarticulatedapproachestosecuringpositiveresponses.
Theseincludedavoidingparticulartimesofyear,achievingthebalanceofencouragingcompletionofthesurveywithouthasslingstudents,whichwasseenaslikelytoresultinnegativeresponses,encouragingacademicstoalwaysbepositiveabouttheinstitution,linkingNSSwithleaguetablesandemployerperceptionsofdegreeswhenpromotingthesurvey,explainingthemeaningoftermsonthesurveytostudents,andusingStudents'Unionstosupportthesurvey.
HighprofileexamplesofthesestrategieshavehittheheadlinesintheTimesHigherEducation(THE)andhaveincludedAngliaRuskinandLondonMetropolitanuniversities,whereseniormanagersinstructedstafftoensurestudentswereawareofhowtheirresponseswouldaffectthereputationoftheirdegree,andatKingstonUniversitywherean247academicwasrecordedtellingstudents"IfKingstoncomesbottom,thebottomlineisthatnooneisgoingtowanttoemployyoubecausethey'llthinkyourdegreeisshit"(Newman,2008).
FuredihaswrittenabouttheconsiderableenterprisearoundtheNSSinwhichacademicsareappealedto"beontheirbestbehaviouranddothebusiness"andstudentsareassuredthattheir"viewsarereallyveryimportantandthat,inanycase,iftheirnameisdrawntheycanwina"fantasticprize!
""(2012).
Inthisstudy,thesestrategies,andthearticulatedexperiencesofacademicsandmanagersdemonstratedthehigh-stakesnatureofthesurveyandhighlighteditsstrengthasatechnologyofgovernance.
6.
3.
2AcademicperformanceandstudentvoiceBall(2003,2004,2012,2013)haswrittenextensivelyabouttheorientationoftechnicalmechanismstowardsseniormanagementrequirementsoverthoseofacademicstaff.
ForBall,thisisanelementofperformativityas:"apowerfulandinsidiouspolicytechnologythatisnowatworkatalllevelsandinallkindsofeducationandpublicservice,atechnologythatlinkseffort,values,purposesandself-understandingstomeasuresandcomparisonsofoutput.
"(Ball,2012:19)Throughperformativity,thoseaspectswhicharedeterminedtobeofworthbythegovernmentandbymanagement,suchasmarksofgoodperformance,cometobeseenasvaluableoverothers.
ForBall,thisensuresthatacademicproductionisgeared"totherequirementsofnationaleconomiccompetition"(Ball,2004:145).
248Crucially,thestatisticsproducedthroughsurveys,reviewsanddocumentsdevelopedforthepurposeofaudit,cometobevaluedoverfirst-orderactivitiessuchasteachingorinteractionwithstudents.
Newidentitiesrelatedtowhatitmeanstobea'good'academic,ateacherorresearcherarecreated,whichcanbeempoweringandenhancingforsomewhoareabletoproducethesecond-orderevidencerequired.
Forothers,theycanbesimultaneouslythreateningandriddledwithinauthenticityastheystrivetoachievevaluesthatareimposedelsewhere(Ball,2004:144).
OfcoursestudentvoiceisjustonewaythroughwhichacademicperformanceismeasuredininstitutionsintheUK;researchincome,REFscores,andcontributiontoadministrationareused,alongwithstudentvoice,asmeasurementsofacademicperformance.
ThroughtheNSS,courseevaluations,andtheregularsubmissionofreportsandreviewstocentralteachingqualitydepartments,studentvoicemechanismsbecomerituals,that"naturalisediscoursesofcontrol"androutines,that"addressformsofidentitybytreatingpeopleintermsoftheidentitiesofthediscoursesofperformativity"(CorriganandSayer,1985quotedbyBall,2004:144).
AsBall(ibid)argues,thiscreatesanenvironmentinwhich:"academicsandteachersarerepresentedandencouragedtothinkaboutthemselvesasindividualswhocalculateaboutthemselves,'addvalue'tothemselves,improvetheirproductivity,liveanexistenceofcalculation"(153)Balldescribesthisnewformofmanagementasashiftawayfrommanagementthroughstructureandbeingvisible,toamorecontinuousflowofjudgements,demandsandexpectationsaboutperformance,aninterplayoftechnologiesofthe249selfanddominance,whichshapepracticeandvalues.
Toperformwell,theacademicmustconstantlyask,"arewedoingenoughArewedoingtherightthingHowwillwemeasureup"(153).
ThistypeofquestioningwasencouragedinrelationtotheNSSthroughtheproductionofrankingsbyeachinstitutionthatenableddepartmentstoseehowtheirperformancerankedinrelationtootherdepartments.
Thesewereaccompaniedbyaseriesofcollectiveeventsatwhichsenioracademicsareencouragedtosharegoodpracticeandidentifyareasforchange.
InthiswaytheNSS,othersurveys,andcollectionsofdatarelatingtoteachingactivitysuchastheKIS,becomesocialandinterpersonaltechnologiesofgovernmentalitytowhichacademicsaresubjectandinwhichtheyparticipate.
Inarecentpublication,Sabri(2013),whoconductedfocusgroups,interviewsandanalysisofthefreetextanswersintheNSS,drawsonDeSantos(2009)toarguethatthesurveyhasbecomea'facttotem',aphenomenoninwhichpublicnumbers,suchasthoseproducedbytheNSS,becomeasiteof'intenseattention'thatlinktotheproductionandconsumptionofidentitynarratives(467).
AsBall(2004)suggests:"Theyarefoldedintocomplexinstitutional,team,groupandcommunalrelations–theacademiccommunity…Wesitonpeerreviews,wewritetheaccountabilityreports,weassigngradestootherdepartments,weberateourcolleaguesfortheir'poor'productivity,wedevise,runandfeeddepartmentalandinstitutionalproceduresformonitoringandimprovingoutput"(145)DespitethepresenceofcynicismabouttheNSSamongstbothmanagersandacademicsinthisstudy,emotionalculturesofprideandofshamewerebuiltuparoundtheNSSwhichhadasignificantimpactonthewayinwhichdepartments250andacademicswereseen,andsawthemselves.
TheseritualsandroutinesrequiredalevelofemotionalinvestmentonthepartofthosewithteachingmanagementresponsibilityandinformedaconcernwithbuildingcultureswithindepartmentswhicharegearedtoensuringgoodperformanceintheNSS.
Forexample,initiativesthatsoughttobuildthesenseofcommunityamongststudentsandpoliciestoregulateapproachestoassessmentfeedback.
ThesecultureswerealsoreportedinSabri's(2013)studywhichsuggestedthattheexperiencesidentifiedinthecasestudiesreflectthoseofacademicswithinotherinstitutions.
Academicswereheldaccountablefortheperformanceoftheirdepartment,receivingphonecallsorformalvisitsfromseniormanagersifscoreswerelow;andwhatoneacademicreferredtoas'atellingoff'.
Academicswerecalledupontodefendtheirpracticesandthoseofotherstomanagementwhowereseentobesuspiciousofacademicswhosoughttoexplaintheirunderstandingofwhyadepartmentmayhavereceivedalowscore.
Throughtheseactivities,academicsparticipateinthereproductionofnewsubjectivitiesforthemselvesasresponsiblefordepartmentalcultureandforstudentsasrecipients,butalsoco-creatorsofthosecultures.
Theacademicswhounderstoodthesurveydatatobeoflimitedvalueandvalidity,describedapersonalandideologicaltension,astheyrecognisedtheimperativeofrespondingtothesurveyinordertomeettheexpectationsofseniormanagementandsecurethereputationofthedepartment.
Sabri(2013)argued,thatfortheacademicsinherstudy,thisledtoasenseofpowerlessnessamongsttheacademicswithwhomsheworked.
2516.
3.
3AcademicprofessionalismandidentityTheimpactofscoringpoorlyintheNSSwasfeltmostbythoseacademicswithteachingmanagementresponsibility.
Ininterviews,academicswhotaught,butwerenotresponsibleforteachingmanagement,reportedapassingconcernfortheNSSbuttalkedaboutgainingmorefromcourseevaluationsoftheirteaching.
Usuallyundertakenattheendofamodule,theseevaluationswereformalinthataseniormemberofthedepartmentmonitoredcompletedforms.
Theseevaluationsoftenfedintoacademicappraisalsatthedepartmentlevelandsowereregardedbyacademicsasalocalisedmeasureofperformance.
Allacademicsincludedinthestudytookpartinthesewithvaryingamountsofcommitmentorscepticism,withsomeusingthemtocheckthattherewasnothingseriouslywrong(AcademicEngineering,RussellGroup),whileothersreportedfeelingnervousandengaginginconsiderablepersonalreflection,followingreceiptoftheresults(AcademicEnglish,RussellGroup).
Formanyoftheacademicsinterviewed,moduleevaluationswereseenashavinganimpactontheirreputationwithseniordepartmentalstaff.
Studentswereinapotentialrelationshipofpowerastheirresponsescouldhaveconsequencesforacademicsasoneofanumberofperformancemeasuresrelatedtoteachingandresearch.
IncontrasttotheUS,wherestudentevaluationscanhaveasignificantimpactontenuredecisions,Englishacademicsweremorelikelytobesingledoutforadditionaltrainingfollowingpoorevaluationresponses.
Yettherewasalsoevidenceofevaluationsbeingusedincreasinglyasanearlyindicatorofstudentsatisfaction.
Thiswaschallengingforsomeoftheacademicsinterviewedas252theyfeltthatevaluationformsdidnotalwaysprovidetheinformationthattheyneededinordertounderstandstudents'viewsandexperiencesinatimelyorinformativeway.
ThiswasreflectedinFreemanandDobbins(2013)discussionswithacademicsandinformedourcallformoredialogicalapproachestocourseevaluation,andacademicownershipoftheprocessinordertosecuregreatervaluefromtheactivityforacademicsandstudents.
AlloftheseritualsandroutinescreatenewkindsofidentitiesandsubjectivitiesforacademicswhichFuredi(quotedbyAttwood,2012)argues,haveerodedacademicintegritymorethananyotherapproachtoauditingacademiclife.
Citingexamplesoflecturerswhohavebeenaskedtoreorganisemodulesinordertosecurebetterlevelsofsatisfaction,Furedisuggeststhattheimperativeofsatisfactionisseenfirstandforemostoverotherpotentialimperativesforlearning,assatisfactionbecomesequatedwithameasurementofcoursequality.
Hegoesontosuggestthat:"Theexhortationtoraisestudent-satisfactionratesconveysanimplicitdemandtoalteracademicidentityandbehaviour.
Unlikepreviousauditingmeasures,theNSSdoesnotmerelydemandaccountabilitybutdirectlychallengestheidentityofascholar.
"(Attwood,2012)ForFuredi(Attwood,2012),thepervasivenessandhigh-stakesnatureofthesurveyhasledto"theadoptionofarisk-averseanddefensiveapproachtowardstheprovisionofundergraduatecourses.
"Itwasevidentintheinterviewsandobservationsthatacademicswerecomingtoseethemselvesinnewwaysinrelationtothemanagementofthesurvey,andthat,attimes,approachestoteachingwerealteredinordertoensurethattheywerealignedmoreexplicitlywith253thesurveyquestions.
Thiswasseenintheinterviewswithacademicswithteachingmanagementresponsibilityintheirconcernforthemanagementofexpectations.
Academicswithteachingmanagementresponsibilityfelttheyhadasignificantroleinensuringthatstudentsunderstoodwhatitwas,andwasnot,reasonabletoexpectfromacademics,thedepartmentandtheinstitution.
Examplesofexpectationsthathadtobemanagedbyacademicswereprovidedintheinterviews,includingthetimingandorganisationofmodules,thenatureandtimingoffeedbackonassessment,andtherationaleofdifferenttypesoflearningactivities.
Thesetypesofdiscussionwereregardedbyacademicsasimportantastheywereabletoexplaintostudentstherationalebehindelementsofthecoursewithwhichstudentsexpresseddissatisfaction.
Someacademicsfoundthattherewasatensionbetweentheirdesiretoimprovetheircourseandthelong-termstudentsatisfaction,andtheshorter-term,reactionarymeasuresthattheywereencouragedtoputinplace.
Academicswithteachingmanagementresponsibilitysawthemselvesashavingaroleinmanagingtheinterfacebetweenacademicdecisionsaboutteaching,andstudentswhochallengedtheseapproaches.
Thisrelationshipwasseenashigh-stakesandpotentiallydangerousbecausefailuretomanageexpectationswouldhavesignificantconsequencesforthereputationofthedepartment.
Theobservationsandinterviewsinthisstudy,suggestedthatstudentrepresentativecommitteeswereoftenseenbyacademicsasanopportunityforacademicstodefenddepartmentalpracticestostudents.
Academics'subjectivitieswithinthiscontextwereenterprisinginthenameofperformanceandmarketabilitytostudents.
Theirrolewastoact254whenchangescanbeeasilymade,andtojustifythemselvesandothersifchangerequestedbystudentswasnotpracticalorseenastherightthingtodo.
Approachestothisdifferedbetweenthestudentrepresentationcommitteesobserved,withacademicsintheEnglishcommitteeseekingtomeetstudentdemandswhereverpossible,andtheacademicsinengineeringtendingtoseektoarticulatetherationaleinordertojustifywaysofworkingwithinthedepartment.
Inbothcontextsacademicssoughttobe'user-friendly'inordertoengenderstudentsatisfaction.
AnalysisofthedatainthisstudyconcurswithargumentsmadebyBall(2004),whodescribesindividuals'constructionsofthemselvesforthepurposesofperformanceasthefabricationoftheself.
Hearguesthattheproblemwiththeseversionsoftheselfisthattheyare:"versionsofanorganisation(orperson)whichdoesnotexist–theyarenot'outsidethetruth'butneitherdotheyrendersimplytrueordirectaccounts-theyareproducedpurposely'tobeaccountable"(2004:148)Forsomeacademicsthiswasempowering:havingfullygraspedthegame,theyareabletoconstructidentitiesaroundstudentsatisfaction.
Indeed,thoseacademicswithteachingmanagementresponsibilitywerehighlyskilledatnegotiatingthedemandsofstudentsandreconcilingthesewiththeirownvaluesaboutwhatthedegreeshouldbe,alongwiththeirotheracademicconcerns,suchasresearch.
However,forothers,adoptingpracticesinthenameoftheimperativeofstudentsatisfactionmarkedtheerosionoftheirintegrityandsenseofself,astheywererequiredtofabricatethemselvesinwaysthatseemalien.
Balltermsthisasthe255madnessoftherequirementsofperformativity,leadingto"personalandsocialinauthenticity".
HerehedrawsonGiddens(1991:91)tosuggestthatacademicsmayexperiencepersonalmeaninglessness,duetoaseparationfromthe"moralresources",thecapacitytomakedecisionsbasedontheirownethicalandmoralvalues,"necessarytoliveafullandsatisfyingexistence".
6.
3.
4ResistingnewsubjectivitiesBall's(2004)concernforperformativityinhighereducationisnotjustthatitgetsinthewayof'realacademicwork'butratherthat"itisavehicleforchangingwhatrealacademicworkis"(152).
TheNSSandothermechanismsthatwereusedbymanagerstoholdacademicstoaccountrequiredasignificantinvestmentintermsofmind,bodyandsoul.
AsSabri(2013)suggests,basedonherinterviewswithmanagers,theNSS"servedasa'lever'toinducechangeinlow-performing(inNSSterms)courses"(5).
Inresponsetothis,someacademicspassivelyresistedtheincreasingdemandsofperformativity,seekingtobeseentomeetwiththerequirementsofperformance,inordertoallowthemtogetonwithaspectsoftheirjobthattheyregardedasimportant.
ThisapproachwasrecognisedbytheHeadofEducationatthePost-92institutionasacultureofcompliance,whichhefelterodedthevalueofmanyoftheprocesseswithininstitutionsthatweredesignedtosecureimprovements.
Givingtheexampleoftheuseofcourseevaluationstoinformappraisalindepartments,hesuggestedthatthisuseunderminedtheirusefortheimprovementofteaching,asacademicsunderstoodtheperformancemanagementpurposeoftheevaluations,totakeprecedentovertheiruseforcourseimprovement.
HisaccounthighlightedtwoofBall's(2004)criticismsof256performativity.
First,theprioritisingwithinacultureofperformativityofwhatisseentobedone,overwhatisdoneand,second,thatproducingtheinformationrequiredforaccountability,monitoringandmanagement,"consumessomuchenergythatitdrasticallyreducestheenergyavailableformakingimprovementinputs"(Elliott,1996:15).
Inthiscontext,resistanceforsomeacademicscametobeaboutbeingseentoengagewithissuesarisingfromformalstudentvoicemechanisms,focusingeffortaroundimprovementonareasthatwereseenaslikelytoimprovefuturesatisfaction,ratherthanonawiderregardforengagingstudentswithlearningandthediscipline.
Incontrast,someacademicshadsoughttoresisttheseelementsofculturesofperformativitybyengaginginlearningandteachingactivitiesthatencouragedmoreactivestudentinvolvementanddevelopingalternative,additionalapproachestoevaluatingtheirteaching.
Someacademicsinterviewedhadtakenpartininstitutionalopportunitiestoworkwithstudentsinmorecollaborativeways;othershadsoughtfundingordevelopedtheirownapproachesinformally.
Forexample,theRussellGroupacademicintheEnglishdepartmenttalkedabouthowshehadreclaimedmoduleevaluationbyinvitingagroupofstudentstoattendhermodulesandtodiscussthemwithherafterwardsinordertoimproveherteaching(section5.
2.
2.
2).
Herownershipoftheapproach,andthelackoftheoutcomesasformalmeasuresofperformance,meantthatshefounditausefulandempoweringwaytothinkaboutanddevelopherteaching.
Oneoftheunitingfeaturesofthemechanismsthatacademicssawasresistingthemoredominantformalapproacheswasthecloserrelationshipthattheyhadwiththe257discipline.
Thoseacademicswhosoughttofulfiltheirownvalues,throughengagementwithstudents,didsoatthesubjectlevel.
Thiswasnotalwaysseenassafe.
Itwasrecognisedthatcollaborativelearningmaybeseenasmorechallengingbystudents,whichcouldleadtoanacademicbecomingunpopular,butworkingwithstudentsinrelationtothedisciplinewaswhatmotivatedsomeacademicstodeveloptheirteaching.
Despitetheircommitmenttoalternatives,therewasrecognitionamongstacademicsandmanagers,thatanylocalisedmechanismswereundertakentosupplement,notreplaceformalstudentvoicemechanisms.
Assuch,engagementinalternative,morecollaborativeformswasoftenmarginalisedbythepredominanceofthedemandsrelatingtotheNSS,courseevaluationsandstudentrepresentation.
Thishighlightedatensionbetweenwhatacademicsunderstoodasbeingavaluablespacetoengagewithstudents,andtheformalmechanismsvaluedbygovernmentandseniormanagementwhichtendedtofocusoncourseorganisationandmanagement.
Thistensionwasalsoevidentintheaccountsofthestudentsinterviewed,forwhomcourseevaluationsandtheNSSheldverylittleimportanceatall,atrendwhichwasalsonotedbySabri(2013)inherfocusgroupswithstudentsabouttheNSS.
StudentswereconfusedaboutthepurposeofcourseevaluationsandwhileafewhadbeeninvolvedindiscussionsabouttheoutcomeoftheNSSwithdepartments,theoutcomeswerenotregardedasrelevanttothembeyondasamarkofreputationforthedepartment.
Indeed,anumberofstudentstalkedabouttheNSSbeingirrelevantbecauseanyonewithanysensewouldgivethedepartmentagoodscoreinordertoenhancethevalueoftheirdegree.
Courserepresentationwas258seenasmorevaluableasitwasanopportunitytodiscussthecontentandorganisationofthecourse,but,aswaspreviouslydiscussed,manystudentsunderstoodthatdiscussionwaslimitedinthiscontext.
Thisraisesthequestionofwhetherthefocusonformalmechanismsforstudentvoicehas,infact,providedstudentswithmorepower,orwhetherthenationalandinstitutionalfocusontheseformsunderminestherelationshipbetweenstudentsandacademicsthatisrequiredtoenabletransformationallearningtotakeplace.
Increasingly,academictimeisallocatedtothemanagementoflearningandteachingratherthanthedevelopmentandengagementinteaching.
Theseaccounts,alongwiththoseinrelationtostudentsearlierinthechapter,raisequestionsaboutwhetherformalstudentvoicehas,inpartatleast,beendevelopedasaconcessionforstudentswho,duetogrowingstudentnumbers,havelimitedengagementwithacademicsatthedisciplinelevel.
Thisviewwasreflectedbyanumberofmanagerswhofeltthatstudentvoicemechanismswereparticularlyimportantindepartmentsinwhichstudentswerehardtoreach,orspentaconsiderabletimeoffcampus.
Forexample,thestudents'unionmanager,responsibleforoverseeingstudentrepresentationinthePost-92institution,talkedaboutstudentswhoworkedcloselywithacademicsaspartoftheircourse,suchaspostgraduateresearchstudentsandthoseinthedepartmentofartanddesign,notrequiringthesamestructuresforvoiceasstudentsdidelsewhereintheinstitutionastheyhadstrongerrelationshipswithacademics.
Thissuggestedthat,tosomeextent,morestructuredformalvoicemechanismsfilledthegapwheredepartments259hadlargestudentnumbers,orteachingpracticesthatallowedforlittlecontactbetweenstudentsandacademics.
Inthiscontext,opportunitiesforstaffandstudentstorelatetoeachotheroutsidethediscourseoftheconsumerandproviderbecomelimited,leavinglittletimeandresourceforalternativeapproachestoeducation.
Aswehaveseenwithseniormanagementinthisstudy,thisdoesnotmeanthatalternativeformsarenotvalued,butthatthewidercontextshapestheidentitiesandsubjectivitiesofstudentsandacademicsinsuchawaythatrelatingtoeachotherdifferentlybecomeschallenging,riskyandexceptional.
AsBragghassaidinrelationtostudentvoiceinschools,thestrengtheningofstudentvoiceisnotashambut"itcomesatthecostofanintensificationofrelationsofdomination–therequirement(evenifnotfulfilled)toassentwithheartnotjustbody,togiveaninnercommitmentnotjustouterconformity"(356).
Engagementinstudentvoicemechanismscanbeempowering,andcanleadtonewinsightandwaysofrelatingtoeachother,butitcanalsocomeatthecostofformalisingwaysofbeing,thatinturn,shaperelationshipsandvalues.
Itisalsoworthnotingthatwhileempoweringforsome,studentvoicemechanisms,suchastheNSSandcourserepresentation,hadalsoservedtomarginalisestudentsandacademicswhosevaluesaroundhighereducationdidnotfitthedominantmechanisms.
Assuch,thoseparticipatingintheinformal,throughprotestorsocialmedia,orwhoseviewsweresimplyunpalatable,cametoberegardedasillegitimateorimmaturebythosestudents,academicsandseniormanagerswhodidparticipate.
Thiswasdespiterecognitionwithinthesegroupsthattheirownparticipationinstudentvoice260mechanismswasnotalwaysauthentic.
Thisstudyhasdemonstratedthatthroughstudentvoicemechanisms,muchisgained,butthatthereisalsoloss,andthislosshasconsequencesforwhathighereducationis,orcanbe.
6.
4ConclusionInthischapter,IhaveexploredthewaysinwhichthetechnologiesofdominanceidentifiedinChapter4andthetechnologiesoftheself,identifiedinChapter5,interplayincomplexwaystoshapetheidentitiesandsubjectivitiesofstudents,academicsandseniormanagers,answeringthefourthofmysub-questions.
Thestudyhasbeenundertakenduringaperiodofconsiderablechangeforthesector,whichhasledtochangesinthewayinwhichstudentsandacademicsare'madeup'bygovernmentandbyinstitutions.
Thishasledtoanintensificationofpolicy,guidanceandpracticerelatingtowhatitmeanstobeastudent,andwhatitmeanstobeanacademicinhighereducation.
