MPhil Educational Research student at the University of Cambridge. Previous qualifications include a BA in Criminology and a MA in Education from Liverpool Hope University. Research interests include: Poststructural methodologies and inequality in HE
Presented here is a study grounded in the belief that neoliberal ideology and policy have introdu... more Presented here is a study grounded in the belief that neoliberal ideology and policy have introduced technologies of power into the HE sector. Existing literature has thus far not assessed the role tuition fees, student consumerism and student satisfaction procedures have in subjecting academics to various forms of surveillance, and so it is this gap that the research presented sought to address. Concerned with investigating academics’ experiences of work-related regulation and control, the study was framed by a phenomenographic approach to research design. Data was collected from 12 participants employed within various departments at a mid-tier university in North-West England; in interviews, participants alluded to a range of experiences, including teaching noncommittal students, responding to managerial and personal pressures when grading assignments, and negotiating hopeful yet equally cynical perceptions of teaching excellence. The analysis section of this paper uses these experiences to deliberate whether academics are being subject to such extensive forms of neoliberal surveillance and control that they may struggle to resist- or even recognise- opportunities for resistance.
Presented here is a study grounded in the belief that neoliberal ideology and policy have introdu... more Presented here is a study grounded in the belief that neoliberal ideology and policy have introduced technologies of power into the HE sector. Existing literature has thus far not assessed the role tuition fees, student consumerism and student satisfaction procedures have in subjecting academics to various forms of surveillance, and so it is this gap that the research presented sought to address. Concerned with investigating academics’ experiences of work-related regulation and control, the study was framed by a phenomenographic approach to research design. Data was collected from 12 participants employed within various departments at a mid-tier university in North-West England; in interviews, participants alluded to a range of experiences, including teaching noncommittal students, responding to managerial and personal pressures when grading assignments, and negotiating hopeful yet equally cynical perceptions of teaching excellence. The analysis section of this paper uses these experiences to deliberate whether academics are being subject to such extensive forms of neoliberal surveillance and control that they may struggle to resist- or even recognise- opportunities for resistance.
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Thesis Chapters by Mollie Baker