Value for Money and the Commodification of Higher Education: Front-Line Narratives

Autor/inn/en	Wilkinson, L. C.; Wilkinson, M. D.
Titel	Value for Money and the Commodification of Higher Education: Front-Line Narratives
Quelle	In: Teaching in Higher Education, 28 (2023) 2, S.406-422 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilkinson, L. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1819226
Schlagwörter	Teacher Effectiveness; Educational Change; Higher Education; Foreign Countries; Commercialization; Cost Effectiveness; Social Sciences; College Students; Expectation; Attitude Change; College Administration; Neoliberalism; Consumer Economics; Student Satisfaction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Collegestudent; Expectancy; Erwartung; Attitudinal change; Einstellungsänderung; College administrators; Hochschulverwaltung; Neo-liberalism; Neoliberalismus; Konsumökonomie
Abstract	This paper provides a critical interrogation of government-led reform of higher education (HE) in England. Its focus is marketisation, and in particular, the concepts of 'value for money' (VFM), teaching excellence, and students as educational consumers. Hitherto, research on VFM in HE has been largely quantitative in nature and primarily focussed on student perceptions. This qualitative research study contributes to existing knowledge, by comparing the perceptions of students and university lecturers in the social sciences. Undertaken at a Northern university between 2017 and 2019, it highlights key concerns around changing student expectations, managerialism and the potential instrumentalisation of learning and teaching. The issues explored here lend themselves to a broader based study across different types of Higher Education Institutions (HEIs) and different cognate areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01