Thesenewwaysofworking,andofbeinginhighereducation,marknewformsofpowerandgovernmentality.
TheseareexploredfurtherinChapter7,alongsidesomesuggestedimplicationsforpolicyandpractice.
2617CHAPTER7:REFLECTIONSANDIMPLICATIONSAtthestartofthethesisIsetouttoexplorepowerinrelationtostudentvoice.
Recognisingthedominanceofquantitativelarge-scalemeasurements,Isoughttoexploretheexperiencesandunderstandingsthatcurrentmechanismsforstudentvoiceshapedformanagers,academicsandstudentsandtoexaminetherelationshipsofpower.
UsingFoucault'sconceptofgovernmentality,Ihaveexploredthecomplexityofdifferentrelationships,identitiesandsubjectivitiesthatareproduced,shapedandinformed,bystudentvoiceandthewidercontextofhighereducationinwhichitoperates,initerativeways.
InChapter4,Iexploredtheexperiencesofstudents,academicsandmanagersinrelationtostudentvoicemechanismsastechnologiesofdominance,developinganenhancedunderstandingofindividuals'descriptionsandexperiencesofformalandinformalmechanisms.
Chapter5focusedonthetechnologiesoftheself,thecomplexwaysthatindividualsunderstoodtheimperativesfordifferentstudentvoicemechanisms,exploringthecoherencesandtensionsthatthesebroughtabout.
Lastly,inChapter6,Ifocusedontheidentitiesandsubjectivitiesthatwereshaped,producedandrespondedtoincomplex,intertwinedwaysforstudents,academicsandmanagersinrelationtostudentvoice.
InthischapterIwillbeginbysynthesisingthefindingsrelatingtotheresearchsub-questions,relatingthemtotheoverallquestion'doesstudentvoiceinhighereducationinEnglandrepresentnewformsofpowerandgovernmentality'.
Ithenreflectcriticallyonmyexperienceofscholarshipforthisstudy,reflectingonthetheoreticalframework,myorientationtotheresearchprocessandthemethodology262andmethodsused.
Ithensuggestaseriesofrecommendations,basedonthefindings,forcivilservantsandgovernmentministers,theQAA,NUS,institutionalmanagersandstudents'unionsinordertopromotethewiderimplicationsoftheresearch.
Lastly,Ireflectonthetheoreticalimplicationsforstudentvoiceasnewformsofpowerandgovernmentalityinhighereducation.
7.
1EvaluatingtheresearchquestionsTheresearchquestionsweredevelopedonthebasisoftheconcernsoutlinedinChapter1,aninitialreviewoftheliteratureandmyexperiencefromworkinginavarietyofrolesrelatingtostudentvoiceinthesector,thatstudentvoicemechanismswerebasedonbothanassumedideologicalneutralityandanimplicitexpectationofenhancement,whichdisguisedmorecomplexrelationshipsofgovernanceandpower.
InthiscontextIsoughttoproblematisestudentvoiceandwhatparticipation,andnon-participationmeansforthoseinvolved.
Irecognisedthatstudentvoicewastakinganincreasinglyprominentroleinhighereducationpolicyandguidanceandwasinterestedinwhetherthisemphasisrelatedtonewformsofpower.
Thisledtotheoverallresearchquestion"DoesstudentvoiceinhighereducationinEnglandrepresentnewformsofpowerandgovernanceinachangingsystem".
DifferentgroupsareimplicatedinpolicydiscourseandIwantedtoexplorethedifferencesinexperiencesforthesegroupsandthesubjectivitiesthatparticipationinstudentvoicemechanismsproduced.
Assuch,theresearchquestionswereinformedbyacritical-interpretivetheoreticalframework,andweredesignedtodevelopadetailedunderstandingofhowstudentvoicetookplaceindifferent263contextsandindividuals'experienceofthis,andalsotoproblematisethispolicyandpracticeusingFoucault'sconceptofgovernmentality,inordertoexplorethecomplexityofpower.
Differentsub-questionsmadeuseofthecriticalandinterpretativeapproachestoresearch,todifferentextents.
Forexample,theresearchrelatingtothefollowingsub-questionswasprimarilyinterpretativeinnature:1.
Howdostudents,academicsandseniormanagementdescribeandexperiencestudentvoicemechanisms2.
WhataretheexplicitandimplicitimperativeswhichinformstudentvoiceThroughinterviews,individualaccountsofparticipationinvariousformsofstudentvoicewerecollected.
ThesearepresentedinChapter4:TechnologiesofDominance,asdescriptiveaccountsofstudents,academicsandseniormanagers'experiencesofdifferentstudentvoicemechanisms,formingtheinterpretativebasisfortheresearch.
TheseaccountsweresupplementedbyCDAofkeydocumentswhichaddedacriticallayertothedata.
Inacriticalvein,othersub-questionssoughttoproblematisesomeoftheseaccountsandexperiencesinordertoexploretheidentitiesandsubjectivitiesthatinvolvementindifferentmechanismsproduced:3.
Whatarethecoherencesandcontradictionsbetweentheimperatives4.
Howaretheidentitiesandsubjectivitiesofstudents,academicsandmanagersinformedbystudentvoice2645.
WhataretheimplicationsforstudentvoicepolicyandpracticeTheuseofthehybrid,critical-interpretiveapproach,enabledthecriticalanalysisundertakentobediscussedinrelationtotheaccountsandexperiencesofthosewhoparticipated.
Thefocusonstudentvoicemechanismsatthemacro,mesoandmicrolevelsenabledacomprehensiveanalysisofthephenomenonintwolocationsasitwasshaped,implementedandexperienced.
Aswithanysmall-scalestudy,thefindingsandconclusionspresentedinthischapterneedfurtherverificationwithabroadersampleofstudents,academicsandmanagersfromothersubjectdisciplinesandhighereducationinstitutions.
WhilethisstudysuggestedsomebroadcommonalitybetweentheexperiencesinthePost-92andRussellGroupcasestudies,practicesandapproacheswerehighlylocalisedanddifferedtosomeextentbetweensubject-disciplines.
Inresponsetothesequestions,andinordertoprovidesomeclosingreflectionsontheprocessofthisresearch:Sectionone:evaluatesthefindingsrelatingtohowstudents,academicsandmanagersexperiencestudentvoicemechanisms.
Sectiontwo:evaluatesthefindingsinrelationtothedifferentideologiesandimperativesthatwereidentifiedasinformingstudentvoicemechanismsandthecoherencesandcontradictionsofthese.
Sectionthree:evaluatesthefindingsinrelationtotheidentitiesandsubjectivitiesproducedforstudents,academicsandmanagersthroughstudentvoicemechanisms.
265Sectionfour:criticallyevaluatesmyexperienceofscholarshipforthisstudyandthetheoreticalframeworkandmethodologyused.
Sectionfive:makesrecommendationsforcivilservantsandgovernmentministers,theQAA,NUS,institutionalmanagersandstudents'unions.
Sectionsix:suggeststheoreticalimplicationsforstudentvoiceasanewformofpowerandgovernmentalityinhighereducation.
7.
2Section1:implicationsofthestudent,academicandmanagementexperienceofstudentvoicemechanismsAswaspresentedintheanalysisinChapter4,studentvoicewasexperiencedverydifferentlybystudents,academics,andmanagersandbyindividualswithinthosegroups.
AswasexploredinmoredetailinChapter6,themanagers,academicsandstudentsinterviewedoftenhadquitedifferentperspectivesofthetypesofstudentvoicethatwerevaluable.
Certainmechanismspreoccupieddifferentgroupsofrespondentsandactedastechnologiesofdominancethatshapedwhatwasregardedaslegitimatevoicewithininstitutions.
Thesemismatchedpreoccupationsofdifferentgroupshighlightthecomplexityoftheexperiencesandunderstandingsthatindividualsholdinrelationtostudentvoicemechanisms.
Theyalsodemonstratehowpolicies,whichhavebeenseenasempoweringforstudentswithinthemarketofhighereducation,areshapingthewayinwhichinstitutions,studentsandacademicsregardeachother.
TherangeofexperiencespresentedinChapter4illustratehowstudents,academicsandmanagersparticipatinginstudentvoicemechanisms,haveverydifferent266understandingsofformsofstudentvoiceandexperienceparticipationinmechanismsindistinctways.
Thishasimplicationsforthewayinwhichmechanismsaredesignedandevaluatedbyinstitutionsifparticipationistobemeaningfulforthosewhotakepart.
Theseareexploredfurtherinthenextsectionandrecommendationsfordifferenthighereducationaudiences,relatingtotheseimplications,areincludedlaterinthechapter.
7.
3Section2:implicationsoftheimperativesandideologies,coherenceandcontradictionsStudentvoicemechanismsarenotneutral;arangeofdifferentimperatives,ideologiesanddiscoursesinformstheminsubtle,complexanditerativeways.
Thisstudyhasshownhowsomeoftheseimperativesareembeddedinformalmechanismsatthedesignstage,whileothersarecreatedthroughtheimplementationofmechanisms.
Thisfindingissignificantasmanyoftheformaldocumentsstudiedwereopaqueaboutthevaluesthatinformedtheirdevelopment,referringinsteadtocatchallimperatives,suchasenhancement.
Inthiscontext,studentsandacademicswereabletoconstructtheirownindividualimperativeswhenengaginginaparticularmechanism.
Thismaybeseenasempoweringbut,infact,oftenresultedindifferentindividualsandgroupswhoengagedinstudentvoicemechanismstalkingatcross-purposesand,attimes,experiencingfrustrationorapathyinrelationtomechanismsasaresult.
Exploringthecoherenceandcontradictionsforthoseparticipatinginstudentvoicemechanismswasfacilitatedbyafocusontechnologiesofdominance,themechanismsandpoliciesthatwereanalysedinChapter4,andtheimperatives,267ideologiesandself-understandingsthatwerepresentedinChapters5and6.
Foucault's(Martinetal.
,1988)conceptofgovernmentality,andsuggestionthatbyfocusingonthepointswherethesetechnologiesmeetitispossibletoexplorethedynamicsofpower,providedaninformativeframeworkforexploringpowerinthesecontexts.
Theimperativesidentifiedinthisthesisworkedinpowerfulwaysthatshapedtheidentitiesandrolesthatstudentsandacademicsadoptedwhenparticipatinginmechanismsandactivities,andcreatednewsubjectivitiesinaniterativeandintertwinedprocess.
Throughvariousmechanisms,studentscametobeseenbyacademicsaspassiveconsumersinsomecontexts,andasresponsibleandenterprisinginothers.
Someoftheseidentitiesweresetoutinofficialdocumentsandguidancesuchasthatprovidedbygovernmentorproducedbyuniversities;otherswerebasedonanimplicitunderstandingofthe'rulesofthegame'gleanedfrompeers,trainingandthemediaandthewaysinwhichindividualinstitutions'managementandaccountabilityculturestranslatedtheserules.
Theseimperativesandpracticeswerepowerfulandshapedthewayinwhichpeopleparticipatedandunderstoodtheirroleandcapacityinthesecontexts.
Theywerealsohighlycomplex,implicitandtacitlyinternalised.
Thelackofrecognitionordiscussionofvaluesmeantthatstudentsandstaffatalllevelsofthestudywereoftenunclearaboutforwhomamechanismoractivitywasdesigned,andconsequently,thevalueofengagementwithit.
Toengageinactivity,withoutacknowledgingexplicitlytheideologicalpurposeorimperativesofthosewhohavedesignedtheprocessorofthoseengaginginit,can268leadtotensions,confusionandfrustrationsandalackofrecognitionofthetypesofsubjectivitiesthatareproduced.
Essentially,theopacityoftheimperativesthatinformedstudentvoicemechanismswasdisempoweringasitdistancedindividualsfromthemeansofunderstandingthepurposeofthemechanisminwhichtheyparticipated.
Manyoftheinterviewrespondentsremarkedthattakingpartinthestudywastheirfirstopportunitytoarticulatetoanother,themethodsthroughwhichtheymadesenseofthesystemsinwhichtheyengaged.
Collaborativeprocessesfordefiningandpromotingsharedideologies,andanunderstandingofwhatstudentvoiceisaboutinaparticularcontext,areimportantforenablingauthenticparticipation.
Thisshouldtakeplaceattheloweststructurallevelthatisappropriateforaninstitution.
Forstudentsandstafftosharetheirunderstandingsofwhatstudentvoicemechanismsare,andshouldbe,withintheirownindividualcontext,aheightenedawarenesscouldbefacilitatedofwhereimperativesdifferandasharedunderstandingdevelopedofthepurposeofagivenmechanism.
Byarticulatingandexploringtherangeofimperativesinthisthesis,Iencourageindividualstoconsidertheimperativesfordifferentmechanismsintheirowncontext,andtoexplorethenatureofthesubjectthatmightbeproducedthroughparticularapproaches.
Thetrendinfailingtoarticulatethepurposeofdifferentmechanismsforstudentvoiceataninstitutionallevelsuggestsawidermovementinhighereducationtowardsmanagementpracticeswhichfailtoengageacademicallywiththemeaningsandvaluesbehindpolicy,andtomaketheseexplicittothewiderinstitution.
Theintensificationofthegovernmentgazeonthestudentexperience269hasledtothestrengtheningofpoliciesandpractice.
Inthisstudy,therewasevidenceofpracticedrivenprimarilybytheimperativeofmeetinggovernmentrequirements.
Implementationofpolicywasprioritisedoverconcernforthemeaningsandsubjectivitiesthatwereproducedforstudentsandacademics.
Thistypeofgovernancecontradictstheliberal,critical,academicbasisofhighereducationandhasimplicationsforstudentsandacademicswhosesubjectivitiesareshapedwithinthesesystems.
Thisisachallengingtension.
Institutions'reputationsareincreasinglyatstakewhenrespondingtopolicyimperatives,andnon-participationinnationalstudentvoiceinitiativessuchastheNSS,israrelyregardedasanoption.
However,universitymanagersdohaveachoiceabouttheextenttowhichtheyallowpolicytodominatethewayinwhichtheythinkaboutuniversitycultureandallowmeasurementstodictaterelationshipsbetweenstudentsandstaff.
7.
3.
1AwarenessoftheunintendedproductsofvoicePowerinstudentvoiceisrarelyaboutonegroupbeing'givenpermission'tospeak.
Powerisembeddedinprocesses,relationshipsandinteractions,anditisnotstatic.
Forstudents,engagementinformalmechanismscanofferempowerment,butthisrequiresanacceptanceofparticularrolesandsubjectivities.
Studentvoiceprovidesopportunitiesforcreativity,formakingadifference,fordevelopingnewwaysofspeaking,butitshouldberecognisedthatitdoesnotimplicitlyleadtoempowermentforthosewhoparticipate.
Throughouttheaccountsgivenbystudents,academicsandmanagersinthisstudy,therewasasensethatthehighereducationsectorhasbeensleepwalkingintocurrentpracticewithoutaclearunderstandingoftheconsequencesfortheidentities270ofindividuals.
Itisunlikelythatattheoutset,HEFCEandtheNUSrecognisedthattheNSS,forexample,woulddominateuniversitythinkinginrelationtostudentsandshapethewaysinwhichacademicswereencouragedtoengagewithstudentsinthewaysthatthisstudyhasillustrated.
Indeed,attheoutsetofthesurvey,therewasnomentionoftheNSSbeingusedforthepurposesofenhancementormanagement.
Nevertheless,thisandotherresearch(Sabri,2013)suggeststhatthisshifthasoccurred,andtheNSShascometoshapetheexperienceandsubjectivitiesofacademicsandstudents.
Thishighlightsoneamongstmanywaysinwhichinitiativesatnationalandinstitutionallevelscancometotakeonunexpectedforms.
Individualstudentvoicemechanismsformpartofabigpicture,andtheimperativesinformingsomecancometodominateforcertaingroupsoverothers.
Thehigh-stakesnatureofthemosttechnical,performativemeasureshas,forseniormanagersandconsequentlyforacademics,ledtothedominanceoftheseoverthealternatives,butthiswasnotmatchedbystudentinterestinthesurvey.
RelatedtothiswasthetensionbetweentheNUSandstudents'unionsandtheirrelationshipwithinstitutionsandpolicymakers,asstudentofficerssoughttoadopt'insiderandoutsider'strategiesinordertomaintainlegitimaterelationshipswithuniversitymanagement.
Thistensionindicatedacolonisationofformalstudentvoicemechanismsbythegovernmentandbymanagement.
Theserelationshipsprovidedstudentorganisationswithpower,buttheir'legitimate'participationalsoprovidedinstitutionswiththecapacitytolabelstudentsengaginginalternativesasirresponsible,illegitimateordeviant.
Iamnotarguingthatthestudentofficersareat271faulthere,butamnotingthatincreasedengagementwiththegovernmentanduniversitiesbythesegroups,andthecorrespondingextensionofpolicyintotheareaofstudentvoice,hascolonisedandextendedgovernanceintospacesthatwerepreviouslythedomainofstudentsandacademics.
Whileintendingtoextendtheinfluenceofstudentvoice,theresultingintensificationofrelationshipsmayinfacthavereducedthespaceforthecreativevoice,theunofficial,thedisciplinebasedandthepolitical.
7.
4Section3:TheimplicationsforsubjectivitiesandidentitiesAccountsofacademicsinrelationtostudentvoicemechanismsareoftenobscuredinresearchinwhichattentionhastendedtofocusinsteadonprocessandtheexperiencesofstudents(Littleetal.
,2009,vanderVeldenetal.
,2013).
Thisresearchhasshowntheimpactthatstudentvoicehasonacademicsandindeed,theimpactthatacademicshaveonstudentsengaginginvoice.
Thisthesisisoneoftherarestudiesofthissubtlebutinfluential,iterativerelationshipwhichhasrarelybeenexploredinhighereducation.
Inthisstudy,anexplorationofacademicexperiencesandsubjectivitiesfoundthatforacademicswithteachingmanagementresponsibility,thereareconsiderablecomplexitiesaroundstudentvoice.
AtatimewhenexternalmeasurementssuchastheNSSareincreasinglyhigh-stakes,academicsareunderincreasingpressuretoensureahighlevelofstudentsatisfaction.
Academicshavebeencalleduponinordertoimplementnationalandlocalstudentvoicemechanismsthatarenotonlydesignedandownedelsewhere,butalsoplaydirectlytoexternalinterestsorthoseofseniormanagers.
Theseperformative272interestsareexternaltothedisciplineandtotheday-to-daypracticeofteachingandhavecometodominate,therebyerodingthetimeandenthusiasmavailableforacademicstodevelopthecurriculumortheirownapproachestoteaching.
Thisisnotalwaysdisempoweringforacademics:indeed,manysucceedwithinthesenewpriorities.
Neverthelessitdoesmark,atatimeofincreasingstudentnumbers,afurthershifttowardsmanagementoveracademicsself-determinedengagementwiththediscipline.
Inthiscontext,thesubjectivitiesofstudentstoohavecometobeincreasinglydefined.
Withinthisstudy,studentswereseenaspossessingacomplexrangeofidentitiesincludingthevulnerable,thedisengaged,thepotentiallyunruly,theenterprisingandtheresponsible.
Greaterstudentvoiceinrelationtothemanagementofcoursesmaycomeatacostintermsoftherelationshipsbetweenstudentsandacademics.
Thismightbeintermsoftherestrictivesubjectivitiesthatareproduced,andinthetimerequired,forthegreaterinvolvementofacademicsinrespondingtostudentdemandsandprovidingcoursesthatarepalatable.
Studentsatisfactioniscurrentlyvalued,inexternalmeasurements,abovethewiderimperativesofchallengingstudentstobecomecritical,andtheextensionofknowledge.
Academics,whoultimatelyhavethecapacitytomakeadifferencetostudentlearningintheclassroom,arebeingpulledinanumberofdifferentdirections.
Foracademicstochallengethese,ortofailinonearea,isseenbyseniormanagersasasignofalackofprofessionalism.
Forstudentstochallengetheseisregardedbybothseniormanagersandmanyacademicsasradicalismormisbehaviour.
273Inthelightoftheseinterpretationsofmydata,itispossibletoarguethattheintensificationofguidanceandtechniquesofdominance,suchastheformalisationofstudentvoicewhichrequireparticularidentitiesandsubjectivities,suggestsalossoffaithamongstpolicymakersinthewillingnessorcapacityofseniormanagers,academicsandstudentstoengageinactivitiesbasedonintrinsicmotivationorpersonalcommitmenttoinstitutions.
Thislossoffaithcanbeseenintheintensificationofmanagement,reviewsandactionplanningtowhichacademicsaresubject,andthewayinwhichstudentsareincreasinglypositionedasvulnerable,disengaged,demotivatedorrequiringaboosttotheirself-esteem(EcclestoneandHayes,2008b).
Whilethisthesissuggeststhattherelationshipbetweenstudentvoiceandpowerismorecomplicatedthanhasbeenassumed,thedatasuggestthatthesolutionisnottoviewstudentsasvulnerable:indeed,thestudents'accountsinthisstudysuggestthattheircapacityisoftenunderestimatedbygovernment,managersandacademics.
Studentsinhighereducationareadultsandsoshouldnotbepatronisedbytheproductionofartificialenvironmentsforvoicethatdonotreflecttherealityofpowerrelationshipswithininstitutions.
Studentsdeserveanexperienceofhighereducationthatischallengingandallowsthespaceforgrowthandcreativity.
Assuch,Isupportthereimaginingofestablishedstudentvoicemechanismsandstudentparticipationinthese,inordertodevelopcreative,disciplinespecificapproaches,butonesinwhichpowerisacknowledgedandrecognisedasrealityindifferentformsindifferentsettings.
Anaspectofthiswillinvolveuniversitymanagersandpolicymakersrethinkingwhatisregardedaslegitimatestudent274voice.
Whilesomestudentswerehappytoengageinformalmechanisms,itisclearthatothersfavourmoreimaginative,student-ownedmechanisms.
Forexample,recently,economicsstudentsattheUniversityofManchesterhavedemandedchangestothecurriculum(Inman,2013),studentsattheUniversityofSussexhaveprotestedagainststaffredundancies(Gray,2013),andthereisincreasingdiscussionofhighereducationonlinethroughFacebook,TwitterandtheStudentRoomswhichsuggeststhatstudentshavefarmoretosayabouthighereducationthantheyarecurrentlypermittedtocontributethroughformalmechanisms.
Thesekeyimplicationsleadtorecommendationsandconclusionsthatarepresentedinsection5.
BeforepresentingtheseIwillfirstevaluatethescholarshipundertakenforthestudyandoffersomereflectionsontheresearchapproach,methodsandapproachtoanalysisanddiscussion.
7.
5Section4:EvaluatingscholarshipManyofthebenefitsandlimitationsofthedifferentdesignchoicesmadeinresearchingandwritingthisstudyhavepreviouslybeenexploredinChapter3,soIdonotrehearsetheseagainhere.
However,therewereanumberofelementsofthestudywhich,havingfinishedtheresearchandanalysis,suggestareasforfurtherstudyandrequirereflection.
Thesearesetoutinthissection.
7.
5.
1ReflectionsonthetheoreticalframeworkTheworkofFoucaultongovernmentalityprovidedthetheoreticalframeworkforthestudy,providinganapproachfortheexplorationofpowerwithinthehighereducationsector.
ApplicationofFoucault'sconceptsenabledafocusonthe275mechanismsaspowerfultechnologiesofdominanceandtheselfthatproducedandreproducedparticulartypesofsubjectincomplexways.
Theuseofthisframeworkenabledlinkstobemadebetweenideologies,policiesandexperiencesandfortheimplicationsforthestudents,academicsandmanagerstobeexploredinrelationtomechanisms.
Othertheoriesofpowerwereexploredaspartofthereviewoftheliterature,butdidnotprovidethebasisfortheanalysisofthecomplexrelationsofpowerexperiencedinrelationtostudentvoice.
