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The engaged student ideal in UK higher education policy

The engaged student ideal in UK higher education policy
The engaged student ideal in UK higher education policy
The UK Government’s Green Paper (BIS in Fulfilling our potential: teaching excellence, social mobility and student choice. BIS, London, 2015), White Paper (BIS in Success as a knowledge economy: teaching excellence, social mobility and student choice. BIS, London, 2016a) and Higher Education and Research Bill (http://www.publications.parliament.uk/pa/bills/cbill/2016-2017/0004/17004.pdf, 2016) appear to be premised on a normative student ideal in UK higher education policy. This ideal student presupposes a transactional model of student engagement, which relies on the accumulation of knowledge capital by a systemic subject. The current government vision forms part of a long-term shift away from the discourse of social democracy since the policies of the 1960s. This shift towards neoliberal political economy is reflected in the legislation to establish the Office for Students, United Kingdom Research and Innovation and the Teaching Excellence Framework (BIS 2015, 2016a; BIS in Teaching excellence framework: technical consultation for year two. BIS, London, 2016b). Rather than adding to the transactional view of student engagement based on the neoliberal student ideal, this article explores the democratic idea of a higher education multitude in which there might be a more nuanced pedagogic and socio-technical understanding of student engagement for further policy developments.
0952-8733
105–122
Kelly, Paul, Doyle
e371a6be-25a2-47c9-a96d-396fe440ac70
Fair, Nicholas, Sebastian Russell
a64d287c-0b22-4292-bc3f-e811407e7f8c
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Kelly, Paul, Doyle
e371a6be-25a2-47c9-a96d-396fe440ac70
Fair, Nicholas, Sebastian Russell
a64d287c-0b22-4292-bc3f-e811407e7f8c
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131

Kelly, Paul, Doyle, Fair, Nicholas, Sebastian Russell and Evans, Carol (2017) The engaged student ideal in UK higher education policy. Higher Education Policy, 30 (1), 105–122. (doi:10.1057/s41307-016-0033-5).

Record type: Article

Abstract

The UK Government’s Green Paper (BIS in Fulfilling our potential: teaching excellence, social mobility and student choice. BIS, London, 2015), White Paper (BIS in Success as a knowledge economy: teaching excellence, social mobility and student choice. BIS, London, 2016a) and Higher Education and Research Bill (http://www.publications.parliament.uk/pa/bills/cbill/2016-2017/0004/17004.pdf, 2016) appear to be premised on a normative student ideal in UK higher education policy. This ideal student presupposes a transactional model of student engagement, which relies on the accumulation of knowledge capital by a systemic subject. The current government vision forms part of a long-term shift away from the discourse of social democracy since the policies of the 1960s. This shift towards neoliberal political economy is reflected in the legislation to establish the Office for Students, United Kingdom Research and Innovation and the Teaching Excellence Framework (BIS 2015, 2016a; BIS in Teaching excellence framework: technical consultation for year two. BIS, London, 2016b). Rather than adding to the transactional view of student engagement based on the neoliberal student ideal, this article explores the democratic idea of a higher education multitude in which there might be a more nuanced pedagogic and socio-technical understanding of student engagement for further policy developments.

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Kelly et al 2017 - Accepted Manuscript
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e-pub ahead of print date: 13 February 2017
Published date: 6 March 2017
Organisations: Electronics & Computer Science, Southampton Education School, Centre for Research in Inclusion

Identifiers

Local EPrints ID: 410895
URI: http://eprints.soton.ac.uk/id/eprint/410895
ISSN: 0952-8733
PURE UUID: c499842f-6ede-45bf-a8f2-796d0f3fcb05
ORCID for Paul, Doyle Kelly: ORCID iD orcid.org/0000-0002-3031-4452

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Date deposited: 09 Jun 2017 16:31
Last modified: 06 Oct 2020 23:49

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