Page 131 - Šolsko polje, XXIX, 2018, no. 1-2: The Language of Neoliberal Education, ed. Mitja Sardoč
P. 131
s. hayes and p. jandrić ■ resisting the iron cage of ‘the student experience’
Gibbs, 2014; Scott, 2014). In previous studies, it has been pointed out that
buzz phrases do not ‘act alone’ so to speak. The linguistic arrangement
of words around buzz phrases is also significant, as it is often inferred in
policy statements that these socially constructed phrases enact academic
labour, rather than human beings themselves (Hayes and Jandrić, 2014;
Hayes and Bartholomew, 2015; Hayes, 2016; Hayes, 2018a; Hayes, forth-
coming, 2019). What this means in practice is that it is not at all unusual
now to find functions related to teaching and learning discussed in policy
as if these were detached marketable entities, rather than the processes of
human academic labour (Hayes, forthcoming, 2019). However, this is also
a discourse that no longer resides within policy documents alone, but is
amplified across media channels and digital fora, via processes that might
be considered complex and cumulative in a postdigital society (Jandrić,
Knox, Besley, Ryberg, Suoranta and Hayes, 2018).
These concerns have become enmeshed with the ‘student-as-con-
sumer’ arguments that now include pressure on HEIs to demonstrate ‘val-
ue for money’ (Dickinson, 2018) in exchange for student fees. Though
important, this logic can also become skewed. The press may focus on
generalized impressions of students as complaining customers receiv-
ing a bad deal, whilst institutions may look to address a perceived under
performance by academics. Yet the reasoning that students are part of a
culture where they simply seek to ‘have a degree’ rather than ‘be learn-
ers’ (Molesworth, Nixon, and Scullion, 2009) is far from proven. Some
authors suggest there is a lack of empirical evidence about the extent to
which students express a consumer orientation alone, and that where they
do, this approach is often detrimental to their academic performance
(Bunce, Baird and Jones, 2017: p. 1958). A more recent development still
is the expansion of the neoliberal vocabulary and buzz phrases described
above to incorporate a range of egalitarian ideas, including fairness, jus-
tice, equality of opportunity, diversity and well-being. This has recently
developed into a strong rhetoric that emphasizes ‘the student experience’
as a package, including leisure, well-being, opportunity, future employ-
ment and other ‘extras’. For example:
Our commitment extends well beyond the student learning experience
to embrace all aspects of a student’s time at Newcastle (Learning, Teach-
ing and Student Experience Strategy, Newcastle University).
An initial question comes to mind: but should it? Should universities
‘realign their strategies based on changing government policies and pres-
sures from the external operating environment’ (Shah and Richardson,
2016: p. 352) to extend beyond learning experiences? If they do make such
129
Gibbs, 2014; Scott, 2014). In previous studies, it has been pointed out that
buzz phrases do not ‘act alone’ so to speak. The linguistic arrangement
of words around buzz phrases is also significant, as it is often inferred in
policy statements that these socially constructed phrases enact academic
labour, rather than human beings themselves (Hayes and Jandrić, 2014;
Hayes and Bartholomew, 2015; Hayes, 2016; Hayes, 2018a; Hayes, forth-
coming, 2019). What this means in practice is that it is not at all unusual
now to find functions related to teaching and learning discussed in policy
as if these were detached marketable entities, rather than the processes of
human academic labour (Hayes, forthcoming, 2019). However, this is also
a discourse that no longer resides within policy documents alone, but is
amplified across media channels and digital fora, via processes that might
be considered complex and cumulative in a postdigital society (Jandrić,
Knox, Besley, Ryberg, Suoranta and Hayes, 2018).
These concerns have become enmeshed with the ‘student-as-con-
sumer’ arguments that now include pressure on HEIs to demonstrate ‘val-
ue for money’ (Dickinson, 2018) in exchange for student fees. Though
important, this logic can also become skewed. The press may focus on
generalized impressions of students as complaining customers receiv-
ing a bad deal, whilst institutions may look to address a perceived under
performance by academics. Yet the reasoning that students are part of a
culture where they simply seek to ‘have a degree’ rather than ‘be learn-
ers’ (Molesworth, Nixon, and Scullion, 2009) is far from proven. Some
authors suggest there is a lack of empirical evidence about the extent to
which students express a consumer orientation alone, and that where they
do, this approach is often detrimental to their academic performance
(Bunce, Baird and Jones, 2017: p. 1958). A more recent development still
is the expansion of the neoliberal vocabulary and buzz phrases described
above to incorporate a range of egalitarian ideas, including fairness, jus-
tice, equality of opportunity, diversity and well-being. This has recently
developed into a strong rhetoric that emphasizes ‘the student experience’
as a package, including leisure, well-being, opportunity, future employ-
ment and other ‘extras’. For example:
Our commitment extends well beyond the student learning experience
to embrace all aspects of a student’s time at Newcastle (Learning, Teach-
ing and Student Experience Strategy, Newcastle University).
An initial question comes to mind: but should it? Should universities
‘realign their strategies based on changing government policies and pres-
sures from the external operating environment’ (Shah and Richardson,
2016: p. 352) to extend beyond learning experiences? If they do make such
129