Theresearcharearequiredaframeworkforexploringpowerthatwasmulti-dimensional,embeddedandtiedupwiththeidentitiesandsubjectivitiesofthosewhoparticipated.
However,itislikelythatthereareusefulelementsofalternativetheoriesofpowerthatwouldenhanceunderstandingofstudentvoice.
Forexample,theapplicationofBourdieu's(1977,1988,1977)ideasaboutcapitalmightbeonewayinwhichquestionsraisedinthepreviouschapter,aboutwhattypesofvoicearevaluedandproducedthroughformalstudentvoicemechanisms.
Bourdieu'sconceptofhabitusmayprovideanalternativeapproachtoconsideringthecomplexenvironmentinwhichstudentvoicetakesplace,andthedispositions,attitudesandbehavioursthatstudentsandotherstakeholdersbringtothevariousprocessesandmechanisms.
AsBragg(2007)asks,aresomestudentsbetterpre-disposedtoengaginginvoiceactivityduetotheirsocialandculturalcapitalanddostudentswhoenterhighereducationfromdifferentbackgroundsenterwithadifferenthabitustothoseenteringfrom,forexample,agoodpublicorprivateschoolFurtherresearchinthisareacouldbeundertakeninorderto276considerthesequestionsandtofurtherexplorethetypesofinequalitiesthatareproducedandreproducedthroughstudentvoiceinhighereducation.
7.
5.
2ThestrengthsandlimitationsofthecasestudiesThisstudysoughttodeveloparichpictureoftheexperiences,identitiesandsubjectivitiesthatareproducedthroughstudentvoicemechanisms.
Assuch,itwasnottheintentionofthestudytobegeneralisable.
However,duringthestudytherewereanumberofdevelopmentsinthesector,reportsandresearchconductedbyindividualsandsectorbodies,andreportsinthehighereducationpress,thatsuggestedthatsomeofthethemesidentifiedwerealsoexperiencedelsewhereinthesector.
Forthisreason,examplesofthesewereusedtoinformtheexplorationofthesethemesinthediscussionchapter.
Carewastakentoensurethatconclusionsdrawnweredonesoonthebasisofdatacollectedaspartofthisresearch,buttheinclusionofexamplesfromelsewheresuggeststhatthestudymayhavewiderapplicabilityandenableddiscussionofdifferenceswhereaccountswerecontradictory.
Togeneratethedepthofdatarequiredinordertounderstandexperiencesandidentitiesassociatedwithstudentvoice,itwasnecessarytoadoptanapproachthatwouldgeneratearichunderstandingofpracticeandexperiencesintwodistinctinstitutions.
ThechoiceofaPost-92andaRussellGroupinstitutionensuredthatexperiences,ifspecifictoparticulartypesofinstitution,werecapturedwithinthestudy.
Ofcourse,notwohigherinstitutionsarethesame;eachinstitutionhadspecificpractices,aninstitutionalethosorculture(orhabitus),approachesanddiscoursesthatwerespecifictotheirlocationandstrategicprioritiesandvalues.
277However,byincludingtwocontrastinginstitutions,Isoughttocapturesomeofthisdiversityintheanalysisanddiscussion.
Thisilluminatedsomeusefulsimilaritiesandcontrasts.
ThereweremoresimilaritiesthandifferencesinthethemesbetweentheRussellGroupandPost-92institution.
Asthediscussionchaptershows,students,academicsandmanagersateachinstitutionsharedmanysimilarconcernsinrelationtostudentvoice.
Otherresearch,suchasSabri(2013)inrelationtotheNSS,andCarey(2012,2013)inrelationtostudentrepresentation,suggestthatmanyexperiencesofthoseatotherinstitutionssharecommonalities.
However,therewerealsosomedistinctdifferences.
Thecomparisonwasimportantasithighlightedanumberofdifferencesbetweenthetwoinstitutions,forexampleintheirconcernwithdifferenttypesofinformalstudentvoiceandthedifferentapproachesofseniormanagementtodevelopingcollaborationwithstudents.
Bybringinginnewresearchatthediscussionstageitwaspossibletobegintomakelinkswithtrendsinthewidersector.
Thestudycould,ofcourse,beenhancedbyfurtherresearchindifferenttypesofinstitution;forexample,aprivateinstitution,Oxbridge,orhighereducationcollege,maywellprovideanotherdimensiontothestudy.
However,inthetimeallowed,theselectedinstitutionsprovidedsomeusefulinsightsthatoftenchimedwiththatevidencedinotherresearchintopracticeinthesector(Ball,2012,Carey,2012,2013,Sabri,2013).
Thissuggeststhewiderapplicabilityofthestudy.
Similarlythesubjectschosen,namelyengineeringasanapplieddegreesubjectexistingineachinstitution,andEnglishasatraditional,'pure'subjectmayhaveshapedthetypesof278responsesgainedfromstudentsandacademicsinthestudy.
Thereisfurtherscopeforresearchhere,toexplorewhetherexperiencesofstudentvoicevariesdependinguponthetypeofdisciplinestudied.
Therewerealsodifferencesidentifiedbetweentheapproachestostudentvoicebetweenthesubjectdisciplinesateachinstitution,witheachdepartmentapproachingformalmechanismsindifferentways.
Oneofthereasonsfortheselectionofthetwodisciplineareaswasthattheywerepresentinbothinstitutions,butsomeoftheresponsessuggestedthatitwouldbeworthexploringcourseswithsmallerstudentnumbersandgreatersubjectbasedcontactbetweenstudentsandacademics.
Furtherresearchinthisareacouldinformanunderstandingofwhetherformalstudentvoicehascometothefore,inparttosubstitutethediminishingamountofcontactwithacademicsoncourseswithlargestudentnumbers.
WhatIhavefailedtodo,inthissmall-scalestudy,istoanalysepowerasitrelatestogroupswithparticularcharacteristicssuchasethnicity,race,religion,gender,class,disability,modeofstudyorparentalhistoryofparticipationinhighereducation.
Studyingtwodifferentinstitutions,onewithahighlylocalandmulticulturalpopulation,theotherattractingstudentsfromacrosstheUKandwithahighproportionofinternationalstudents,thestudentsthatparticipatedinthestudyrepresentedarangeofdifferentbackgrounds.
However,thescalemeantthatitwasrarelypossibletodrawbroadconclusionsoftheexperiencesofparticipantswithparticularcharacteristics.
Furtherresearchandanalysisofstudentvoiceinrelationtotheabovecharacteristicswouldstrengthenunderstandinginthesector.
Anexampleofanareawherefurtherresearchwouldbevaluablewasinengineering.
279Thegenderofparticipantsinengineering,asmajoritymale,maywellhaveunderrepresentedtheexperiencesoffemalestudentsandacademicsinthosedepartments.
TheunderrepresentationofwomeninscienceandtechnologysubjectsisaconcernintheUK,andfurtherresearchintogenderedengagementinstudentvoicemechanismscouldprovideinsightintoapproachestoaddressingthesetrends.
Inrelationtostaff,agroupthathasnotbeenincludedinthisstudy,butwhichwasseeninthisstudytohaveagrowingroleinstudentparticipation,wasnon-academicstaffinhighereducation,suchascareersadvisers,studentsupportrepresentatives,counsellorsanddepartmentaladministrators.
Theinfluencethatthesegroupshaveonstudentvoicemechanisms,andonstudents'andacademics'experienceofhighereducationingeneral,wouldfurtherinformunderstandingoftheimperatives,identitiesandsubjectivitiespresentinamodernhighereducationsector.
7.
5.
3Theprocessofanalysis,reviewingthedataAsIoutlinedatthestartofthisthesis,oneofthereasonsIbeganthisresearchwasasastudentandprofessionalworkinginhighereducation,encounteringcontradictionsbetweentherangeofdifferentmechanisms,imperativesandideologiesthatinformstudentvoice.
Asanundergraduatestudentmovingintoastudents'unionrole,educationalresearchandthenintodepartmentalmanagement,Ihaveseenhowengagementinmechanismssuchasstudentrepresentationcanbeunderpinnedbydifferentmotivationsandimplicationsforstudents,academicsandseniormanagers.
Ihaveexperienced,intheseroles,someoftheshiftsinidentities,prioritiesandassociationsthathavebeenreflectedbytheparticipantsin280thisstudy.
Thisexperiencehasbeenusefulinthecontextoftheresearch,asIhavebeenabletogainaccesstoarangeofindividualsworkinginhighereducation.
However,ithasalsomeantthatextracarehadtobetakeninordertocheckthatanalysisofthedatawasnotoverlyguidedbymyownsubjectivities.
Assuch,throughoutthereviewandthematicanalysisofthedata,Ipresentedexcerptsoftherawdatatomysupervisorandothercolleagues,alongsidemyanalysis,inordertoexplorethethemesthatIhadidentified.
Ialsosoughttodiscussemergingthemesatconferences,bothinformallythroughdiscussionwithfellowresearchers,andformally,forexampleIpresentedaposter"Exploringpowerandstudentvoice"attheResearching,AdvancingandInspiringStudentEngagement(RAISE)conferencein2013torepresentativesoftheNUS,QAA,academicsandstudents.
Ialsocontributedachapterdiscussingthefindingsinrelationtostudentrepresentationinthepeer-reviewed,StudentEngagementHandbook(Freeman,2013)duringtheperiodofthestudy.
Workinginhighereducation,therehavealsobeenopportunitiestoapplytheresearchandimplicationsinmyowndepartmentalcontext,andtoparticipateinuniversitycommittees,suchastheStudentExperienceWorkingGroupandStudentEngagementWorkingGroup,toshapeuniversitypolicyandpractice.
MostrecentlyIhavebeeninvitedbythestudents'unionatYorkStJohnUniversitytoparticipateinaprojectthereinwhichtheyareconsideringthequestionsintheNSSandtheimpactontheperceptionsandexpectationsofstudents.
2817.
6Section5:RecommendationsThereareanumberofdifferentelementstothisresearchthatwillbeofinteresttodifferentaudiencesinhighereducation.
Studentvoice,studentengagementandthestudentexperiencearealltermsthathaveseenincreasinguseinhighereducationsincetheintroductionandincreaseofstudenttuitionfees.
Universitymanagers,academicsandstudentsspendconsiderabletimeplanningandimplementingthemechanismsthatareincludedinthisstudy,andthetensionsandcontradictionswhichhavebeenpresentedhere,suggestthatmanyinthehighereducationsectorcouldbenefitfromsomeconsiderationofhowtheseexperiencesandsubjectivitiestranslatetotheirowncontext.
TherecommendationsherearebasedonmyexplorationoftheempiricaldatacollectedforthisthesisandthepolicythemesandideologicalimperativesidentifiedinChapter2.
Therecommendationsaretentativeandneedtoberesearchedfurtherindifferentcontexts.
Nevertheless,thesimilaritiesdrawnbetweenthedatacollectedandstudiesthathavetakenplaceatotherinstitutions,suggestthatthethemesexploredinthisstudyprovidethebasisforsometentativerecommendationsforthesector.
Throughoutthestudy,throughpresentationsatconferences,Ihavesoughttodiscusstheresearchwitharangeofaudiences.
Anumberofgovernmentbodies,includingtheHEA,QAAandHEFCE,haveexpressedaninterestinthefindingsoftheresearch.
Ihaverecognisedwhentalkingtorepresentativesofthesebodies,thattailoringthefindingstoparticularaudiencesincreasesthepotentialimpactof282elementsoftheresearch.
IndevelopingtheserecommendationsIhavesoughttorecognisethescopeofparticulargroupsandorganisationsandtoreflectthese.
7.
6.
1GovernmentministersTheeffectsofstudentvoicepolicyontheorganisationalprioritiesofhighereducationinstitutionsandthesubjectivitiesoftheirmembersasidentifiedinthisthesis,shouldbedisseminatedanddiscussedamongstcivilservantsandotheragenciesthatshapehighereducationpolicysuchasHEFCE,theQAAandtheHEA.
Thetrendtowardsthedominanceofsecond-ordermeasurementsofstudentvoicebeingusedtomonitorinstitutionsandinformthepublicshouldbeevaluatedbyeducationalresearchersinthecontextofthetypeofhighereducationthatthisproducesforstudentsandacademics.
Wherestudentvoicemechanismsaredefinedandrequestedbypolicymakers(suchastheNSS),policyandguidanceshouldbeexplicitabouttheideologies,imperativesandvaluesinformingthesemechanisms.
Universitymanagersandacademicsshouldbeencouragedtoengagecriticallywiththeimperativesandideologiesinformingpolicy-drivenstudentvoicemechanismsasmembersofacritical,highereducationcommunity.
Theoutcomesofthis,andotherresearchintotheidentitiesandsubjectivitiesthatpolicyendorsedapproachestostudentvoiceproduce,shouldbeusedtoinformfuturedevelopmentsinstudentvoicepolicy,suchastheredesignoftheNSSandreviewoftheQAAQualityCode.
283Thelinkbetweenpolicyandthenatureofhighereducationforstudentsandacademicsshouldbeacknowledgedandtheimplicationsofpolicyevaluatedpriortoimplementation.
Institutionsshouldberequiredtobeexplicitabouttheimperativesandideologiesthatinformdifferenttypesofstudentvoiceinpolicy,andguidancedisseminatedtoinstitutions,academicsandstudentsandotherbodies.
7.
6.
2TheQAATheimplicationsofextendingQAAguidanceintoareasthatgovernrelationshipsbetweenstudentsandacademicsshouldberesearched,andtheoutcomesusedtoinformthenatureofpolicyinrelationtostudentvoice.
ThefocusbytheQAAonsecondorderactivities,inareasthatdependonrelationshipsbetweenstudentsandacademics(suchaslearningandteaching),shouldberesearchedandtheoutcomesusedtoinformfuturepolicyinthisarea.
Studentvoicemechanismsatthelevelofthesubjectdisciplineshouldberecognisedinguidanceasashareddomainforstudentsandacademics.
Materialsthatexploredifferentmotivations,imperativesandidentitiesinhighereducationshouldbedisseminatedtoacademicsandstudentsinordertoencourageinstitutionstoexplorethesubjectivitiesproducedbydifferentmechanisms.
Thesecouldincludediscussionpromptactivitiesthatexploreapproachestostudentvoiceandassociatedsubjectivities(forexampletheStudentsasChangeAgentscardsortactivitycouldbedevelopedtoexplore284theidentitiesofstudentsandacademics,andtheimperativesfordifferentindividualsandgroups(NUS,2013)).
7.
6.
3TheNUSTheidentities,subjectivitiesandpowerrelationsproducedforstudentsandacademics,asidentifiedinthisandotherresearch,shouldinformfuturepolicyandprioritiesintheareaofstudentvoice.
Thecompatibilityofsupportofgovernmentpolicyforstudentvoice,whichpositionthestudentasaconsumer,shouldbereconsideredaspartofadiscussionwithstudents'unionsandstudents.
Theroleofacademicsinstudentvoicemechanismsshouldbebetterunderstoodandconsiderationgiventoworkingmorecloselywithacademicrepresentativebodiesthatdevelopapproachestostudentvoicethatenablebothstudentsandacademicstoworkcollaboratively.
Materialsshouldbeprovidedtostudents'unionsinordertoenablethemtoexploretherelationshipsproducedthroughmechanismssuchasstudentrepresentationcommitteesthatallowforagreaterunderstandingofpowerrelationshipsinthisareaandexplorationofdifferentideologiesandimperativesassociatedwithstudentvoice(seepoint4undertheQAArecommendationsforexamplematerials).
Materialsandsupportshouldbeprovidedtostudents'unionstoprovideopportunitiesfortheexplorationofalternativestudent-ledapproachestostudentvoice.
285GuidanceshouldbeprovidedbytheNUStosupportstudents'unionstonegotiatethecomplexitiesofworkingwithinstitutions,whilealsomaintainingsupportforstudent-ledmechanisms.
7.
6.
4SeniormanagersThetrendtowardsthedominanceofsecond-ordermeasurementsofstudentvoicebeingusedtomonitorinstitutionsandinformthepublicshouldnotformthebasisforinternalvaluesandmeasurementsofstudentvoice.
Thisrecommendationmaybesomewhatidealistic,butopportunitiesshouldbetakentodevelopbespokeinternalvaluesandmeasurementsthatacknowledgemoremeaningfulengagementbetweenstudentsandstaff.
Consideropportunitiesforreimaginingexistingbureaucraciestoallowspaceforthecollectivevoicesofstudentsandacademicstobebroughttogether.
Wherestudentvoicemechanismsaredefinedbypolicymakers(suchastheNSS),institutionalpolicyandguidanceshouldbeexplicitabouttheimperatives,ideologiesandvaluesinformingthesemechanisms.
Foranexampleofapproachestothis,seeNeary(2013).
Academicsandstudentsshouldbeencouragedbyinstitutionstoengagecriticallywiththeimperativesandideologiesinformingpolicy-drivenstudentvoicemechanisms(seepoint4undertheQAArecommendationsforexamplematerials).
Institutionsshouldworkwithstudents'unionsinordertobeexplicitabouttheimperativesandideologiesthatinformdifferenttypesofstudentvoiceinpolicyandguidance.
2867.
6.
5Students'UnionsSeekopportunitiestodiscussthenatureofstudentvoicewithseniormanagement,includingmanagementunderstandingoflegitimateandillegitimatemechanismsforvoice.
Provideplatformsforthediscussionofhighereducationpolicyasitrelatestostudentsandstudentidentities.
Workdirectlywithacademicsaswellasseniormanagersandstudentswhendevelopingofficialstudentvoicemechanisms.
Recognisestudentvoice,atthelevelofthesubjectdiscipline,asashareddomainforstudentsandacademics.
Developstudentrepresentationguidanceforstudentsandacademicsthatencouragediscussionofthevaluesandimperativesforrepresentationandexplorerelationshipsofpowerbetweenstudentsandacademics.
Thesetentativerecommendationsprovidethebasisforagreateracknowledgementandbasisforexplorationofstudentvoicemechanismsasnewformsofpowerandgovernmentalityinhighereducation.
Inthefinalsectionofthisthesis,Iprovidesomefinalreflectionsandconclusionsinresponsetomyoverarchingresearchquestion.
7.
7Section6:NewformsofpowerandgovernmentalityinhighereducationIssuesofpowerinrelationtostudentvoicearecomplex.
Theperceptionsofmostgroupsaboutpowerrelationshipsinstudentvoicemechanismsweremismatchedwiththeperceptionsofothers.
Everygroupthoughtthatanotherhadmorepower.
Academicsfeltthatstudentshadconsiderablepowerthroughformalmechanisms287suchastheNSS,butthestudentsinthestudydidnotrecognisethis.
Academicstooregardedseniormanagementaspowerful,astheyhadthecapacitytoimplementnewproceduresandmonitoracademicperformance,butmanagersthemselvesrecognisedthat,withoutthecooperationofacademics,theirpowerwaslimited.
Theseexperiencesofpowerininstitutionsarecomplex,embedded,andhighlycontextualised.
Foucault'sconceptofgovernmentalityprovidedthebasisuponwhichtomoveawayfromsimplisticunderstandingsofpowerashandeddownorassubjugation,inordertoexplorethecomplexitywithinthethesis.
Thisissignificant,aswasseenintheliteraturereview,asstudentvoicemechanismsareoftenregardedeitheraspower-neutralorasimplicitlyempowering.
Thisthesissuggeststhatwhilestudentvoicecanbeempowering,empowermentcanbynomeansbeassumedand,attimes,theempowermentofsomemightleadtothedisempowermentofothers,ascertainvoices(suchasthosedeemedtobetheunique,theidiosyncratic,thepoliticalortheirresponsibledescribedinthepreviouschapter)becomemarginalised.
Thelackofacknowledgementortransparencyaboutdifferencesinpowerinstudentvoicemechanismsservedtoreinforcethis.
Thesecomplexitieswereparticularlyclearintheinterviewswithstudentstakingpartinrepresentationsystems,whoweredistinctlyawareofthedifferenceinpowerbetweenstudentsanduniversitystaff.
Whatresultedwasoftenasenseoffrustrationamongststudentswhofundamentallyunderstoodthattheywereoneofmanyvoicesandassuchtheirideasrequiredthesupportofacademicstobetakenforward.
Studentswerepragmaticaboutthisandtheyunderstoodthecontextandthecompeting,288influencingagendas,but,becausethiswasnotdiscussed,itremainedanunspokenconstraintratherthansomethingthatcouldbechallenged.
Yet,asthisstudyhasshown,thisviewcontrastedwithacademics'ownunderstandingofthepowerpossessedbystudents.
Theseperceptionsweretosomeextentproductive,drivingacademicstorespondtostudents'concerns,ortomanageexpectations,buttheyalsoembeddedacultureof'usandthem'betweenstudentsandstaff,whichledtouncertainty,anunderstandingofengagementwithstudentsasriskyand,attimes,fearandvulnerability(section6.
1.
6).
Theconsequenceofthis'usandthem'culturewasseenintheinterviewsasstudents,staffandmanagerstalkedabouteachotherashomogenousgroups,withparticularcharacteristicsandtherisksassociatedwiththem,ratherthanindividualswiththecapacitytocontributetoinstitutionsindifferentandvariedways.
Perceptionsofstudentsasvulnerableordisengaged,andrequiringsupport,servedtostrengthenthisperceptionofdifferencesbetweenstudentsandacademics.
Thisstudyarguesthatbyacknowledgingthepowerdynamicsandidentitiesthatareconstructedininstitutionsforstudentsandacademics,studentvoicemechanismscouldbecomemoreproductive,empoweringspaces.
Fielding(2001a,2004a,b,2005,2002)andCarey(2012,2013)havesuggestedmoreradicalapproachestocollaborationbetweenstudentsandacademicsthroughtheprinciplesofradicalcollegiality.
Manyoftheapproachesto'studentengagement'developedbyinstitutionssuchasExeter(DunneandZandstra,2011),BirminghamCityUniversity(Freemanetal.
,2013),andSheffield(UniversityofSheffield,2013)havesoughttodevelopmoreproductivewaysofstudentsworking289withacademicsinformsinwhichpowerismoreexplicitandcollaborationisvalued.
Theseprovidealternativewaysinwhichstudentsandacademicscanrelatetoeachotherandshareownershipoflearningandteachingdevelopment.
However,Bragg's(2007)worksuggeststhattheshiftinsubjectivitiesrequiredforparticipatingstudentsandacademics,shouldbeacknowledgedinthesemechanisms,andtheconsequencesforthosewhochosenottoparticipate,explored.
Notwithstandingthesedevelopments,mythesisshowshowstudentvoicehasbeenincreasinglycolonisedbypolicymakersandmanagementasanewformofgovernanceinhighereducation.
Thisshiftshapestheidentitiesandsubjectivitiesofthosewhoparticipateandsubtly,butsignificantly,shapesthewayinwhichstudentsandacademicsareabletolegitimatelybeinhighereducation.
Followingthisargument,thereneedstobefewerprescriptivemechanismsforstudentvoiceandthecorrespondingopeningupofspacesforstudentsandacademicstodevelopapproachesthatareinformedbytheirowncontext.
Inplaceoftheseofficialmechanisms,professionaldevelopmentshouldsupportacademicsandstudentstoworkcollaborativelyinordertoagreevaluesaroundformsofstudentvoiceforevaluationandtobecreativeaboutthewaysinwhichthesearestructuredandembedded.
Finally,thisstudyarguesthatstudentsshouldhaveavoiceintheevaluationofhighereducation.
Becomingcriticalshouldnotberestrictedtoengagementwiththedisciplineinhighereducation,butacademicvoicesmustalsobecentraltotheconversation.
Tofocuspurelyoneithergroupcreatestension,andobscurestherealityofrelationshipsofpowerininstitutions.
Inaddition,opportunitiesforstudent290voiceshouldnotbegivenascompensationforlesstimeandengagementwithacademicsinrelationtothediscipline;neithershouldtheybeusedasanapproachformanagingthevaluesofinstitutionsordictatingwhatcountsasgoodteaching.
Asaclosingremark,IreferbacktoRudduckandFlutter(2000citedinFielding,2001a)andarguethatwheneverpolicymakers,institutionsandunionsthinkaboutstudentvoiceitshouldbeguidedbythefollowingquestion:"Arewe'carvinganeworderofexperience'Orarewepresidingoverthefutureentrenchmentofexistingassumptionsandintentionsusingstudentvoiceasanadditionalmechanismofcontrol"(Rudduck&Flutter,2000citedinFielding,2001a:100)2918APPENDIXA:STAKEHOLDERENGAGEMENTMODEL2929APPENDIXB:NSSANALYSISFORSUBJECTDISCIPLINESELECTION29310APPENDIXC:COPYOFTHENSSSURVEYQUESTIONS29429511APPENDIXD:CRITICALDISCOURSEANALYSISOFTHENATIONALSTUDENTSURVEYTheNationalStudentSurvey(NSS)isanannualattitudesurveyoffinalyearundergraduatestudentsintheUKthatisfundedbytheHigherEducationFundingCouncilforEngland(HEFCE).
Asagovernment-fundedsurvey,itiscompulsoryforalluniversitiesinEnglandtoparticipateanditisthereforeoneofthelargestandmostinfluentialpiecesofresearchintotheexperiencesoflearnersinhighereducationintheUK.
AllfinalyearstudentsareinvitedtocompletetheNSS.
Duetothenatureofthesurvey,asthelargestcensusofstudentopinionintheUK,intendedandunintendedaudiencesusetheoutcomesinanumberofways.
Anunintended,butsignificant,wayinwhichthedataareusedistoinformnationalleaguetablesofuniversityperformance.
NewspaperssuchastheGuardian,TimesandTimesHigherEducationusetheoutcomesofthesurveyasameasureofstudentsatisfactionandcombinethescoresgainedwithanumberofothercriteria,suchasentryqualificationsofnewstudentsandstudent/staffratios,tocreatetablesofperceivedoverallquality.
Thus,thestatusandprominenceofthesurveyislinkedtothepublicperceptionofaninstitution'sreputation,andthisplacesthesurveyhighontheagendaofmostUKinstitutions.
ThisanalysismakesuseofFairclough's(2001:92-116)modelforcriticaldiscourseanalysistoconsiderhowlanguagefunctionstochangeandmaintainpowerrelationsinsociety.
Hisapproachinvolvestheanalysisoftextatthreedistinctlevelsthroughdescription,interpretationandexplanation,tomakelinksbetweenthetext,296itsstructureandcontext,howthetexthasbeenproducedandtheideologicalvaluesbehindthetext.
AsthispieceofworkisintendedasapilotofFairclough's(2001)modeltoassessitssuitabilityasanapproachtoanalysisforalldatawithinthewiderstudy,Ihavedescribedeachsectionofthemodel,supplementingitwithexamplesfromtheNSS.
Infutureitmaybepossibletorefinethemodelinordertofocusonthoseaspectsofdiscoursethatareofparticularinterest.
TheNSSmainquestionnaireisusedforanalysis.
InstitutionsareabletoselectanumberofsupplementaryNSSquestionsfromabankofadditionalquestions,butthesehavenotbeenincludedintheanalysisasthequestionsarenotexperiencedbyallstudents.
WhatexperientialvaluesdowordshaveExperientialvaluesarea'traceof,andacueto,thewayinwhichthetextproducersexperienceofthenaturalorsocialworldisrepresented'intermsofthecontentsofthetext,whichmightindicateknowledgeandbeliefs(Fairclough,2001:93).
IntheNSSthismaybeseenastheideologiesthatthetextproducerholdsaboutthetypesofexperiencesthatconstitutehighereducation.
Fairclough(2001:92)identifiesanumberofdifferentpropertiesofthetext,whichmayrevealsomeofthesevalues:WhatclassificationschemesaredrawnuponTheclassificationschemesdrawnuponintheNSSappeartovaluehighereducationasamechanisticprocess.
Thesurveysetsoutaseriesoftransactions(assessmentandfeedback,organisationandmanagement,personaldevelopment),which,bynatureoftheirinclusioninthesurvey,areassumedtobevaluedas297essentialcomponentsofa'satisfactory'studentexperience.
Languageislargelyinstrumentalandfunctionalratherthandevelopmentalandtransformational.
Forexample,withinthe'assessmentandfeedback'sectionofthesurveythequestionsfocusontheadministrationofassessment(clarityofassessmentcriteria,fairnessofmarking,promptnessoffeedback)ratherthanwhetherassessmentandfeedbackhasprovidedchallenge,enabledlearningandfurtheredstudents'understandingofdevelopmentneeds.
AretherewordswhichareideologicallycontestedThereareanumberofwordsandphrasesthatdonotsitcomfortablyinthetextandwhichsuggestanassumptiononthepartoftheauthorofasharedunderstanding,whichinfactmaybeideologicallylocated.
Onesuchexampleisthephrase'intellectuallystimulating'withinquestion4"thecourseisintellectuallystimulating".
Theuseoftheverb'tostimulate'sitsdifficultlyinaquestionthatfailstoidentifywhoorwhatstimulateswhom.
Thequestion'slocationwithin'theteachingonmycourse'sectionofthesurveysuggestsanideologicalassumptionaboutthenatureoftheteacher–studentrelationship,i.
e.
itistheresponsibilityofteacherstoprovideintellectualstimulationforstudents,whichpointstoaparticularmodelofpedagogicalpractice.
IsthererewordingoroverwordingFairclough(2001:96)identifiesoverwordingornearrepetitionofparticularwordsandthemesasanindicatorofapreoccupationwithsomeaspectofreality.
WithintheNSSthereareanumberofareasinwhichquestionsmightbeseenasasking298thesameorasimilarquestioninaslightlydifferentway.
Forexample,withinthepersonaldevelopmentsectionofthesurveytwooutofthethreequestionsfocusonpresentation;thecoursehashelpedmetopresentmyselfwithconfidenceandmycommunicationskillshaveimproved.
Thissuggestsapreoccupationwithhighereducationasamodefordevelopingstudents'communicationskillsoverotheraspectsofdevelopmentsuchas'listening'and'understanding'.
WhatrelationalvaluesdowordshaveRelationalvalueswithintextembodythewayinwhichtextdependsupon,andhelpstocreatesocialrelationshipsbetweenparticipants.
TheverbsusedwithintheNSStodescribethestudentroleinclude'toreceive','toneed'and'tosatisfy'.
Thesesuggestamodelofeducationinwhichthestudents'roleislargelyapassiveone.
Incontrasttheverbsusedinrelationtotheroleofstaffare'toenthuse','explain'and'toenable',settingthestaffroleupasthe'providers'ofeducation.
Assuch,studentswithinthesurveyarepositionedasrelativelypassiveconsumersofaneducationprovidedbystaff.
AretheremarkedlyformalorinformalwordsTheformalityofthetextusedwithinthesurveysetsupamechanisticrelationshipbetweenthesurveyauthorandthestudent.
Theformallanguageofuniversityadministrationisadoptedratherthanamoreneutral,plainEnglishtone.
Termssuchas;'marking','criteria','feedback','libraryresources',and'communication'allpresentaformalinstitutionalisedvocabulary.
Thislanguagemaybeinterpretedbyparticipantsasrepresentingatransactionbetweentheofficialandthestudent.
299Anadditionalconsequenceoftheformalityoflanguagemayalsoservetodistancestudentsfromafullunderstandingofthe'official'definition.
Therehasbeensomedebateamongstacademicstaff(Robertson,2004)aboutstudents'understandingoftheterm'feedback'inthesurvey.
Somestudentsmayread'feedback'asencompassingawiderangeofformativeandsummativeactivityincludingdiscussionsbetweenanacademicandpersonaltutees,peerfeedbackandwrittenfeedbackonassignments.
Othersmightrespondto'detailedcommentsonmywork'literally,andassuchrespondpurelyonthebasisofwrittenfeedbackreceivedonassignments.
Consequently,theuseofformallanguagethroughoutthesurveymayleavequestionsopentoamultitudeofinterpretationsbyrespondents.
WhatexpressivevaluesdowordshaveFairclough(2001:98)suggeststhattheuseofexpressivevaluesmaybeideologicallysignificantastheyseektopersuadethereaderofaparticularargumentorviewpoint.
Asalarge-scalesurvey,theexpressivevalueswithintheNSSarerelativelymild,butneverthelessthechoicesmadeaboutthewordsusedsuggestaparticularideology.
Theuseofadjectivessuchas'smoothly'and'stimulated'tellusalotabouttheprioritiesofthetextandthenatureoftheirunderstandingofadesirablehighereducationexperience.
WhattypesofprocessandparticipantpredominateAreprocesseswhattheyseemFairclough(2001:100)suggeststhatthewayinwhichaparticularhappeningisrepresentedasanaction,aneventorastatehasimplicationsintermsofhowan300individualinterpretsthestatement.
Thereareanumberofdifferentgrammaticalprocessesvisiblewithinthesurvey:Materialprocesses–involvingphysicalactionsandusuallyaboutwhatstudents'get'fromtheactor,whichisusuallywithintheNSS'staff'e.
g.
"8.
Ihavereceiveddetailedcommentsonmywork"Relationalprocesses–involvinghowthingsareintermsoftheinstitutionorthecourse,forexample"1.
Staffaregoodatexplainingthings"requirestherespondenttoevaluatethestatementandattributeoridentifyavaluein'relation'tosomethingelseMentalprocesses–involvingthoseprocessesbasedonstudents'feelingsorintuitions,suchashearing,listening,liking,seeingandunderstandingsuchas"22.
Overall,Iamsatisfiedwiththequalityofthecourse"Themajorityoftheprocessesarestatedasmaterialorrelationalprocessesratherthanmentalprocesses.
Inthisway,whiletheprocessesdescribedintheNSSmayseemlikethose'typical'inahighereducationexperience,thewayinwhichtheyaredescribedandstructuredfocusesontheroleofstaffandinstitutionalprocessoverandabovetheroleofthestudent.
Theprocessesidentifiedforfocustendtobeaboutwhetherthingshavebeenprovidedorwereavailableratherthanonthementalprocessesinwhichstudentshavethepotentialtoplayamoreactivepart.
Thismayhavetheoveralleffectofgivinganimpressionthatthoseprocessesthatarevaluedinhighereducationarethoseactionsandeventsthathappentostudents,ratherthanthosethatengagestudents'feelingsandperceptions.
301IsagencyunclearFaircloughsuggeststhat"choicestohighlightorbackgroundagencymaybeconsistent,automaticandcommonsensical,andthereforeideological;ortheymaybeconscioushedgingordeception"(2001:102).
ThereisalackofagencyinQ4'thecourseisintellectuallystimulating'butitislocatedwithinasectionofthesurveyinwhichstaffareidentifiedastheagent.
Thismayimplythattheonusisonstaffto'make'thecoursestimulating,whichsuggestsaparticularpedagogicalperspectiveofhighereducationandpositionsthestudentaspassivewithintheprocess.
Thisfailuretomentionstudentsasanagent,onlyasasubjectwhoisactedupon,reinforcestheideologyofstudentsasconsumers.
AnumberofquestionsintheNSSarestatedwithoutclarificationofwhoisresponsibleforaparticularactionorevente.
g.
'feedbackonmyworkhasbeenprompt'.
Following'theteachingonmycourse'sectionofthesurveythemajorityofquestionsrefertoaseriesofinanimatenouns('thecourse'),andnominalisations('assessment'),inplaceofananimateagent.
Thiscreatesapositioninwhichthestudentmustengageinahighlevelofinterpretationofthestatementonhisorherownterms.
Theremaybeaquestionofthevalidityofdataifeverystudentinterpretsquestionsindifferentways.
Manyofthequestionsinthesurveyrequireaconsiderableamountofsubjectiveinterpretationonthepartofthestudent.
Arenominalisationsused302Thereisanassumptionthat'thecourse'hasacompleteidentityratherthanbeingmadeupofanumberofdifferentagents,actionsandexperiencesovertheperiodofanundergraduatecourse.
The'assessment'ispresentedasaprocessbutitisimportanttoconsiderwhotheparticipantsarewithintheprocess.
Bynatureofconstructingastandardquestionnaireforallstudents,astrongstatementismadeaboutwhat'officially'isseenasthe'process'ofhighereducationinwhichstudentsareengaged.
Thequestionsarereducedinthesensethatthedetailofthestatementismissing;thereisnosenseoftiming,clarityofprocessoragency.
AresentencesactiveorpassiveThequestionsintheNSStendtoplacethestudentaspassive.
Studentsareaskedtoreportonwhathashappenedtothem,ratherthanhowtheyhaveparticipatedwithinthesehappenings.
However,thegrammarisoftenactive,withteachersandotherstaffplacedasthe'actors',forexample"10.
Ihavereceivedsufficientadviceandsupportwithmystudies"and"16.
Thelibraryresourcesandservicesaregoodenoughformyneeds".
Wherequestionsimplysomeactiveparticipationonthepartofthestudenttheretendstobeaclausewhichsuggeststheresponsibilityforthatactionlieselsewhere,forexample"21.
Asaresultofthecourse,Ifeelconfidentintacklingunfamiliarproblems"and"GoodadvicewasavailablewhenIneededtomakestudychoices".
Thisfurtherpositionsstudentsascustomerswithinhighereducationratherthanindividualsresponsibleforengagingwithandshapingtheirownexperiences.
Aresentencespositiveornegative303Allofthestatementsarestatedpositivelywithinthequestionnairee.
g.
"staffaregoodatexplainingthings"and"Ihavereceiveddetailedcommentsonmywork".
Questionsarepresentedasmodellinga'goodcourse'orhowacourseshouldbewhich,ashasbeenpreviouslyexplored,isanideologicallylocatednotionofhighereducation.
Thisparticulardesignofaquestionnairemayalsobeseentobeflawedtechnically,asthereissomeevidencethatsomerespondentsuncriticallycheckthesameresponseforallscaleitemswherequestionsareconsistentlyweightedinthesameway(Richardsonetal.
,2007:568).
Whatmodes(declarative,grammaticalquestion,imperative)areusedFairclough(2001:104)identifiesthreemajormodes;thedeclarative,grammaticalquestionandimperative,whichgiveinformationdifferently.
TheNSSquestionsfollowthedeclarativestructure,takingtheformofaseriesofstatementswithalimitednumberofpossibleresponses.
Thesearesupplementedbytwo'freetext'boxesinwhichstudentsareinvitedto"highlightanypositiveornegativeaspect"oftheirexperiences.
ArethereimportantfeaturesofrelationalmodalityFairclough(2001:105)identifiesmodalityastodowithwriterauthority.
Therearetwodimensions:Relationalmodality:amatterofauthorityofoneparticipantinrelationtoothers304Expressivemodality:amatterofthespeaker'sauthoritywithrespecttothetruthorprobabilityofarepresentationofreality–themodalityofthewriter'sevaluationofthetruth.
Forthemajorityofquestionstheauthorityisnotexplicitwithinthestatementsbutthereisanimplicitsuggestion,throughallthequestionsbeingweightedpositively,thatallofthestatementsarebasedonwhat'should'takeplace.
Therelationalmodalityisoftenunclearintermstheroleoftherespondentwithinagivensituation.
Arethepronouns'we'and'you'used,andifso,howTheterms'we'and'you'areabsentfromthetextwhichservestodepersonalisetheinstitution.
Instead'I'isusedinanumberofstatementsinthequestionnairelocatingthestatementsmadeasderivingfromthestudentsuchas"Ihavebeenabletoaccessspecialisedequipment,facilities,orroomswhenIneededto".
Inthemajorityofstatementsnopronounsareusedatall,e.
g.
"Anychangesinthecourseorteachinghavebeencommunicatedeffectively".
Thisdistinctionbetweenthe'I'statementsandthoseinwhichapronounisabsentsuggestsadifferentiationbetweenthosestatementsforwhichstudentsarerequiredtodrawonindividual,personalexperienceandthosestatementsthatmaybeexperiencedasacollective.
Thereisasensethattheabsenceof'I'inthemajorityofstatementsenablesstudentstorespondtoaquestionwithoutnecessarilydrawingontheirpersonalexperience.
Howare(simple)sentenceslinkedtogether305Theconnectiveorcohesivefeaturesofatextwhichlinkonesentencetoanother.
Thesearelargelyabsentfromthetextasitisintheformatofaquestionnaire.
WhatlogicalconnectorsareusedFairclough(2001:109)treatslogicalconnectorsasindicatorsoftheideologicalassumptionswithinatext.
Theuseoftermssuchas'asaresult'and'therefore'mightusuallyprovideanindicationofwherelogicalconnectorshavebeenused.
TheNSSasaseriesofstatementsdoesnotcontainlogicalconnectors,buttherearelinksimpliedbythegroupingofquestionsunderheadingsthatlinkparticularconceptse.
g.
assessmentandfeedback.
Linksbetweenparticularagentsarealsosuggested,whereanagentsuchas'staff'isnamedinonestatementbutthefollowingstatementsremainagent-less.
ArecomplexsentencescharacterisedbycoordinationorsubordinationComplexsentencesarenotusedintheNSS,presumablytokeeptheformatofthequestionnaireasclearaspossible.
MoststatementsintheNSSaresimple,althoughtherearesomeoccasionalstatementswithsubordinationused,forexample"21.
Asaresultofmycourse,Ifeelconfidentintacklingunfamiliarproblems".
Theremaybeasensethattheorderingofquestionsinthisformatsuggestsagreaterimportanceofsomeaspectsofthequestionnaireoverotherswithteaching,assessmentandfeedbackatthestartofthequestionnaireandthelocationofthespaceforfreetextcommentsattheend.
Thismaysendamessagetostudentsabouttheperceivedimportanceoftheircommentsinrelationtothepredefinedquestions.
306WhatmeansareusedforreferringinsideandoutsidethetextThequestionsincludedintheNSSsupposealotaboutthenatureofhighereducationandstudents'valuesinrelationtothecomponentsofasatisfactoryexperience,butthereissomedoubtaboutwhosevaluesarerepresented.
Whilethesurveyispresentedas'independent',itisnotmadeclearonthesurveyitselfwhetherthevaluesrepresentedarethoseofstudents,institutions,governmentsorsomeoneelse.
Thisrelatestoamuchbiggerissueaboutthepurposeofstudentvoicestructures,whoownsthesestructuresandtowhomstudents'voicesbelong.
WhatinteractionalconventionsareusedFaircloughidentifiesanumberofnaturalisedconventionsthatappearwithintextsandplayapartinregulatingwherethepowerislocated.
TheNSSprovidesanexampleofturntakingasamethodformanagingdialogueinwhichthequestionnairerespondentisableonlytorespondwithinthestructureprovided.
Throughtheuseofthesurveythetopicandstructureofdiscourseisclearlydefinedandcontrolledbytheauthor.
Participantsrespondtoaseriesofclosedquestionsandaregivenaformatwithinwhichtorespond.
Thecontentisthereforelimitedandcontrolledbyanexternalagent.
Studentsarerestrictedtogivinganswerstothequestionscontainedwithinthesurveyandthoseanswersarethemselvesrestrictedbytherealorperceivedinequalityofthedialogue.
Whatlarger-scalestructuresdoesthetexthave307TheNSSprovidesonlyalimitedscopeoftopicsthatstudentsarepermittedtoevaluate.
Althoughthereissomespaceprovidedforfreetextattheendofthequestionnaire,itislikelythattheseresponsesarelargelyframedbythetone,approachandideologiesthatinformthequestionsthatprecede.
TheNSSwasframedanddesignedbyateamofHEFCEandinstitutionaldecisionmakersthroughahypotheticaldeductiveor"knowledge-constitutive"method(HabermascitedinCarrandKemmis,1986,p134,Popper,1968).
Consequently,thesurveycollectsdatabasedonadefinitionofthe'studentexperience'derivedfromtheunderstandingsandexperiencesofpolicymakersratherthanstudentsthemselves.
Whatresultedwasaquestionnaireinwhicharangeofareasareexcluded.
Throughthisanalysis,theareasthatwereselectedforinclusionbytheauthor;teaching,assessmentandfeedback,academicsupport,organisationandmanagement,learningresources,personaldevelopmentandoverallsatisfaction,havebeenconsideredandtheideologicalvaluesinformingtheseareasrevealed.
Itisalsousefultoconsiderthoseaspectsofstudentsexperiencethathavebeenexcluded,inordertoconsiderthoseareasthatarenotvaluedoraredeemedtobelessimportant.
ForexampletheNSSincludesnothingabout:equalityanddiversity;thewelfareorpastoralroleofacademicstaff;theinterpersonalrelationshipsbetweenstaffandstudents;thedevelopmentofthestudentasanindependentlearnerorconstructorofknowledge(aswellasaconsumer);universitymanagement;308thegeneralculture,howstudentsfeeltheyarepositionedandwhethertheylikethisornot.
Bydictatingtheareasonwhichstudentscanevaluatetheirexperience,theirabilitytoreflectcriticallyontheirexperienceattheinstitutionintheirowntermsisconstrained.
Althoughstudentsaregiventheopportunitytoprovide'positive'or'negative'comments,thereisnoopportunityorinvitationforstudentstomakesuggestionsforchangesorimprovementstotheinstitution.
Asaresult,studentsareplacedfirmlyasapassiveconsumerthroughouttheNSS.
ConclusionsTheuseoftheCDAmodeltodescribe,interpretandexplaintheformatoftheNSSprovidesausefulapproachtotheanalysisofideologiesthataregroundedinthetext.
Workingthroughtheprocess,somestagesofthemodelseemedmorerelevantthanothers,butthoseaspectswhichwerenotrelevantfortheanalysisoftheNSS(suchastheuseofmetaphorsoreuphemisms)maywellberelevantintheanalysisofothercasestudydatasuchasinterviewsorprotestfliers.
Ifoundthemodelusefulasitencouragedcloseanalysisofaspectsofthetextandensuredthatconclusionsdrawnwerebasedonevidence.
However,IfeltthatthefocusontheminutiaethroughtheprocessofCDAmeantthatIwasdrawnawayfromanalysisoftheimpactoftheNSSasacompletedocument.
ThishasemphasisedtheimportanceofanalysistolocatetextwithinitswidersocialandpoliticalcontextaswellasfocusingonitspropertiesthroughtheCDAprocess.
30912APPENDIXE:PILOTANDMAINSTUDYINTERVIEWQUESTIONSPilotInterviewQuestionsWhatfollowsareaseriesofpilotinterviewquestionsforseniormanagers,academicsandstudents.
Thesequestionsarerelativelygenericatthisstageandarelikelytoberefinedandadaptedfordifferentpurposeswithinthestudy.
Allinterviewswillbesemi-structured.
SeniorManagersWhatinternalmechanismsexisttoallowstudentstoevaluatetheirexperienceoflearningatuniversityArethereanyconstraintsthatprecludetheUniversityfromprovidingmechanismsforfeedbackinalternativeways(practical,politicalorfinancial)DoyouhaveanyfeelingfortheroleoftheNUSamongstthestudentbodyHaveyounoticedanychangesinthelevelofactivityInthetypeofactivityArethereformsofevaluationthatgoonoutsidetheformalmechanismsWhataretheyIsevaluationauthenticWhatarethepurposesofthestudentvoicestructures(itmaybedesirabletobreakthisquestiondowntofocusonindividualmechanismse.
g.
theNSS,courseevaluation,studentreps,guild,protests,complaints,informal–potentialprompts)Whatisthepurposeofstudentshavingavoice(forseniormanagement,academicsandstudents)WhatprovisionsarethereinplaceforUG,PGTandPGRstudents310Dotheprovisionsthatenablestudentstoevaluatetheirexperiencesdiffersignificantlybetweenlevelsofstudy(e.
g.
UG,PGT,PGR)DoyouthinkthereareanytrendsinparticipationdependingonlevelofstudyWhatisthepurposeofthesedifferentevaluationsAretheyformalorinformalArethereanyplanstore-evaluatetheprovisionoffeedbackopportunitiesfollowingtheincreaseintuitionfeesHaveyounoticedanychangesinthelevelofstudentvoiceactivityIsthereanyappetiteforstudentstobemoreinvolvedinshapingtheirownlearningexperiencestoagreaterdegreethantheydocurrentlyAcademicsWhatinternalmechanismsexisttoallowstudentstoevaluatetheirexperienceoflearningatuniversityCouldyoutalkmethroughhowtheseevaluationprocessesHowarestudentevaluationsutilisedWhatisyourrolewithintheseprocessesDoyoufeelthattheseevaluationstudentvoiceprocessesareeffectiveArethereformsofevaluationthatgoonoutsidetheformalmechanismsWhataretheyIsevaluationauthenticWhatarethepurposesofthestudentvoicestructures(itmaybedesirabletobreakthisquestiondowntofocusonindividualmechanismse.
g.
NSS,courseevaluation,studentreps,guild,protests,complaints,informal–potentialprompts)311Whatisthepurposeofstudentshavingavoice(foracademics,seniormanagementandstudents)HaveyounoticedanychangesinthelevelofstudentvoiceactivityIsthereanyappetiteforstudentstobemoreinvolvedinshapingtheirownlearningexperiencestoagreaterdegreethantheydocurrentlyStudentsInwhatwaysareyouabletoevaluateyourexperienceatuniversity(e.
g.
theNSS,courseevaluation,studentreps,guild,protests,complaints,informal–potentialprompts)WhatisyourroleintheprocessArethereanyinformalwaysthatyouevaluateyouexperienceDoyouhaveanyfeelingfortheroleoftheNUSamongstthestudentbodyHaveyounoticedanychangesinthelevelofactivityInthetypeofactivityWhatisthepurposeofstudentvoicestructures(itmaybedesirabletobreakthisquestiondowntofocusonindividualmechanismse.
g.
theNSS,courseevaluation,studentreps,guild,protests,complaints,informal–potentialprompts)Whatisthepurposeofstudentshavingavoice(forstudents,seniormanagementandacademics)AreyouhappywiththeopportunitiesforevaluationDoyouthinkyourinvolvementinevaluationmakesadifferenceCanyougiveanyexamples312IsthereanyappetiteforstudentstobemoreinvolvedinshapingtheirownlearningexperiencestoagreaterdegreethantheydocurrentlyDoyouthinkstudentswillwanttohavemoreofasayabouttheirlearningoncetheyarepayinghighertuitionfeesMainStudyInterviewQuestionsWhatfollowsarethequestionswhichunderpinthesemi-structuredinterviewsundertakenwithseniormanagers,academicsandstudentsaspartofthemainstudy.
Thesequestionsarerelativelygenericmaywellberefinedandadaptedfordifferentpurposeswithinthestudy.
SeniorManagers1.
Whatarethewaysthatstudentsareabletoevaluatetheirexperienceoflearningatuniversityandwhatisyourroleinthesemechanisms2.
ArethereanyconstraintsthatprecludetheUniversityfromprovidingmechanismsforfeedbackinalternativeways(practical,politicalorfinancial)3.
ArethereformsofevaluationthatgoonoutsidetheformalmechanismsWhataretheyIsevaluationauthentic4.
Doyouhaveafeelingfortheroleofthe(national)NUSamongstthestudentbodyHaveyounoticedanychangesinthelevelof(national)studentvoiceactivityInthetypeofactivity3135.
Dodifferentstructuresservedifferentpurposesandhavedifferentoutcomes(forexampledoestheNSSserveadifferentpurposetostudentprotests)6.
Doesstudentvoiceservedifferentpurposesfordifferentpeoplee.
g.
seniormanagement,academicsandstudents7.
WhatstructuresarethereinplaceforUG,PGTandPGRstudentsDoyouthinkthereareanytrendsinparticipationdependingonlevelofstudy8.
Arethereanytrendsintheparticipationofstudentsinparticulardisciplinesorsubjectareaswithinthedisciplines9.
Doyouthinkstudentvoicestructureswillchangefollowingtheincreaseintuitionfees10.
Isthereanyappetiteforstudentstobemoreinvolvedinshapingtheirownlearningexperiencestoagreaterdegreethantheydocurrently11.
AspartofmyresearchIhavebeenlookingatsomeofthedifferentpurposesforstudentvoicethatappearintheliterature.
IfIrunthroughthesepurposesIwonderifyouwouldreflectonthemindividuallyandwhethertheyhaveanyresonanceinyourcontextandprovideexamples:StudentvoiceforconsumerchoiceStudentvoiceforaccountabilityStudentvoicefordemocracyandpowersharingStudentvoiceforthedevelopmentofstudentidentityStudentvoicefortheimprovementandenhancementofprovisionStudentvoiceforownershipoflearning(buyin)314StudentvoiceforacademicsprofessionaldevelopmentAcademics1.
Whatarethewaysthatstudentsareabletoevaluatetheirexperienceoflearningatuniversityandwhatisyourroleinthesemechanisms(PromptforfurtherdetailonNSSandcourseevaluations,howaretheseused)2.
Doyoufeelthatthesestudentvoiceprocessesareeffective3.
ArethereformsofevaluationthatgoonoutsidetheformalmechanismsWhataretheyIsevaluationauthentic4.
Doyouhaveafeelingfortheroleofthe(national)NUSamongstthestudentbodyHaveyounoticedanychangesinthelevelof(national)studentvoiceactivityInthetypeofactivity5.
Dodifferentstructuresservedifferentpurposesandhavedifferentoutcomes(forexampledoestheNSSserveadifferentpurposetostudentprotests)6.
Doesstudentvoiceservedifferentpurposesfordifferentpeoplee.
g.
seniormanagement,academicsandstudents7.
WhatstructuresarethereinplaceforUG,PGTandPGRstudentsDoyouthinkthereareanytrendsinparticipationdependingonlevelofstudy8.
Doyouthinkstudentvoicestructureswillchangefollowingtheincreaseintuitionfees9.
Isthereanyappetiteforstudentstobemoreinvolvedinshapingtheirownlearningexperiencestoagreaterdegreethantheydocurrently31510.
AspartofmyresearchIhavebeenlookingatsomeofthedifferentpurposesforstudentvoicethatappearintheliterature.
IfIrunthroughthesepurposesIwonderifyouwouldreflectonthemindividuallyandwhethertheyhaveanyresonanceinyourcontextandprovideexamples:StudentvoiceforconsumerchoiceStudentvoiceforaccountabilityStudentvoicefordemocracyandpowersharingStudentvoiceforthedevelopmentofstudentidentityStudentvoicefortheimprovementandenhancementofprovisionStudentvoiceforownershipoflearning(buyin)StudentvoiceforacademicsprofessionaldevelopmentStudents1.
WhatarethewaysinwhichyouareabletoevaluateyourexperienceoflearningatuniversityandwhatisyourroleinthesemechanismsWhatmadeyougetinvolved2.
ArethereanyinformalwaysthatyouevaluateyourexperienceWhatarethey3.
DoyoufeelthatthesestudentvoiceprocessesareeffectiveDoyouthinkyourinvolvementinevaluationmakesadifferenceCanyougiveanyexamples4.
Whatistheroleofthe(national)NUSamongstthestudentbodyHaveyounoticedanychangesinthelevelof(national)studentvoiceactivity3165.
Dodifferentstructuresservedifferentpurposesandhavedifferentoutcomes(forexampledoestheNSSserveadifferentpurposetostudentprotests)6.
Doyouthinkstudentvoiceservedifferentpurposesfordifferentpeoplee.
g.
seniormanagement,academicsandstudents7.
Doyouthinkthatstudentvoicestructureswillchangefollowingtheincreaseintuitionfees8.
Isthereanyappetiteforstudentstobemoreinvolvedinshapingtheirownlearningexperiencestoagreaterdegreethantheydocurrently9.
AspartofmyresearchIhavebeenlookingatsomeofthedifferentpurposesforstudentvoicethatappearintheliterature.
IfIrunthroughthesepurposesIwonderifyouwouldreflectonthemindividuallyandwhethertheyhaveanyresonanceinyourcontextandprovideexamples:StudentvoiceforconsumerchoiceStudentvoiceforaccountabilityStudentvoicefordemocracyandpowersharingStudentvoiceforthedevelopmentofstudentidentityStudentvoicefortheimprovementandenhancementofprovisionStudentvoiceforownershipoflearning(buyin)Studentvoiceforacademicsprofessionaldevelopment31713APPENDIXF:PARTICIPANTINFORMATIONSHEETProjecttitle:StudentVoiceinHigherEducationInformationsheetforparticipantsYouareinvitedtotakepartinaresearchstudy.
Beforeyoudecideitisimportantforyoutounderstandwhytheresearchisbeingdoneandwhatitwillinvolve.
Pleasetaketimetoreadthefollowinginformationcarefullyanddiscussitwithothersifyouwish.
Contactdetailsaregivenbelowforyoutoaskaboutanythingthatisnotclearorifyouwouldlikemoreinformation.
Taketimetodecidewhetherornotyouwishtotakepart.
WhatisthepurposeofthisprojectThepurposeofthisresearchprojectistobetterunderstandstudentvoiceinhighereducationfromtheperspectiveofthoseinvolvedindifferentsubjectareas.
TwocasestudiesaretakingplaceindifferentpartsoftheUniversityinvolvingobservationsandsemistructuredinterviewswithstudents,academicsandseniormanagersinordertodevelopapictureofhowpeopleattheuniversityexperiencestudentvoicestructures.
WhyhaveIbeenchosenYouhavebeenchosenasanacademicintheDepartmentof…whichisoneofthegroupsofinterest.
DoIhavetotakepartYourparticipationinthisresearchisentirelyvoluntary.
Thisinformationsheetisforyoutokeep,ifyoudodecidetotakepart,youwillalsobeaskedtosignafurtherconsentform.
Shouldyouagreetotakepart,youarestillfreetowithdrawfromtheprocessatanytimepriortoMay2012withoutgivingareason.
WhatwillhappenifItakepartYourparticipationwillinvolvetakingpartinanintervieworgroupobservationthatI,astheresearcher,willconduct.
Theinterviewwilllastbetween20-40minutes,thoughtheexactdurationwillbeagreedbeforehandtoensureitsuitsyourowntimecommitments.
Apossiblefollowupinterviewmaybedesired,whichwouldbesubjecttoyouragreement.
Theinterviews/observationswilltakeplaceoncampusinalocationsuitabletoyou.
TheresearchwillbescheduledtotakeplacebetweenJuly2011andJuly2012.
Interviewsandobservationsmaybevoicerecorded,subjecttoyourconsent,andatranscriptionwillbesenttoyouforvalidationbyJuly2012.
Anydatagivenintheresearchprocesswillbetreatedasconfidential.
WillIbeanonymousYouridentitywillbekeptanonymousinthisstudyandallinformationaboutyouwillbekeptstrictlyconfidential.
Everyeffortwillbemadethroughouttheresearch318processtoprotectyouranonymityandconfidentiality.
AllresearchdatagainedwillcomplywiththelegalrequirementssetdownbytheDataProtectionAct(1998).
Allprojectinformation,includinginterviewtranscripts,willbestoredsecurely.
WhatwillhappentotheresultsoftheresearchTheresultsofthisresearchprojectwillbewrittenupasaPhDthesis.
Followingpapersmayalsobepublishedbasedonthisresearch.
Thethesisandensuingpapersmayincludesegmentsofinterviewdatatoillustratethefindingsofthestudy,butonlyaslongastheydonotcompromiseyouranonymityandconfidentiality.
Asaresearchparticipant,youwillbeentitledtoacopyofthethesisandanyfollowingpapers.
WhatifIchangemymindYourparticipationintheresearchisvoluntaryandyoumaywithdrawfromthestudyatanypointuptoJuly2012withoutgivingareasonbycontactingtheresearcher(detailsbelow).
WhohasreviewedthisprojectThisprojecthasbeenreviewedandapprovedthroughtheEthicalApprovalProcessattheUniversityofBirmingham.
WhocanIcontactforfurtherinformationPleasecontactmeormysupervisorifyouwouldlikeanyfurtherinformationorclarificationofanypoints.
Mycontactdetailsare:31914APPENDIXG:INFORMEDCONSENTFORMINFORMEDCONSENTFORMProjecttitle:StudentVoiceinHigherEducationPleaseinitialbox1.
IconfirmthatIhavereadandunderstoodtheinformationsheetfortheabovestudyandhavehadtheopportunitytoconsidertheinformation,askquestionsandhavehadtheseansweredsatisfactorily.
2.
IunderstandthatmyparticipationisvoluntaryandthatIamfreetowithdrawatanytimeupuntilJuly2012,withoutgivinganyreasonandwithoutithavingadirectimpactonmeasamemberofstaff/student.
3.
Iagreetotheaudiorecordingofmyinterview4.
IunderstandthattheanonymousinformationIprovidemaybepublishedasaPhDthesis,journalorconferencepublications.
5.
Iagreetotakepartintheabovestudy.
ParticipantnameDateSignatureResearcherDateSignature32015APPENDIXH:SELECTEDANONYMISEDDATA15.
1MinutesfromtheRussellGroup,EnglishDepartmentStudentRepresentativeCommitteeMinutesfromthe[StudentRepresentativeCommittee]meetingforXXXXXXXXXXXXXXXXXXXXXXXX07/02/2012XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX1.
Minutesfromlastmeetingrecap:GoodresponsetomarkingcriteriaintheUGhandbook.
Masse-mailonMLAstylealsohadagoodresponse.
Seminarworkinlecturessolved.
2.
UpdateonBall:Nearlysold-out.
Mayneedtoextendonamount.
3.
Newsofatutorallowingtosubmitthreedraftsofanessaytobecheckedbeforerealpieceisdue:Needtointerveneasit'sunfaironotherstudents.
Gentlyintervene.
SpeaktoXXXXXXXorthemoduleconvenorpost-meetingtodiscuss.
4.
IssuewithShakespearelectures:321Manystudentsfeeltheydon'tbenefitfromoneparticularlecturer'slectures.
Studentsfeelfrustrated.
Moduleconvenorisaware.
DiscusswithXXXXXXXpost-meeting.
5.
Personaltutorsunreliable:Notavailableinofficehours/viae-mail.
Studentsunabletoreceivetermonefeedback.
6.
Reportfrom[StudentRepresentativeCommittee]AcademicConvenors'meetingonJanuary20th:XXXXXXXXdiscussedrevampingthe[StudentRepresentativeCommittee]body,suchaspotentiallychangingthename.
7.
Payingforhandouts:Foraparticularmodule,handoutsnecessaryforthetermcost1.
Candiscussviability,butmaynotbewithinEnglishdepartmentalbudgettocover.
Lookintodifferentialsforthecostandmakeadecision.
8.
Styleofseminars:Seminarsturningintolectures–studentsdon'talwaysfeeltheycanexpresstheiropinion,andtherearen'tequallevelsofparticipationbetweenthetutorandstudents.
Ifspecifictoindividualtutors:raisewithXXXXXXXXpost-meeting.
322Alsoremember–students'interjectionisimportant,maybeworthbringingthisupwithsaidseminartutorandsolvingitbetweenyou.
9.
Lackofcoordination/communicationbetweenseminartutorsandmoduleconvenorsoverholidayassessments:Unsureofneedtoe-submitorjustgiveahardcopytothetutor.
Alsounsureonexactdatesofwhenit'sdue.
Ingeneral,assessedrequiresane-submissionandunassesseddoesnot,butasthisisassessedbutdoesnotrequiree-submissionyet,itfallsintothein-betweencategory.
Adminissue–justateethingproblemthatneedstobesmoothedout.
Ingeneral,theportfoliohashadagoodresponse;it'sjusttheadministrationofitthatneedstobesorted.
ForEpic–similarissueofdifferingessaydeadlines.
Butasit'sunassessed,thisislessofanissue.
Consistencyisnecessary,butstillthisisn'timperative.
Mayneedtocopytutorsintoe-mailssenttostudentstoensureallstudentsandtutorshavethesameinformation.
10.
HumanitiesCafe:Recyclingbinsapossibility(cardboardinparticular).
Facultymatterasit'sintheartsbuilding–canberaisedinthefacultymeetingonWednesday(8thFebruary).
11.
Confusionoverfour-weekdeadlineforfeedback:DoesitincludeChristmas/readingweek323Problemwithconsistencyonwhendifferentstudentsreceivedifferentpiecesback.
Thefourweekdeadlineonlycoversterm-time–itdoesincludereadingweek,butnotChristmas/Easterbreak.
Importanceofgettingessaysbackinatimelyway.
Goodpointforthemodulethiswasspecificallyaddressing(USWriting):theself-evaluationformhasproventobeveryuseful,andispossiblyworthtakingonacrossthedepartment.
12.
Careersnotice:Lotsofeventsanddoublethenumbersfromlastyear=positive.
However,justbeforeChristmasacopyofareportfromafocusgroupof10-12Englishstudentsoncareersandpost-gradworkgavenegativefeedbackoncareers.
Whatwasreportedwasinaccurate,indicatingaworryinglackofunderstandingoftheCareersService,aswellasalackofawarenessoftheconsequencesofwhattheyweresaying.
Seriousasithasn'tbeenraisedpreviously–the[StudentRepresentativeCommittee]hadn'taddressedtheseissues,andithasseriousimplicationsforthecareersservices.
Ifthereareanyissues,the[StudentRepresentativeCommittee]shoulddiscussthemsothattheCareersteamcanensurethey'rerectified.
324Awarenessofwhatcareersdoonthedepartment'sbehalfisnecessary,andthe[StudentRepresentativeCommittee]shouldtranslatethistothestudentpopulation.
IfanyissuesexisttheyshouldbebroughtupandaddressedeitherdirectlytoXXXXXXX,orviathecareersrepsor[StudentRepresentativeCommittee].
Theseissuescanthenbeaddressedimmediately.
Specificallyaskaboutcareersforthenext[StudentRepresentativeCommittee]meeting.
Specifyingthatthee-mailisrelatedtocareersinthesubjectlinewhene-mailedoutIfanyonehasanyissues,orknowsofanyotherpointsthatrequireraisinginthenext[StudentRepresentativeCommittee]meeting,pleasedonothesitatetoe-mailme.
XXXXXXXXX15.
2TranscriptofinterviewwithHeadofEnglish,Post-92June2011RF:Somyfirstquestionis'whatinternalmechanismsexisttoallowstudentstoevaluatetheirexperienceoflearningattheuniversity'HeadofEnglish:WithintheSchoolofEnglish(RF:Yes)OK.
Ithinkitstartswithindividualmoduleevaluations.
Wehaveastandardformthatgivesspaceforsomefreecomment,somediscursivespacearoundkeyquestionsbutalsosometickboxes.
Everystudentgetsoneofthoseforeverymodule.
We've325gotasystemofstudentrepresentatives-twoperyearfortheBAcourseandtwopercourseforthepostgraduatecourses.
EachofthosestudentrepshasaccesstoastudentrepMoodlesite.
Studentscanpostcommentstothattoanewsforum.
Andthat'salsousedfortherepstofeedbackafter[StudentRepresentativeCommittee].
Becausethe[StudentRepresentativeCommittee]isengagedalsoinregulatorythingstodowiththecoursethatarenotperhapsimmediatelyrelatedtostudentevaluationwe'vealsogotaslightlymorekindofrapidresponsethingcalledastudentforumwhichconsistsofstudentrepsplus.
Thatstudentforumissupplementedbyasystemofcommentboxeswhereanystudentcantakeacard,postacommentstickitinaboxandthenthatcommentisconsideredatthestudentforum.
That'sevolvedsomewhatinitstime.
Itstartedwithasystemofredandgreen-greenforgood/redforacomplaint.
Theproblemwiththatwasthat-ifIsaythatitgeneratedlotsofredsthatdoesn'tmeantosaythatsomethingwasprofoundlywrongit'sjustthatwhereastudentjustwantedtomakeahelpfulsuggestion,itcameoutasredaswellwhichdidn'tseemverysatisfactory.
Soifyougooutonthelobbyoutthereyou'llseesomenicebigphotographsofShakespeareproductions.
Onestudentputinaredcardsaying'can'twehavesomemorepostersaroundtheplace'-it'sjustagoodsuggestion.
Nowwitheachofthosekindofinstitutionsifyoulike,theStudentRepresentativeactivitythereisanonwardjourneyaswellsoI'vejustwrittenanendofyearmodulereportformythirdyearmoduleonShakespearethatincludesreferencetothestudentevaluationsthat'sthenpickedupinthebroadercourseannualmonitoringreportwhichthengetstakenthroughthewholequalityassurancesystem.
OntopofallthosekindofinstitutionalisedarrangementsIthinkallofuswouldsayactuallythatthemostimportantthingisstilltheconversationsyouhavewithstudentsinthedaytodayrunningofthings.
BecauseEnglishisquiteanopendiscursivesortofsubjectit'snotjustabouttheonewaytransferofinformation,peoplearealwaystalkingaboutthings.
Studentsareencouragedtotelluswhattheythinkallthetime.
Wehaveageneroussystemofconsultationhours.
It'svery326easyforstudentstocomeandseemeifthereareissuestheywanttodiscussandthecoursedirectorsandtheyeartutors.
Generallytheydo.
Overthepastyearwe'vehadasortofextralayerwhichhasbeenapersoncalledtheassistantcoursedirectorwhichispaidforfromthestudentexperiencefund.
Thatwasaproperjobthatweadvertisedandacoupleofthirdyearstudentsgotit.
TheirrolereallywastoprovideasortofdirectlineofcommunicationbetweenthecoursedirectorandthestudentbodyasawholesotheywoulddothingslikecomeroundtoclassesandtalktostudentsabouttheNationalStudentSurvey-thatkindofthing.
Atthatstageitstartstogetquitedifficulttoseparatetheideaofformalstudentrepresentationfromalloftheothersystemsofstudentsupport.
Soyoucanseeinthecorridorthatwehaveasystemofstudentmentoringaswell,aswellasallofthecentreforacademicsuccessasitisnowcalledandthehelpthatweofferstudentsthroughtutorialsontheirwork.
We'vealsogotasystemwheretheseniorstudents,thirdyears,willsitforanhourinthesocialroomattheendofthecorridorthereandtalktojuniorsabouttheirexperience.
TherearegoingtobetimeswhenthatturnsintoasortofevaluativeencounterbutIfigurethat'stheadvantageofhavingstudentrepresentationdoneinaquitedistributedmodel.
Youareboundtogetsomegreyareas,fuzzylinesbetweenfunctionsbutthemessagewetrytogetacrosstoallstudentsisthereareanumberofwaysbywhichyoucancommunicatewhatyouthink.
Usethese.
Thatdoesn'tmeantosaythatwedon'tsometimesgetfrustratedwiththefactthattheydon't.
Notallstudentscompletemoduleevaluations.
Theyshould.
Notallstudentsengagewithstudentrepresentativepresenceon[virtuallearningenvironment].
Theyshould.
Notallstudentsusethecommentboxes.
Wewishtheywould.
TherearesomestudentswhouseFacebookobviouslyandallofthoseothersocialnetworkingsitestopostcommentsaboutus.
ItwillprobablybeinterestingforyourresearchforyoutoknowthatatthemomentwehaveastudentsuspendedforpostingcompletelyinappropriatecommentsonFacebook.
Itmightbeareallyinterestingareaofyourresearchactually.
(RF:Yes,ontheirpersonalpage)It'sontheirpersonalpage.
(RF:OK)Butsomethingthat327wasborderlinecriminal(RF:Gosh).
Andmyfeelingisthatthatgoesonalotmorethanmostofusknowactually.
Andinasensethatismoretodowithmarketingandreputationmanagementbutinasenseitdoesimpingeonthisideaofevaluationandcapturing-becausethisisthepointofitisn'tit-it'stryingtocapturewhatstudentsreallythink.
WhataretheyreallythinkingBecauseallofthese-towindupontheformalprocesses-alloftheformalinstitutions,alloftheformalprocessesofstudentevaluationinvolvetosomeextentanelementoffictionorroleplaying.
That'sparticularlytrueof[StudentRepresentativeCommittee]wheretherepresentativeswhocomeareveryconsciousthatthere'saparticularwayyoubehaveincommitteeswhichiswhyIhavealwaysthoughtthatthatisaveryimperfectwayofcapturingstudentideasaboutthingsandthereisthisfeelingIsupposethatyouhavetogetdowntotheindividualgranularlevelwithsomethinglikeFacebooktogetatwhatpeoplereallythinkbutthenthat'sjustanothersiteofdiscourseaswell.
Ithasitsownrules.
Ithasitsownassumptionsabouthowpeoplewillbehave.
SoitmaybethattheyactuallybehaveartificiallyworseorbetteronFacebook.
RF:Yesthat'sreally.
That'soneofthethingsI'mlookingat.
I'mlookingattheformalstructuresbutalsotheinformalstructuresandthewaystudentsevaluateitoutsidethatisinterestingintermsofauthenticityHeadofEnglish:Itscapacitytootocreateadialoguebetweeninsideandoutside.
There'sthealarmingthingofcourseabouttheincidentwe'veseenwhereastudenthad350friendsonFacebook.
Wedon'tknowhowmanyofthoseareattheuniversitysowhatdoyoudoWelltheuniversity'sdisciplinarycodeissufficienttodealwithit.
That'sfinebutthere'sabiggerissue.
Capturingwhatstudentsthink.
It'sinteresting.
Interestingone.
RF:Ithinkyou'vetoldmeabitaboutitbutwhat'syourrolewithinthevariousprocessesHeadofEnglish:MyrolepersonallyisHeadofSchool.
ItisanareathatIdelegatequitealottocoursedirectorswhohavetheimmediatejobofoverseeing328thestudentforum.
Thatonesforyeartutorsaswellandthe[StudentRepresentativeCommittee].
Andofcourseit'sthecoursedirectorwhobringstogethertheindividualmodulereportsthatincludesstudentevaluations.
HoweverIamabitsuspiciousofwhatcanhappenifyouallowthoseprocessestorunbecauseitcanmeanyouendupwithaveryverysanitised,purifiedversionofthetruth.
Iamsufficientlyanxiousaboutthesystemofmoduleevaluationstoinsistonseeingallthemoduleevaluationsmyselffirstbeforetheygoanyfurthersothesystemwehavehereisthatstaffdistributetheforms,theybundlethemup,theyleavethemforme.
Sometimesthey'llleavethemforthecoursedirectorwhothenleavesthemforme.
ButtheneverybodyunderstandsthatIwillseethemandI'llmakeanoteofissues.
WhenIreturnthemtothememberofstaffconcerned,ifitisevidentthatthereareseriousconcernsthenobviouslyI'lltalktothem.
Itdoesoccurfromtimetotime.
Yougetasortofgroundswellofopinionagainst-it'susuallynotsomethinginthesenseofacourseoranissue-itcanbequitepersonalbecauseofsomethingsomebodysaidsoIwilltalkthatthroughassoonasIknowaboutitwiththememberofstaffconcernedanddependingonthenatureoftheissuewiththestudentsaswell.
I'llgiveyouanexampleofthatinamoment.
ThereasonthatIdothatisthatitisfatallyeasyforpeopletoburythingsinreports.
Notreallybecausetheyarebeingdishonest.
It'sjusthumannatureactuallytowanttogivethebestpossibleviewofwhat'shappened.
IremembertalkingaboutthisatLearningandTeachingCommitteeandsomepeopleweresortofsayinggoshthat'sfrightfullyauthoritarianbutIthinkaslongasyoudoitintherightwayandyouexplaintocolleagueswhyit'sbeingdone-it'sbeingdonesoifthereareissuestheycanbeaddressedquicklyandproperlyandnotjustlefttosimmersortofthroughaseriesofreportingprocesses.
Becauseifthereisaproblemit'smuchbetterifIgettoknowaboutitsoonerratherthansixmonthslaterasaresultofreadinganannualmonitoringreport.
SoIthinkthatworks.
TheexampleIwasgoingtogiveyouwasamodulelastacademicyearwherealecturerhadmadetomewhatseemedtomeaperfectlydefensiblesortofwellnot329reallyajokebutanoffthecuffcomment.
Andasmallgroupofstudentshadreallytakenagainstitinaquiteastrongwayandthathadkindofcolouredtheirviewofwhatthelecturerwasdoingandwhatthecoursewasallaboutinabizarreway.
Nowitwasveryverygoodtobeabletolookatthemodularevaluationsandsaystraightawayhangonthisissomethingthat'sruncompletelyunproblematicallyforthelast6or7years.
WhyarepeoplesuddenlysoupsetaboutitByknowingaboutitstraightawayallowedmetotalktothestudentsconcernedandtoestablishwiththemwhatthenatureoftheproblemreallywas.
Andactuallytoreassurethememberofstaffthatthiswasn'tabigissue.
Thatiswassomethingthatcouldsimplybetalkedout.
Italsogavemetheopportunitytotalktootherstudentsonthemodulewhowereabletogivemearatherdifferentviewofthings.
SoIsupposeinthatsenseifmyexperienceoftalkingaboutthisatL&TisanyguideIguessI'mprobablyabitmoreinterventionistthanotherHeadsofSchoolbutmaybeIcanaffordtobebecauseit'saslightlysmallerschoolanddowehaveadifferentethosofteaching.
Idon'tknowbutIthinkitpaysdividends.
RF:ArethereanyconstraintsthatprecludetheschoolfromprovidingparticularmechanismssootherlikepracticalconstraintsorpoliticalorfinancialHeadofEnglish:That'sinteresting.
I'veneverreallythoughtaboutthat.
IthoughtwhenIarrivedthatthe[StudentRepresentativeCommittee]'systemwashopelessasameansofgarneringopinionandthat'swhywewelcomethestudentforummodelbecausethatreallydoescuttothequickandthat'squitearecentinnovationreally.
SoIwouldhavesaiduntilafewyearsagowellactually[StudentRepresentativeCommittee]-theyjusthavetoomuchbusinesstobeeffectiveasastudentconsultationgroupbutIthinkwe'vesolvedthatproblemnowandalloftheotherthingsthatwe'vedonelikecommentboxesthatservethestudentforum,[virtuallearningenvironment]aswell.
Ithinkallofthoseloopsareclosed.
Thebiggestconstraintactuallyisamorefundamentalonetodowithpedagogicalarrangementswhichisthepermanentsqueezeonstaffingbecauseyouarefarmorelikelyofcoursetogetthegoodappreciationofwhatyourstudentsthinkaboutyouifyouknowallofthembyname,ifyoucanaffordtobeincontactwiththem330oftenenoughreallytounderstandhowtheyarelearningandinthatsenseevaluationissimplynotseparablefromthebroadereducationalexperience.
Andifyouareinasituationwhereyouhavetohavemorestudentsinaclassandmorepersonaltuteesinapersonaltutorgroupandwhereyouhavetothinkaboutreducingthenumberofcontacthoursperweekofcourseyouaregoingtogetaslightlylessclearviewofstudentevaluation.
AndIsuspectyouaregoingtoattractmorenegativeevaluationsanywayforalloftheobviousreasons.
RF:Sodoyouthinkthattheevaluationprocesses-Isupposetheformalones-areeffectiveIknowyou'vetalkedabitaboutit.
HeadofEnglish:You'vegottohaveanall-roundsysteminorderforittoworkatleastintheenvironmentweoperatein.
Idothinkit'sgottobemulti-faceted-ablendofformalandinformalandasaprocessit'snevergottobesopleasedwithitselfthatitthinksit'ssupplantedthereallyreallyinformalstuffwhichissimplybumpingintopeopleandtalkingtothembecausethat'sactuallytheonlywayyougeneratethetrustthatmeansyou'reprobablygoingtogetbetterevaluationsanyway.
RF:IsupposethebigquestioniswhatisthepurposesofstudentvoicestructuressodoyouthinktheyhavethesamepurposeordoyouthinktheyaredifferentpurposesfordifferentactivitiesSothinkingabouttakingsomethingliketheNationalStudentSurveyversussomethinglikethestudentforum.
DoyouthinktheyarethesameHeadofEnglish:ActuallyItendtothinkofthedifferentforaasjustdifferentwaysofgettingatthesamesetofproblemsbecausetheywillproduceslightlydifferentanswersandtheywillattractaslightlydifferentconstituencyaswell.
Studentsdogetwearyofevaluationofcoursethough.
Itiscalculatedthatbytheendofafulltimethreeyearcourseourstudentswillprobablyhavecompletedanywherebetween20and30evaluationsofwhatwedo.
Sowiththecentralisedfora,withthestudentforumandthe[StudentRepresentativeCommittee]Ithinkitisabsolutelyfineifsomestudentssubmitsomethingtooneandnottheother.
They331willjustcapturedifferentkindsoffeedbackprobably.
Andtheywillhavethesamerangeofsignificantthingsandtrivialthingsifyoulike.
WediscusstheNationalStudentSurveyinallsortsofotherways.
Wetalktostudentsaboutitduringinductionandhigher-levelyearinductions.
Wedodiscusstheresultsatthe[StudentRepresentativeCommittee]aswellandwe'vealsogotbriefingarrangementsthroughtheassistanttocoursedirectorsforstudents.
BecauseofthelegalandproceduralnicetiesofdoingitwetendtoleaveittothestudentrepsandstudentcourseassistantstodotheexplainingbecauseIactuallydon'twantanyofustogetanywherenearthatproblemofsortoftryingtoselltheplacethroughthestudentsurveyalthoughwedoalloftheworkassociatedwiththat-explainingtostudentswhattheysaidlasttime;whatwe'vedonethistimebutinmyviewwearepermanentlyaddressingthequestionofstudentsatisfactioninthecontextofhavingtoupholdandapplydemandingacademicstandards.
Andthereisanirreconcilabletensionsometimesbetweenthosetwothings.
Ifastudentsays-andIgetthisallthetime-theyneedtogeta2-1andyouareabsolutelycertainthattheirabilitiesortheircommitmenttoworkwillmeanthattheywillonlyevergeta57ora58they'renotgoingtobehappy-coursethey'renot.
Andquitealotoftimeisspentexplainingthat.
Thatsatisfactionisnotnecessarilyaboutthinkingthatyou'vegotthedegreethatyouthinkyoudeservewhennobodyelsedoes.
Inthenicestpossiblyway-ofcourse.
RF:SoIsupposeleadingfromthatdoyouthinktherearedifferentpurposestostudentshavingavoiceforstudents,academicsandseniormanagersDoyouthinktheyhavedifferentrolesHeadofEnglish:Iamsurethatweconceptualisethestudentvoiceindifferentways.
Thestudentvoiceasawhole-whenwehavediscussionsaboutcommonissuesatthestudentforumor[StudentRepresentativeCommittee],studentvoiceasawholealwayshasapoint.
WhenitgetstothatstageI'veneveractuallyheardstudentssaysomethingthatwasirrelevantormistaken.
SointhatsenseIthinkthestudentvoiceisalwaysverysensible,spoton-tobelistenedtomoreoftenthannotitissomethingthatweknowaboutanyway.
Studentvoices332individuallycanbecompletelyoffthewallandmisunderstandeitherthepurposeofrepresentationortheresourceconstraintsorthenatureofstudyyouknowfromthelevelofeffortandtimeittakestothenatureofassessment-whatitmeanstobeassessedagainstasetofstandardsasopposedtothinkingwhatyoushouldgetbecauseyourmumthinksyourgreatandallofthosethings.
Soyesthat'sthesortofreverseofJonathanSwift'sfamousmaximthathelovespeopleindividuallybuthatesmankind.
Thecollectivevoiceisgood-it'salwaysgreat.
Individualshmmm-cangoofftherailsquitealotforobviousreasons-becausepeopleareunderpressure,lotsofourstudentshaveoutsideworkcommitments,lotsofthemhavedifficultfamilybackgrounds.
Sometimestotellthosestudentswellultimatelywhatyoudohereisaboutyourdegreeaswellandthatdoesinvolvesdisciplineandsacrificeandtherearetimeswhenyouhavetogivequitetoughmessagestopeoplebutthat'spartofeducationaswell.
RF:AndhaveyounoticedanychangesinthelevelofstudentvoiceactivityHeadofEnglish:Ithinktheroleofrepshasbecomemoreprofessionalised.
StudentUnionsobviouslyputagreatdealofusefulworkandeffortintotrainingrepsandtheresultiswhereas10yearsagothe[StudentRepresentativeCommittee]usedtobebombardedwithallsortsofthingsthatwecouldn'tpossiblycontrollikecarparking.
Wedon'tgetthatanymoreactually.
AndImeanthey'resowelltrainedstrangelythatitisverycommonnowforrepstospeakat[StudentRepresentativeCommittee]asiftheyareacademics.
It'salmostasiftheyhavecrossedthedivide.
They'vesofullyunderstoodthenatureofthebusinessandthisisaninterestingone.
IsthisacriticismofwherethishasledThey'vesofullyunderstoodthenatureofthebusinessthatthey'vealmoststoppedspeakingdirectlyforthestudentsifyoulike.
They'vemediatedstudentopinionsothoroughlyandmadeitsoifyoulikesophisticatedinrelationtotheinstitutionthattheydon'tsoundlikestudentssomehow.
Butthat'sareallyinterestingareatoconsideraswell.
Mymemoryisthat10yearsagotherealwaysusedtobeonereplikethat,onewhosortofcompletelygotitandtheywereusuallypeoplewho'dgoonanddofurtherstudyorwhowerereallycommittedtothesubjectandreally333interestedinit.
Theywerethesortoftheproto-academicstylerepsbutnowfarmoreofthemarelikethat.
WellIguessthat'sagoodthingbutthenyoujustdon'tknowwhattherestofthestudentsthink.
Idon'tthinkwe'veaformalsystemwherebystudentsevaluatetheirownreps.
Wedo.
Weevaluatetheeffectivenessofrepsandiftheydon'tturnuptomeetingsthey'renotrepsanymore.
Butitwouldbeinterestingtoseewouldn'tit-whatasystemofstudentevaluationofrepresentationwouldlooklike.
Idon'tknow.
HaveyoucomeacrossthatanywhereRF:Therearesomestudiesthathavelookedathoweffectiverepsareandoccasionallysomeoftheinternalstudent'ssatisfactionsurveysaskaquestionabouttheeffectivenessofreps.
HeadofEnglish:ButIthinkitisrepresentationratherthanfocusedonindividualperformance.
BecauseIthinkifyouarereallygoingtodothisintheroundyouneedtodoitinthesamewaywedomodularevaluationsyouknowwheretheindividualperformanceofthetutorisakeycomponent.
Sincethey'vebeenvotedin-they'vebeenelected-thereoughttobeanelementofaccountabilityifyoulike.
[RF:Thatwouldbeinteresting]Maybewewillthinkaboutthatnextyearandpilotitandseehowitwouldworkbecauseitmightthenhavetheverybeneficialeffectofmakingmorestudentsthinkaboutwhatthechannelsofcommunicationreallyare.
Weinvestquitealotoftimeintellingpeopleaboutthesystems.
YoucanseepostersupanddownthecorridorwithstuffaboutthisbutI'mconvincedthatquiteasignificantpercentageofstudentsstillifyoustoppedtheminthecorridorandsaid'okyou'vegotanissue,howdoyoucommunicatethattoastudentrep'Ithinkthey'dprobablylookpuzzledandshrugtheirshoulderssogettingmoreofthebroaderstudentbodyengagedinthebusiness-that'saninterestingchallenge.
RF:DoyouthinkthereisanappetiteforstudentstobemoreinvolvedinshapingtheirlearningexperiencestoagreaterdegreeHeadofEnglish:Wellthere'sabiggerquestionthereintermsofwhattheystudy.
Studentsalwayswantchoicesinthemodulestheychoose.
Andthatreallydoesengagefundamentalquestionsaboutwhoisresponsibleforwhatand334fundamentalquestionsaboutwhatcanbeaffordedandwhatissensiblegiventheneedtomeetprogressiontargetsandallofthoseotherthings.
Wehavethisyearhadourfirstoccurrenceofacompletelymandatoryfirstyear.
Intheprevious5yearcyclefortheBAcoursewehadafirstyearwhichwasterriblyinnovativeinaway.
Wehadacommonfirstsemesterandthenonthebasisofthefirstsemesterweaskedstudentstochoosemodulesincludingsomecoresaccordingtowhattheythoughttheireventualspecialismwouldbe.
ThatwasabrilliantmarketingtoolbecauseitwassomethingpeoplelovedtohearatOpenDays.
Goody.
Butitwasanightmaretoadministerbecauseitmeantthatifstudentsfailedoptionsthatthey'dtakentheywerepreventedfromgoingontostudytheirchosenpathwayandallsortsoffiddlyconcernssoratherheartinmouththisyear-becauseIknowwhatitislikewhenyoudeprivestudentsofchoice-theydon'tlikeit-we'vegoneforafixedfirstyearforeveryonebutwithlotsandlotsofdiversitywithinitandwiththecapacityforstudentstonegotiateassignmentsandgivethemreallyquiteopenendedbriefssotosomeextenttheydeterminethedirectionoftheirstudies.
Ithinkoverallthat'sworkedprettywellandinthatsensewe'vecometothatdecisionpartlyforresourcingandpartlyforpedagogicreasons.
Ofcourseweconsultedstudentsaboutthedesignofthecourseandthereweremixedfeelingsaboutithonestlybutwefeltinthecircumstancesitwastheonlythingwecoulddo.
Wearenowfacedwiththatproblemyouaregoingtogetwherebyoneofthefourstrandsthatrunsthroughtheyearhasasignificantlylowerpassmarkandsignificantlylowercompletionratesthantheotherssoweneedtothinkaboutwhattodowiththat.
AndhigherupintheBAcourseforthesamereasonswe'vegotmoremandatorymodulesbutwe'veretainedsomeoptionality.
We'vegroupedthingsintobig30creditmodulessostudentsonlydo4ofthoseayearinyears2and3.
Thatdoesn't.
Thatproducessomegriefinthesensethatobviouslyitconstrainsstudentchoice.
Ifyou'veonlygot4thingstochooseandoneofthoseinmandatoryandthenbecauseofthetimetableyoucanonlytakeoneofthematacertaintimeyouaregoingtoupsetpeoplebutthepayoff-andthishasveryveryclearlyhappenedthisyear-is335thatthemoreyouallowthemtofocustheireffortsonasmallernumberofbiggerthingsthebettertheirresultswillbe.
Sotocomebacktothequestionofthestudentvoice.
Oneofthethingsweareconstantlyengagedinis-andthere'sneveranendtothisofcourse-istalkingtostudentsabouttheconsequencesofanalternativearrangement.
Andthatextendstoquitesmallpragmaticarrangementsaswell.
We'reveryhappytolistenandsayokyoudon'tlikethelookofthis;thealternativesarex,yandz.
Let'sexplaintoyoutheconsequencesofthosealternativesnow.
Andthenletusknowwhatyouthink.
Anotherclassicexampleofthiswasaunilateraldecisionthatwefeltwehadtotakeintheinterestsoftimelystudentfeedbacktosaythatwe'llhaveacommonhandindateforallassessmentsthroughouttheyearsothereareonly4pointsintheyearwhenstudentshandinwork.
Sothereisnoconfusionatallabouthandindates.
Andnotonlythatwetryandstructureouracademicyearsothatweguaranteethatstudentscomingbackinsemester2gettheirsemester1marksonthedaytheycomebackforsemester2.
ThecorollaryofthatisthatwehavetosayyouhandthatworkinthedayaftertheNewYearholidaybecausethenwe'vegotawindowof2weeksinwhichwecanmarkandmoderateit.
Nowlotsofstudentsgroanbecauseitmeansthey'vegottomakeaspecialtrip-Iallowedexemptionsforelectronicsubmissionwherepeoplereallycouldn'tcomesotherewasquitealotofgriefaboutthat-whydoesithavetobethen-soweexplained-doyouwantyourfeedbackfairlyquicklyYes.
Soweneedtimetomarkthework.
Ifyouareaveryveryindustriousmemberofstaffyouwillgetadozentofifteen2-3,000wordessaysmarkedinawholeworkingday.
We'vegot162onaveragetomarkofthese.
HowlongdoyouthinkthatisgoingtotakePeoplerespondverywelltothat.
It'sakindofsimplecalculation.
TheotherfactortherewaswellokwecouldbringthedeadlineforwardtobeforeChristmasbutthenyou'llhavelesstimetodothework.
Youwanttoproduceyourbestwork.
Itneedsmoretime.
SoIsupposeratherthansayingthestudentvoicealotofwhatwedohereissimplydialogic.
Ithinkitwouldbeaterriblepositionifwethoughtthatthestudentvoicewassomehowonethingthatwasimmunetobeinginfluencedbywhatwemakeofitbecauseitchangesasaresultof336thoseconversationsallthetime.
Andofcourseitneverkeepseverybodyhappy.
Andnoteverybodyalwaysgetsthepoint.
RF:Isupposeleadingonfromthat.
OneofthethingsthatI'vedoneaspartofmyPhDisI'vedonealiteraturereviewofdifferentjournalarticlesorthingsthatpeoplehavewrittenabouttheideaofthestudentvoiceandlookedattheideologiesbehindthat.
What'scomeoutofthatisseveraldifferentideasofthepurposeofstudentvoicesothere'sstudentvoiceforaccountability-holdingpeopletoaccount;studentvoicefordemocracysostudentshavingarighttobeinvolvedinthings;theideaofstudentsascustomers-accountabilitybutalsoaboutthedevelopmentofqualityandthere'salsosomeotherstuffthat'saboutthestudentvoiceforstudentwellbeingsoit'sgoodforthemtoabletogetthingsoftheirchest.
IsthereoneofthosethatyouthinkthedepartmentwouldbemostcloselyalignedtoordoyouthinkitislittlebitsofallofthemorsomethingcompletelydifferentHeadofEnglish:Littlebitsofallofthem.
IthinkI'dsayIwasverykeenonitasaHeadforreasonnumber1accountability.
ColleaguesinEnglishIthinkbecauseEnglishisaninteractiveparticipativediscipline,colleagueswillnaturallyfeeldrawnto2-theideaofademocraticimperativewhichsortofrunsinto,thosetwointo4aswelldon'tthey.
Theoneweallabsolutelydrawthelineatandsay'no,no,no'isnumber3.
That'snotwhywedoitatall.
InfactwheneverastudentmentionsthewordcustomerItendtositthemdownandexplainwhypreciselyyoucan'tusethatwordinthiscontext.
AndthewordIencouragethemtouseisclientbyanalogywithgoingtoasolicitor.
Youpayforgoodadvicefromasolicitor.
Youdon'tpayfortheansweryouwantandtheygenerallyunderstandthat.
Andtheotherthingisbyanalogywithschoolingactually.
Iknowthisisaslightlyunpopularcontroversialthingtosaybutifyouareaparentwhoforksoutheftyschoolfeesforyourchildyouhavetofailtounderstandthenatureofeducationifyouthinkyouaregoingtogetwhatyouandyourchildwantinthatnarrowsense.
Whatyouarepayingforisastructurethat'sgoingtogiveyourchildabetterchanceinlifeinthefutureandthatinvolvessomedeprivationsaswellasadvantages.
Butofcourseyoustillwantthingstorunproperly,youwantittobeefficient,youwantthe337teachingtobeofthehighestpossiblestandardandsoonandsoon.
Butyou'vegottoseetheexperienceasawholeandonethatinvolvesrealchallengesthatyoumightnaturallyfeelinclinedtoshyawayfrom.
Sonothereisn'tonethatIwouldsayismoreimportantbutthereisonethatIwouldruleout.
RF:OK.
That'sreallyuseful.
Thankyou.
I'mjustgoingtohaveaquicklookandchecktoseeifthere'sanythingI'vemissedoutbutIthinkthatmightbeit.
RF:ArethereanybigdifferencesbetweenundergraduateandpostgraduatestudentvoiceHeadofEnglish:It'sjustscalereally.
Withthepostgraduateswedon'thavethatworryaboutrepresentationbecausethecoursesaresmallersoweknowthatwhenastudentrepsayssomethingthatthatisgenuinelyarepresentationofthewholestudentbody.
Withundergrads,withmuchlargernumbersyoudotendtogetasilentmajorityfactor.
It'squitedifficulttoplugintoitandofcoursetherearesomepeoplewhoarejustveryacceptingofwhattheyaregivenanyway.
Theyjustdon'twanttogetengagedwithitparticularlyandforthosepeopletheover-assessmentthing,thetwentytothirtyevaluationsovertheirthreeyearsmightbeanactofnuisance.
Therearestudentswhosay'stopaskingmewhatIthink,areyouworried,areyouparanoidaboutthis'andItendtosayyesactuallyweareabitparanoid.
IcomparethiswithwhatwehadwhenIwasanundergraduateataneliteuniversityandtherewasoneverybravesoulinouryeargroupwhoinsistedonhavingakindofshowdownmeetingwiththecoursetutorwhichjustfeltawful.
Therestofuswereallembarrassed.
Infactthatwasjustoneunhappyperson.
ButthenwhenIlookbackonwhatIdidasanundergraduateandwhatwedoforourstudentsnow,Ihavenohesitationinsayingfor80%ofthetimewhenIwasanundergraduateIwasbadlytaughtbythestandardsofwhatwedo.
Badlyresourced.
Ihadlovelypeopletotalkto.
IprobablydidmostofmylearningfromthepeopleIjusttalkedtowhethertheyweretutorsorfellowstudents.
Butintermsoftheactualcontentorcontacttime338itwasn'tverygoodsothingshavemovedonalotandtherewasnoconceptofstudentrepresentationactuallywhenIgraduated.
RF:Itisamorerecentthing,isn'titHeadofEnglish:Itwassortofpoliticisedattheleveloftheunionbuttherewasnocultureofitatcourselevelreally.
RF:Anddoyouthink.
.
.
onelastquestion.
Arethereanyplanstore-evaluatetheprovisionofstudentevaluationopportunitiesfollowingtheincreaseintuitionfeesHeadofEnglish:Ithinkweneedtospendmoretimeclarifyingandpublicisingwhatwealreadydobecausewe'vegotquiteadevelopedrangeofmechanismsandtheimportantthingwillbetogetmorestudentsengagingwiththose.
Butthenitdependsonwhattheyaskfor.
Moststudentproblems.
Mostproblemsthatarisefromtheexerciseofthestudentvoicecollectivelyarefixable.
Ifenmassetheystartsayingwewantweeklyindividualtutorialsorseminargroupsofnomorethaneight,we'vegotaproblembutIthinkaslongastheinfrastructureremainssolidandaslongasweconveyacommonunderstandingbutfirmmessageaboutwhateducationisitwillbeok.
Idon'tknowifthisisfortheinterviewbutmybiggestconcernisabouttheinfrastructuretodowithfailingsin[virtuallearningenvironment],theratherundevelopedstateoftherecordsystematthemoment.
Thosearereallyfundamentalthingsforthestudentexperiencebutthatweasaschoolhavegotabsolutelynocontrolover.
Soanexampleofthisiswhenwebreakourbackstoreturnprovisionalmarkstostudentsfromsemester2worksothatthosemarkscanbepublishedon[virtuallearningenvironment]dayafterthemainbankholiday,wegetallthemarksin.
It'salldone.
Colleagueshavedonefantasticallywelltomeetthe12workingdaydeadline.
[virtuallearningenvironment]crashes.
Studentsdon'tgetwhattheywant.
WhodotheycomplaintoUsofcourse.
Allwecansayiswellthisisterrible.
It'sa[virtuallearningenvironment]issuesoIactuallythinkthatwillbe.
.
.
thechallengeisforcentralservicesactuallytoreallyimprovetheiractandmakeitclearwhatthesystemsforstudentrepresentation,theexerciseofthe339studentvoicearethere.
Becausewe'restillthefrontend.
WhenitcomestotheNSSwe'retheoneswhogetjudgedwhenastudent'saskedaquestionabouttheorganisationofthecourse.
Wecanbebrilliantlywellorganised.
If[virtuallearningenvironment]crasheswe'rebadlyorganised.
RF:Couldyoutakemethroughtheprocess.
Ifyouhadstudentcomplaintseitherthroughthe[StudentRepresentativeCommittee]orthestudentforumIsupposethere'stwodifferentthoughts.
.
.
studentcomments,studentcommentsthatwerethingsthatwereinyourcontrol.
Whatwouldbetheprocessofyoudealingwiththoseandthenwhatwouldbetheprocessforonesthataren'tinyourcontrolHeadofEnglish:Itwoulddependontheproblem.
Ifitcomestomeit'smoreoftenthannotlikelytobesomethingthatcanbefixedbytalkingwithacolleague.
Thatmightbetodowiththewaya[virtuallearningenvironment]siteissetupinthefirstplace.
Itmightbetodowithsomebodywhoisstrugglingandhasanissuewithsomething.
Itmightveryveryrarelybesomethingtodowithtimetablingbutthatisextremelyrare.
Ifit'ssomethingtodowithcentralservicesI'lljustgostraighttoournamedcontactandsaywhat'stheanswer.
NormallyifitcomesfrommethenIgettheanswersquitequickly.
Thefrustratingthingistheunresponsivenessifitcomesfromalmostanyoneelsesothat'sadifficultone.
RF:Brilliant.
That'sallmyquestions.
Thankyou.
15.
3TranscriptofinterviewwithHeadofEnglish,RussellGroupMay2012RF:Sojusttostartoffwith.
Whatarethewaysthatstudentsareabletoevaluatetheirexperienceoflearningattheuniversityandwhat'syourroleinthosemechanismsSoIsupposethe[StudentRepresentativeCommittee]'sareanobviousonetostartwith.
HeadofEnglish:Wellyes,studentsareaskedtoevaluateandreportontheirexperienceinallsortsofdifferentways.
Imeanthemostsortofroutinewayisin340coursequestions,modulequestionnairessoattheendofeverysortof.
.
.
theteachingpartofeveryyear.
.
.
everysinglemoduletutorgivesevaluationformsout.
They'realldoneanonymously-studentshavetheoptionofputtingtheirnamedownbuttheydon'thaveto.
Somemodulesactuallyhavetailoredtheirownevaluationforms.
Mostofthetimethere'sasortofstandardproformawe'vebeenusingforseveralyears.
Butinsomecasesyouknowmoduleconvenerswilltailoritparticularlytotheirownmoduleifthere'ssomethingspecialaboutit.
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.
Idon'tknow.
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.
ithaslotsofworkshopsorwhatever.
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butthey'requitecomprehensivetheseformssothatstudentsareinvitedtocommentonallsortsofthings-thequalityofthelectures,seminars.
Ineachofthoseheadings,they'rebrokendowninto.
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.
youknow.
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wereyouinvitedtocontributeintheseminarwasitwellstructuredwasitwellledandsoonandsoforth.
Icanshowyouanevaluationform.
Butthey'realsoaskedimportantlytoevaluatehowmuchpreparationtheypersonallyhavedonefortheseminarsotheyarenotjustpassivevessels;[RF:that'sinteresting]theyarealsoinvitedtobehonestandtosayhowmuchprepthey'vedone,havetheydonethereadingandsoon.
Andtheyareveryhonest.
Sometimestheysay'Ihaven't'ortheysaythatitwastoomuchornotenoughorwhateverandtheyarealsoinvitedtotalkaboutthingsthatarenotactuallyinthedepartmentalcontrolbutarestillimportanttothewholelearningexperience.
Basicallythat'stheLibraryandthereareusuallycomplaintsabouttheLibrary.
Notenoughbooksorit'stoohot-lotsofcomplaintsabouthowhotitisintheLibrary-soanywaythat'sthegrassrootslevel-thenittygrittyopportunity-andthere'salsospace-andcertainlyforusastutorsit'sthemostusefulbitoftheformsbecausemostofit'sjustsortoftickingonarangeof5-1howsatisfiedtheyarewithvariousaspects,forusthemostusefulpartisthediscursivebitwheretheyareabletoputattheendanycomments,anythingtheywanttosayaboutthemodule.
Andthat'swhereifthey'vegotworriesorconcernsorcomplaintsthey'llputthemtherebutsimilarlywhichI'mpleasedtosayismostlythecasewherethey'vereallyenjoyedamoduleorbeenreallystimulatedortheywanttorecommendittotheirfriendsor341theylovetheirseminartutorortheylovethelecturersorwhatever,that'swheretheysaythat.
Sothat'showtheyexpresstheirvoice.
RF:DotheygotoyouHeadofEnglish:Theygo.
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.
initiallytheygo.
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obviouslythisisaverylargedepartmentwithlotsofstaffandquitealotofsessionalstafftoobecauseobviouslyoneofthewayswetrainupourPhDstudentsisbygivingthemteachingdutyinthefirstyearsowehaveasortofpyramidsystemwhereinitiallytheformsare-thestudentsdothemwhenthetutorisnotintheroomandthey'recollectedandputinanenvelopeanonymouslysothatthere'salwaysanopportunityforastudentwhowantstosaysomethingthattheyfeelabitawkwardabouttodoitcompletelyanonymouslysonoonewouldeverknowwhosaidthat.
Thentheyaregivenbacktotheseminartutorhavingbeendoneanonymously,gatheredanonymously,theyarereturnedtohimorher.
Heorshewillthenevaluatethemyouknowbothnumericallysotheywilldoasortoftotup-5isthehighest-sohowmany5'sor4'stheygotforseminarsatisfactionorwhateverandtheybasicallydoasortofsinglesummarysheetoftheir20or30students.
Soonalargemoduleyoumighthave20tutors.
Sayononeofthefirstyearmodulesyoumighthave10or20differenttutorssoeachofthemwilldoasortofsummaryoftheirownstudentcohort.
Thenthosesummaryformswillgotothemoduleconvenerwhothendoesakindofsummaryofthesummariesandthenthat'swhatIsee.
So-andofcourseifthere'ssomesortofmajorproblem-someriot-thereneverisbutthesystemisdesignedthatifthereweretobesomesortofcompletecatastrophethenobviouslytherearemechanismsforpickingthatupatanystagealongtheway.
Butmostofthetimeitworksprettywell.
Thereportsareprettypositive.
Wherenot,thecommentsareusuallyquiteconstructiveandthesamethingscomeroundeveryyearlikenotenoughbooksintheLibrary.
It'sinteresting,sometimestheyactuallywantmorework.
Sometimesstudentswantmorewrittenwork,moreformativeworkinthecourseoftheirstudies.
342SoIthinkthat'syouknow.
.
.
everyonecandoit.
.
.
theycanfillouttheformasfullyorasminimallyastheywish.
Wefindituseful;theyfindituseful.
Sothat'sjustroutine.
That'salwayshappened.
Thesecondthingagainis.
It'snotreallyrunbythedepartmentbutit'sveryusefulistheNationalStudentSurvey.
SoIthinkwehitabout70%or60%thisyearwhichisprettymuchthesameasitalwaysis.
WedoprettywellintheNSS.
WeweretopforoverallsatisfactionlastyearIthink.
RF:That'sgood.
HeadofEnglish:We'realwaysinthetopten.
We'reprettysatisfiedandagaincertainthingscomethrougheveryyear.
Veryoftentheyarethingsthatareactuallybeyondthedepartment'scontrollikeLibraryorthepriceofbeerortheaccommodationorwhatever.
Soagainthat'sobviouslyanationalforum;it'sall.
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.
thequestionsarepresumablydesignedbytheNationalUnionofStudentsandsoon.
AndtheuniversitytakesthatveryseriouslyforallsortsofobviousPRreasons.
Thenthethirdthingyeswouldbe[StudentRepresentativeCommittee].
Soyou'veseenthatinaction.
Sohereit'squitealargedepartmentsoit'squitealarge[StudentRepresentativeCommittee]sovariouspartsoftheundergraduatebodyarerepresentedsojointdegrees,eachofthefirst,secondandthirdyears.
Ithinkit'salwaysthecasethatsomemembersofthegroupwillbemoreproactivethanothers.
Obviouslythefirstyearrepshavelessexperiencealthoughthisyearthey'vebeenquiteproactiveactually.
Butbythetimetheygetintotheirsecondandthirdyear,theyknowabitmoreaboutwhathappens,howthingsworkbutthatseemstoworkprettywell.
Asyou'veseensometimesquitesensitiveissuescomeupwhichhavetobedealtwithdirectlywithmeratherthaninthefullglareofthecommitteeandalotofthestuffisroutinequestionsyouknowturnaroundtimes,theusualthings.
Ithinkifthereisanissue-Ithinkit'sbeenbetterthisyearthaninpreviousyears-butifthereisanissueit'ssometimesthedegreetowhichthe[StudentRepresentativeCommittee]repsactuallyrepresenttheirconstituents.
That'sobviouslynothingtodowithme-that'stodowithhowthey-whetherit'sjustword343ofmouthorwhethertheundergraduatesrealisethatthereisthis[StudentRepresentativeCommittee]andiftheyhaveissues-iftheyhavecertainkindsofissuesandthat'stheappropriateforumforthem-theyshouldtakethemtotheir[StudentRepresentativeCommittee]reps.
SoIthinksometimes-Ithinkaboutayearagotherewas-Ithinkthepeoplewhowereonthe[StudentRepresentativeCommittee]atthattimepossibledidn'tcommunicateaswellastheycouldhavedonewhattheirrolewas.
Ithinkit'smuchbetternow.
Andyouknowthingscomeupasyou'veseen.
RF:OK.
Ithinkyou'veansweredthenextquestionwhichisabouthoweffectivethoseprocessesare.
DoyouthinktheyareeffectiveDoyoufeelthey're.
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HeadofEnglish:Yeah.
Ithinkit'simportanttohaveaclearstructure.
Acleartransparentstructure.
Imeaninpracticequestionscomeupallthetimesonoteverythingischannelledthroughthosestructuresbecausesometimesthere's.
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Idon'tknowmaybeastudentisunhappyaboutaparticularissueortheywanttoappealorsomething.
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soonaregularbasisIortheDirectorofUndergraduateStudiesorwhoever-personaltutororwhoeveritiswillbefieldingthestudentvoiceinonewayoranothersoit'snotthatistheironlylineofcommunication.
Somethingsneedtobesortedoutimmediately.
Ifthere'ssomepersonalcrisisorwhateveritneedstobedealtwithimmediately-youcan'twaitforthenextcommitteemeeting.
ButonthewholeIthinkitworksprettywellsogoingbacktothemoduleevaluationformsforexample,they'relookedby.
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atsomelevel,they'relookedatbyatleastthreedifferentpeople.
They'relookedatinitiallybytheactualseminartutorwhohastaughtthosestudentsandknowsthembythatstagereallywell;they'relookedatbythecourseconvenerifthat'sadifferentpersonwhohasanoverviewofthatwholemoduleandmightseethatwellthatnewtutorisstillfindingtheirfeet,theyhaven'treallygotthehangofityet-putthemonatrainingcourseorsomethingortheymightthink'ohthat'sreallynice,thattutorisdoingreallywell.
'Orthisperson'sseminarsaregoingwellbuttheirlecturesaren'tquitesopopularorwhateveritis.
344Sothere'ssortofrealengagedevaluationonthepartofthepersonwhorunsthatmodule,whorunsthelecturelistforthatmodule.
Andthenultimatelythere'seithermyselfortheDirectorofUndergraduateStudieswhowouldhavetheoverviewofthewhole-allthemodulesthatwerun.
Bytheway,allthisappliestoPostgraduatetaughtaswell.
RF:OK.
HeadofEnglish:Ishouldhavesaidthat.
SoMAstudentssimilarlywilldomoduleevaluationforms.
They'renotsomuchtickboxes.
ObviouslytherearenotlecturesontheMAcoursessothingsonthelecturesnonapplicable.
SotheMAevaluationformsarebasicallyalmostentirelydiscursiveandthestudentsareinvitedtocommentontheamountofreadingtheyhavetodo-wasittoomuch,toolittle,justrightDidthemodulefulfilitsaimsandobjectivesWeputthecoursemoduleaimsandobjectivesonsotheycanreminduswhattheywere.
AgainIcanshowyouablankform.
Thosearealsoveryfull.
Studentsareabletowritequitealotabouthowthey.
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becauseobviouslythere'salotfewerthanundergraduateatanyonetimeandengagingwithitmoreintensely.
Sotheywillwritequitefullevaluationsonhowamodule'sgoneonandagainforthemostparttheyareverypositiveandwheretherearethingstheythinkcouldbeimprovedtheyaregenerallyputconstructively.
PG[StudentRepresentativeCommittee]againisthegraduateequivalentoftheundergraduateonesoeverythingI'vesaidabouttheundergraduateappliestothepostgraduatetaughtaswell.
Sointermsof'isiteffective'Yes.
Theseformsdon'tjustgointothevoid.
Theyareactuallylookedat.
Issuesdocomeup.
Buteveryyear-certainlyspeakingforthemodulesI'vebeeninvolvedwith-realconcretechangeshavebeenmadeinthemodulesdesignstructure,thetexts,thelectures,whogivesthelectures,whentheessaydeadlinesareset-allthosesortsofthingsareonanannualbasislookedatandifnecessarychangedinresponsetostudentquestionnaire.
345Obviouslynotinresponsetosomethingthatonedisgruntledpersonbutifthere'sakindofgeneralshiftthatsomethingwouldbebetterdonethiswaythenobviouslywelistentothat.
SoyeahandwiththeNSSIhavetowriteawholeresponseeveryyeartotheNSSandthatallgetsfedbacktotheteachingandlearningcommittee-theuniversitiesteachingandlearningcommitteesoyes.
RF:OK.
Andthenarethereanyinformalmechanismsthatyouareawareofthingsthatgoonthatareoutsidethestructuresthatarewaysthatstudentsevaluate.
OneexamplewouldbesomethinglikeFacebookorevenstudentprotestssometimesaswell-thatkindofthing.
HeadofEnglish:Yeah.
IdobelievethereisalotofactivityonFacebook.
Idon'tdoFacebookmyselfbutIthinkforthatgeneration-foryourgeneration-that'showpeoplecommunicatewitheachothersoI'venodoubtwhatsoever.
I'veactuallydiscoveredfromthe[StudentRepresentativeCommittee]thatthat'showtheycommunicateinfactsothepointIwasmakingearlierabouttheRepsactuallyrepresentingtheirconstituents,IthinktheynowuseFacebooktodothatandthatseemstowork.
Idon'tknowwhethertheyhavenoticeboards.
Idon'tknowhowtheydoitbuttheydon'tseemtohaveanyproblemwithcommunicatingwitheachother.
ProtestsWellIdon'tknow.
Ihearnoisyprotestsunderneathmywindownowandagain.
Notasmanyactuallyasyou'dexpect.
IknowacoupleofEnglishstudentswereinvolvedinthefeesprotest.
NottheviolentonesinLondonbuttherewereafewsit-insinthe[university]andIthinkacoupleofEnglishstudentswereinvolvedwiththat.
Butthey'rejustexercisingtheirdemocraticright.
RF:OK.
SodoyoufeelthatdifferentstructureshavedifferentpurposesandoutcomesSoIguessasanexampledoestheNationalStudentSurveyserveadifferentpurposetothemodulelevelonesorHeadofEnglish:Yes.
Er.
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sotheNationalStudentSurveyisaimedonlyatfinalistsandit'sobviouslyaskingthemtoevaluatetheirentireuniversityexperiencesoitcoversyouknoweverythingsothatgivesasortoflitmustestofgeneralhappinessandsatisfactionsoit'salwaysgoodtoscorewellintheNSSbut346therearealotofthingsthataresaidthatarenothingtodowiththedepartmentinthat.
YouknowlikeLibraryresourcesoraccommodationandthingslikethatwhichcomeupyearafteryear.
Soit'sausefuloverviewbutit'sadistinctcohortandit'snotallaboutthedepartment.
Themoduleevaluationsontheotherhandhaveanimmediaterelevancebecausethey'reactuallyaboutwhatwe'redoing;whatwe'regivingthem;howthey'rerespondingtowhatwe'regivingthem;whethertheylikeitornot;whethertheylikeaspectsofitornot;whethertheywantmoreofitorlessofitorwhatever.
SoIwouldsay.
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youknow.
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inimmediateconcretetermsthatisprobablythemostusefuland[StudentRepresentativeCommittee]tooalthoughthattendstobemorestrategicissues.
Obviously[StudentRepresentativeCommittee]wouldn'tbeanappropriateplaceforstudentstotalkaboutaparticulartutororaparticularmoduleandasyou'veseenwhentheydoIgenerallytalktothemoutsideofthatforum.
RF:OK.
Anddoyouthinkthatstudentvoiceservesdifferentpurposesfordifferentpeopleinvolvedsoforseniormanagement;foracademicsandforstudentsDoyouthinktheygetdifferentthingsoutofitHeadofEnglish:WhoRF:TheyengagefordifferentreasonsSoforsayaseniormanagerattheuniversityleveldoyouthinktheyareengagingforthesamesortsofreasonsthatastudentmightengageOrdoyouthinktheymighthavequitedifferentperspectivesonitHeadofEnglish:SowhoarewetalkingabouthereRF:Withthestudentvoiceactivityandstructures.
HeadofEnglish:Yes.
SorryI'mnotquiteclearwhatyou'regettingat.
RF:Soyou'vegotthesedifferentstructuresintheuniversityandalotofthemstudentsareinvolvedinthembutalsoacademicsareinvolvedinthemsaysomethinglikethe[StudentRepresentativeCommittee]orengagingwiththecourse347evaluations,academicsandthenyou'vegottheseniormanagementoftheuniversityalsoengaginginasensewiththingsliketheNationalStudentSurvey,Isupposeit'sabouttheirmotivesforbeingengagedinthat,doyouthinktheyhavesomecommonalityordoyouthinkthey'redifferentdependingonwhichperspectiveHeadofEnglish:Well,that'saninterestingquestion.
ImeanIthinkthere'scommonalityinthateveryonewantseveryonetobehappy.
Studentswanttobehappyforobviousreasonsparticularlywhentheyaregoingtobepayinghigherfees.
TheuniversitywantsstudentstobehappyobviouslybecauseitwantspeopletobehappybutalsoforthepurposesofPRandsoonsothere'sacommoninterest.
Everyoneisworkingtothesamegoal.
Butwithinthattherehastobearealitycheck.
Youdon'tcometouniversityto.
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youknowit'snotaHolidayInn.
Youdocometoworkandsoon.
SoIthinkthereprobablyaredifferencessoatuniversitylevelsothePVCforuniversitylevel[nameremoved]shelooksattheNSSresultsforeverydepartment;shelooksateverydepartment'sresponsetotheNSSorwhoeverisinherpositionandobviouslytheNSSispublishedinthenationalnewspapersandsoonsoit'sintheuniversity'sinterestasabusinesstoadvertiseitsproductasagoodproductthatsatisfiesitscustomerssotheuniversityhasIwouldsay.
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I'msortofgeneralising,simplifying.
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butIwouldsaythat'stheuniversity'sstakeinit.
AsaHeadofDepartmentobviously,youknowinternallyit'sverygood,it'sverygratifyingthataredepartmentdoeswellcomparativelytoothers.
Mostartsdepartmentsdoprettywellprobablybecausethey're.
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maybebecausetheyaresmallerthansomeofthebigscienceonesIdon'tknow.
Butanyway.
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we'rebetter.
Sointernallywithintheuniversitythat'sgratifying.
Internallytothedepartmentit'snicetofeelthatour.
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youknowweworkprettyhardso.
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it'snicetofeelthatourstudentsarerespondingpositivelyinthemain.
Andinawayit'slikeatemperature.
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youknowtakingthetemperature.
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soit'sasortofawellwoman.
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no.
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wellstudentcheck.
DoyouknowwhatImeanIt'sa348sortofroutinebodychecktomakesurethateverything'sbasicallyok.
Youknowtheremightbetheoddupsetortheremightbetheoddcryofjoybutonthewholebasicallyeverythingisfine.
Andfromthestudentpointofviewobviouslytheyneedtofeelthattheyhaveavoice;thattheycanbeheard;thatwhentheydosaysomethingit'stakenseriously;ifnecessaryit'sacteduponbutalsomoststudentshavenoideahowstuffworks.
NoideaatallhowuniversitiesoperatethisextremelycomplicatedorganisationandIthinksometimesstudents.
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.
thisisprobablytrueevenofpostgraduatetaughtaswell.
Sometimesit'sdifficultforthemtoevaluatehowlargeorsmallactuallytheissueis.
Itmightbemassivelyimportanttothemiftheyonlygot63foranessay-actuallyintheschemeofthingsit'snotimportantatall-it'snotimportantatall.
Orsomethingreallyquiteseriousmighthavecomeup-Idon'tknow,Ican'tthinkwhatthatmightbebutsomethingquiteseriouscomesup-andIdon'tknowtheymightnotrealise-saysomedisciplinarymatterorwhatever-thereareseriousissues-orplagiarismorsomethinglikethat-therearethingsthattheuniversitytakesextremelyseriously,thereareregulationsaboutitandstructuresandproceduresandsoon-Iwouldn'texpectstudentstoknowallthat-they'dhavetoreadtheuniversityregulations-I'dmuchrathertheyreadyouknowBeowulforsomething.
SoIthinkthat'sprobablywhere-Italkedaboutarealitycheck-Ithinkthat'ssomethingwheresomethinglike[StudentRepresentativeCommittee]orthekindofthird-somethingliketriage-sofirstaretutors,DirectorsofStudies,seminartutors,[StudentRepresentativeCommittee].
QuitealotofwhatIdowithstudentsiskindoftriage-they'llcomewithsomesortofissuewhichactuallyturnsouttobe-youneedtodealwithitwiththispersonorthatisn'treallyanissueorwellyouknowwhatImean.
Soit'simportantforanyhumanbeingtofeelthatiftheyhavesomethingtosaytheycansayitandtheywillbeheardbutthepersonwho'sdoingthehearingwillbeinabetterpositionusuallytoevaluatewhetheritneedstobeacteduponorwhetheritneedstobeacteduponinacertainway-inanofficialformalwayoranunofficialway.
QuiteoftenI'lldealwithstudentissuesifit's349appropriate-whichitoftenis-inquiteaninformalwaysoI'lljusthaveachatwiththemorhaveawordwiththestaffthey'renothappywithorwhateveritisand99%ofthetimethatsortsitselfout.
RF:OK.
Doyouthinkthere'sanappetiteforstudentstobemoreinvolvedinshapingtheirlearningexperiencesothingslikecurriculumandthatkindofthingdoyouthinkthere'sanyincreaseddesireordesireforstudentstogetinvolvedinthatkindoflevelofstudentvoiceHeadofEnglish:Wellthat'sagoodquestiontoo.
WecompletelyreorganisedourundergraduatecurriculumforEnglishLiteraturewhichisourlargestdegreesowehave100,110studentsayearsoit'sbasicallythebulkofourstudentstakingthatdegreeandwedidn'tchangethemodulesbutwereorganisedthestructuresothemetaphorIkeptusingwasthatthebooksontheshelveswerethesamebooksbutwewillreorganisetheshelfstructure.
Sothecurriculumnowhasbasicallybeencompletelyfreeduptomakeforamazingoptionality.
Notacompletefreeforallsotheoptionalityisstructuredthroughthesefourdifferentpathways.
NowthattookanimmenseamountofworkactuallytoworkouthowtodothatandthedepartmenthadbeentalkingaboutchangingthecurriculumeversinceI'dbeenhere-twentyyearsvirtually.
Becauseweweresortofgoingbacktothedrawingboardreallybecausewe'dhadsomanyfailedattemptstochangethecurriculumbeforethathadcometonothingsoinitiallywhenwewereworkingouthowwemightapproachthequestionwedidn'tactuallyinvolvethestudentsatthatstagebecauseitwasstillverykindoffluidinourminds.
Andthenasitbegantoemergethatwewantedthesepathwaysandhowwouldtheyworkandwhatwouldthere,wouldtherebecertainpathwayrequirementsandwhatwouldtheybeandwouldtheybethesameforeachpathwayandalltherealnittygrittyofit.
Wehadaspecialsmallworkinggroupthatwasworkingonthecurriculumandthenwhenwegottothatlevelweinvolvedthewholedepartmentso350wedidn'treallybringthestudentsinuntilquitelateinthedaybywhichstagethenewcurriculumhadmoreoflessbeenshaped.
Andthatwaspartlybecausewefeltthatitwasourproductthatwewereofferingthestudentsandthereforewewere,asthepeoplewhoweredesigningthemodulesandteachingthem,wewereprobablybestplacedtoworkoutwhatwewouldwantandwhatwethoughtwouldbeabetterproductforthestudents.
Thenwedidthat-werolleditout-andofcoursethestudentslovedit-andtherewasatransitionalyearwhereoneyearobviouslyhadtooperatewiththeoldcurriculumbutthenewyearcouldoperatewiththenewone-infactthatwaslastyearwherewehadthesetwo-thethirdyearsweredoingtheoldandthesecondyearsweredoingthenew-andthethirdyearsareabitmiffedthatthesecondyearshadallthislovelychoicethattheydidn'thave.
Ithinktherearelogisticalpragmaticdifficultieswithinvitingstudentsatanearlystageofdiscussingcurricularchangebecauseyoucan'tpossiblyexpectthemtohaveanoverview-orindeedaknowledgeofthedepartmentalhistorybecausetheyareonlyhereforafewyears-ahistoryofhowthecurriculumhaschangedovertheyears,staffingpatterns,orleaves.
Allofasudden,thosemodulesthatusedtobecorethere'snoonetoteachthemanymoresotheydieaway.
Therearehugeintellectualshifts-manyofthemhavebeenledbypeopleinthisdepartmentinthedisciplinewhichmeansthere'samovement[RF:towardsaparticularthing]-yeahtowardsworldliteratureorwhateveritmightbesothedangeristhatifyoubringstudentsintooearlyindiscussionslikethatthey'llkindof-theydon'thaveenoughknowledgeorexperienceandtheymighthave-Idon'tknow-havealocalinterestorapersonalinterestbuttheydon'tnecessarilyhavethatkindofoverviewsowefeltitwas-youknowwewereasitweredesigningourproduct,improvingourproductwethoughtandthenkindofrunningitbythecustomer-ImeanIhatethemetaphorbutjustforthesakeofargument-toseeifitmetwiththeirapprovalwhichitdidandofcourselikeanythingit'snotsetinstone.
Infactit'ssoflexiblenowtherearemoreopportunitiesthanthey'reusedtobetoadaptit,changeit;you351knowthePathwayshavechangedagain.
Thepathwayshaven'tchangedbuttherequirementshavechangedthisyearmakingitevenmoreattractive.
SoyeahIthinkit'soneofthosefewcaseswherethecustomerclientmodelactuallyworkssoyouwouldn'texpectthecustomertodesignthecar.
You'dexpecttheexpertstodesignthecarandthenthecustomerstobuyitandiftheydidn'tlikeit,theywouldgosomewhereelse.
SoIwouldsaythat'sprobablyoneofthefewplaceswherethatmetaphoractuallyapplies.
RF:OK.
Soonthattopic.
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oneofthethingsthatI'vebeenlookingatistheideologiesthatunderpinstudentvoiceandlookingattheonesthatpeopletalkaboutintheliteraturearounditandthatarequitecommoninthewaythegovernmenttalksaboutitorthewaytheuniversitytalksaboutit.
SoI'vegotseveraldifferentideologiesorreasonsthatarepurposesforstudentvoiceIsuppose.
IwonderedifIranthroughsomeofthemwhetheryoucouldsaytheyhadanyresonanceforyou,whetheryouhadanyexamplesorwhetheryoutotallydisagree.
Sothefirstoneisstudentvoiceforconsumerchoice,customer,thatkindofconsumerrelationship.
HeadofEnglish:Wellyouknowtheydon'thavetocometo[Universityname].
Theydon'thavetocometouniversityatallsotheyarefreetoexercisethatchoiceatanystagealongthewayandnodoubtthenewfeeregimewillexercisepotentialstudents'mindsinaway,possiblymorethanbefore-they'llbeevaluatingtheirchoicesandsoon.
Thereforeit'smorebeholdentouniversitiesanddepartmentstosellthemselves,tomakethemselvesattractivesoalltheseKISstatistics-everydepartment'sgoingtohavetoevaluatecontacthours-allthatkindofstuff.
That'sallpartoftheinformationthat'sgoingout.
I'mnotsurewhetherthatisexactlythestudentvoicebutthat'sthestudentassessingtheinformation,judgingforthemselvesbutit'ssodifficulttoquantifythisstuff.
Thingslikecontacthoursandeverythingeveryone'sveryexercisedabouthowcontacthourshavegottogoup-weshouldbetalkingaboutqualitynotquantity.
IfIwereastudentI'dratherhave8excellentqualitycontacthoursaweekthan20352rubbishones.
AndpersonallyI'vemadethispointbefore.
Idon'tthinkthatmoremeansmoreormoremeansbetternecessarily.
Butthat'sacontentiousissueandthat'satthewholenationallevelofuniversitiescompetingwithoneanotherandsoon.
I'mnotsureifthatanswersyourquestionRF:Yeah,alotofthesemighthaveresonanceinparticularareasbutnotasageneral.
.
.
soperhapsnotintheclassroomwhenyou'resittingtherewithagroupofstudentsbutonthatkindoflevel.
RF:Thesecondoneisstudentvoiceforaccountability.
Andthatmightbeintermsofthewholeuniversitytothegovernment,tothepublicoritmightbethedepartmenttotheuniversityoritcouldbelecturerstotheheadofdepartment-thatkindofmonitoringroleofstudentvoice.
WhetherthathasanyresonanceHeadofEnglish:Err.
AgainI'mnotsureofthequestion.
.
.
sothey'reaccountableRF:SooneofthepurposesofstudentvoiceasfarasthegovernmentmightbeconcernedsosomethingliketheNationalStudentSurveymightbeseenasuniversitiesbeingaccountablesotheygetallthispublicmoney-aretheydoingitwellHeadofEnglish:Sothestudentsarereportingasitwere.
.
.
RF:Sothatkindof-thatallowingsomebodytohaveamonitoringroleoveraninstitutionoradepartment.
HeadofEnglish:Wellthatgoesbacktothepreviousquestiondoesn'titThewholekindofcustomermodelbutIcan'tthinkofasingleinstanceinbusinesswherethecustomersaretheonlyvoice,thecontrollingvoice-noteventheshareholdersarethecontrollingvoicesotheycankindofexpresstheiropinions,theycanexercisetheirchoicebynotbuyingthatcarbutbuyingthatonebutiftheywantacaryouknowthey'regoingtohavetobuyacar-buytheonethat'sbestforthem.
SoIdon'tthinkwe'reeverlookingatascenariowherethisiscompletely353customerledbecausenothingis.
NotevenAmazonorIKEA-thegreatbusinesssuccessesarecompletelycustomerledalthoughtheyarecustomerfriendly.
Sothere'salwaysgoingtobeabalanceisn'tthereOfcoursethere'vebeenfamousinstanceshaven'ttherewhereuniversitieshavebeensortofcaughtshortorfoundoutbecausetheywere-Idon'tknow-notteachingproperlyorwhateveritissotherearechecksandmeasuresaren'tthereinternallyandexternallyforbroad-youknowthat'swhatQAAisforsothereareallsortsofchecksandmeasurestomakesurewe'renotjustsellingdegreesoverthecounterorteachingcompleterubbish.
RF:Soit'soneaspectratherthan.
.
.
HeadofEnglish:Yeah.
RF:It'snottheonlythingthough.
HeadofEnglish:Yeah.
Exactly.
Exactly.
It'sanaspectandanimportantaspectandanincreasinglyimportantaspectasfeesgoupbutnottheonlyone.
RF:Itdoesn'tfeellikeit'sguidingeverythingHeadofEnglish:Nonotunlessyou're[PVC]-sheseemstothinkthatstudentsatisfactioniseverythingbutthat'sherportfolioobviously.
Thestudentexperience.
Sothat'sfairenough.
RF:Yeah.
RF:Anotheroneisstudentvoicefordemocracysostudentsbeingpartofthedemocraticstructureinthedepartmentandsharingsomepowermaybeorhavingthatrole.
HeadofEnglish:Wellthey'rerepresentedasyou'veseen.
Theyhaveaccesstoallsortsofmembersofthedepartmentfromtheirpersonaltutorortheirseminartutoruptotheheadofdepartmentwithoutmakingitsoundtoohierarchicalbuttheycanexpressthemselvestoawholerangeofdifferentpeopledependingon354thenatureoftheissue.
Theyelecttheirmembers.
Theystandfor-iftheywanttobeareptheyproposethemselvesandtheniftheywanttochairitandthecommitteeelectsitsownmembers-thatsortofthing.
Thatsoundsprettydemocratictome.
RF:OK.
HeadofEnglish:It'suptothemhowtheyorganisethemselvesandrepresentthemselves.
RF:Anotheroneisstudentvoiceforthedevelopmentofstudentidentityandsortofwellbeingsothere'ssomesuggestionthatitgivesstudentsanopportunitytoexpressthemselvesandtofeelpartofsomething-thatkindofthing.
HeadofEnglish:Ithinkthat'sreallyimportant.
Ithinkthat'sreallyimportantandthestudentswhodoenduponthe[StudentRepresentativeCommittee]arealwaysyouknow-they'vebeenheadgirlorheadboyorsomethingoften.
They'reveryoftenaverypublicspiritedtype.
TheyoftengoontobecomesabbaticalofficersintheStudent'sUnionormanyofthemdoandthentheygoontobecomeaLabourLeaderorwhatever.
RF:Yes.
HeadofEnglish:SoIthinkthat'sreallyimportant,Ithinkthatsenseofengagement,responsibility.
Obviouslyitdoesn'tappealtoeverysinglestudentandnoteverystudentisoftherightsortoftypeormindbutthefactthatthatopportunityisthere-thestudentpoliticsisthere.
Youcanactuallydoquitealotinstudentpolitics.
We'vehadmembersofthisdepartmentwho'vebeensabbaticalofficersinthestudentunioninonecapacityoranotherandyoucanseehowgooditisforthatperson'sindividualdevelopmentandthatstudent'spersonaldevelopmentintermsofconfidenceandexperience.
Youknow-knowinghowtochairacommittee,knowinghowtoputtogetheranagenda,writeminutes,howtowriteaproposal,whoinalargecomplexorganisationtoapproachifthey'vegotaparticularissue,what'sappropriateforwhichmemberofseniormanagementandsoon.
Anduniversitiesarelikelittleworlds.
Theyare-becausetheyarelargecomplexorganisations,they355are-mostuniversitiesI'msurestructurethemselvesinaverysimilarwaytomostlargebusinesses,mostlargecorporations,mostlargeorganisationswhatevertheyare.
SoIsaidearlier,moststudentshavenoideahowstuffworks.
Youbegintogetaglimpsebybeingonan[StudentRepresentativeCommittee]orbeingthewelfareofficerforthestudentunionorwhateverorthestudent-youknowheadofthestudentunion.
Andthatcanbeagreatshoeintojobs.
ButasinanyrepresentativesystemonlyafewcanrepresenttherestsoIdothinkthat'sveryimportantthattheyfeelthattheyhaveastake.
RF:Andthenthere'sstudentvoiceforimprovementandenhancementofprovision.
Ithinkyouspokeaboutthatearlier.
HeadofEnglish:YeahImeanwheretherearespecificthingsthatwecandothatwillmeetreasonablerequestsforchange,wedo.
Whereit'snotwithinourremitbecauseit'stheLibrarythen-younowtelltheLibraryaboutitorAccommodationorwhateveritis.
Soyeah.
RF:Studentvoiceforownershipoflearning,buyinginsoIsupposebyfeelingthatthey'repartofittheyfeelmoretheyfeelthattheyowntheirlearningandtheircoursealittlebitmore.
HeadofEnglish:Wellthat'sournewcurriculum.
IwasoverthereonSaturdayandImadethesamespeechthatIwillalwaysmakeatOpenDaysandonourInterviewDaysandsoonwhichisthenewcurriculumdevelopmentwasdeliberatelyledbyme,spearheadedbymebecauseI'vebeenheresolongandI'veseenthecurriculum-youknow.
.
.
RF:developHeadofEnglish:Yeah.
Cometonothingandfeltveryfrustratedbyit.
AndthoughtasHeadofDepartmentIthoughtitwasthefirstthingIwouldtryandtackleandatthefarendofitorunderlyingthewholeprojectwasmyideaofthestudent,youknowakindofvisionforthestudentthatIwantedtoproduceatthefarendofthisprocess.
AndthatwasnotthekindofstudentthatIwasactually.
Mygeneration356wasyouwenttouniversity,youweretaughtwhattheytoldyoutheywouldteachyou,therewasnochoiceinthematter,youwerejustasitweretheemptyvessel.
Theytaughtyouthatstuffandyougotyourdegree.
Whereasmyvisionofthestudentisofsomebodywho-it'sallaboutknowingwhattheywantandbeingabletochoosewhattheywanttodo.
Soobviouslyeverybodycomesfromschoolandmostpeopledon'tnecessarilyknowtobeginwithwhattheywant.
Theyneedtofindoutwhattheywant-whatthey'reinterestedinandsoon.
Butmyvision,aimistodeveloppeople,forthemostparttheyareyoungpeople,althoughyouknowwe'renotallowedtosaythat,butthey'reyoungadultsonthewholeandtodevelopakindoflevelofresponsibilityandagencysothattheychooseandstructurewhattheystudybecausetheyareinterestedinit.
Ortheymightnotknowanythingaboutatopicbuttheywanttofindoutaboutitsotheychoosethat.
Sowiththenewcurriculumthechancesarethateverysinglestudentwillbedoingaslightlydifferentdegree,thatthecombinationofmodulesthatthey'vechosenwillbeuniquetothem,tailoredbythem,styledbythem,fashionedbythemtosuittheirowninterestsandrequirementsandtheflexibilityallowsforthat.
Soyoucould-onestudentmightbearealspecialist.
Theymightfeelarealpassionfor-Idon'tknow-AmericanLiteratureandforthemostpartstudythat.
Ortheremightbeastudentwho'sageneralistwhowantstotryalotofeverything.
Theycandothat.
Ortheremightbesomebodywhohasaprimarybutthenalsoasecondaryinterest.
TheymightbeinterestedinPost-ColonialLiteraturebutheymightalsobeinterestedinWomen'sWriting.
Theycoulddothat.
Sotheoutcomeofthis.
We'renotjustproducinghighlyeducated,articulate,literateindividualsbutmuchmorethanthatwe'reproducing.
.
.
theideaisthatwe'reproducingpeoplewho'vetakenanactivestandrightfromdayone.
Tothinkaboutwhotheyare.
Theirtemperament.
Theirnature.
Theirpassions.
Theirinterests.
Thingstheyhateanddetest.
Andtoshapetheirlearningroundthat.
Andofcoursetheirlearningwillalsoshapethemsoit'sasortoftwowayprocess.
Butit'stodowithresponsibilisingthemandnottreatingthemasbabybirdsthatwejustshovelinformationintotheirmouths.
357Andthat'ssortofinawaymyphilosophy,myideology.
Theothersideofthatisourstaffthatwanttoteachwhattheywanttoteach.
Sostudentswanttodowhattheywanttodo.
Staffdowhattheywanttodo.
Everyone'shappy.
That'stheaim.
Andit'salwayspossibleifastudentrealisesthey'vemadeamistake,gonedownthewrongpathwayandtheywanttochangeorthey'vesuddenlydevelopedthisnewinterestthat'sfinetoo.
Noone'sgoingtoholdthemtosomethingagainsttheirwill.
Soinawaythat'slookingatitfromtheothersidewhichisthatwhatthisdepartmenthasbeentryingtodoveryactivelyisactuallytonurturethestudentvoice,encourageandcreateandgiveconfidenceto-wellIwouldn'tjustcallitthestudentvoice-butthestudentbody.
Thestudentasawholepersonsotheirexperienceofuniversitylifeisaholisticexperience.
Youknow-it'saboutthemasanindividualandauniqueindividualratherthanjustanother.
.
.
RF:justanotherpersonwithanEnglishdegree.
.
.
HeadofEnglish:personpassingthroughandcomingoutwithanEnglishdegreethesameaseveryoneelse.
RF:Yeah.
HeadofEnglish:Soit'sonoccasionslikethiswhereIkindofsayitoutloudthatIarticulateit,thatIrealiseitisactuallyacoherentphilosophy.
MaybeIshouldsayitmoreoftenbecauseit'scertainlyimplicitineverythingthatwe'vedonewiththecurriculumandmaybeitjustneedstobesaidonaregularbasisbecauseitwasn'tjust'ohwellthey'reabitsickofthiscurriculum,let'schangeit',therewasaphilosophybehindit.
.
.
explainingwhywediditinthatway.
RF:That'sreallyinteresting.
Andthenthere'salso,thelastoneisstudentvoiceforacademics'professionaldevelopmentsoforacademicstoimproveandreflectonwhattheyaredoing.
Ithinkyousaidthatmoduleevaluationsareverymuchusedlikethat.
358HeadofEnglish:Yeah.
That'ssopractical.
Oftenit'saboutthestudentsreallylovednovelXandhatednovely.
OKsoyoudon'tdonovelyinfutureoryoudodonovelybutyou…lookatwhytheyhateditorwhatever.
Sointermsofactual,practicalimpactandchangeandsoon,that'sthesortofchalkfaceifyoulike.
Yeah,andasIsaid,we'llalwayspayattentiontothat.
Mostofthetimetheseevaluationsareglowingsoyouthinkwemustbedoingsomethingright.
Butalsothewillforchangecomesfrombothendssostudentsmightpreferonetexttoanotherorwanttospendmoretimeononetextorlesstimeonanotherorwhateverbutalsothestaffwhoaredevisingandrunningthesemoduleswillalsohavethings-youknownewthings-theymighthavereadanewnovelthattheywanttointroduceorsomenewtheoreticalperspectivethat'sgoingtokindofre-anglesoit'salwaysinastateofchange.
Imeannothingeverstaysthesame.
Andthereareallsortsofopportunitiesateveryleveltoimproveamodulesosometimesyou'lljustforachangerunsomedifferenttextsorupdatethebibliography-that'sjustroutine-butyoucanalso-thisrequiresmoreformalauthorisation-butyoucanalsochangetheassessmentpatterns.
OntheShakespearemoduleforexamplestudentscannow-insteadof-iftheywishinsteadofbeingassessedintheformatofatraditional5000wordessaytheycansubmitapieceofcostumeorastageplayoraradiodramaorsomething.
Socreativeformsofassessmentthosecanbeintroducedaswell.
Soit'saverysortofhappeningthingandsothestudentvoiceisapartofthatbecausethatgivesusanindicationofwherethingsareachievingstudentsatisfactionandwherethey'renotbutwehaveourownsatisfactionaswell.
Wemightfinditmoresatisfyingtoteachthiswaythanthatwayorbringinthischange.
RF:OK.
Thankyou.
That'sallofmyquestions.
HeadofEnglish:Good.
RF:Veryinteresting.
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