Educational development for responsible graduate students in the neoliberal university

Tracking the neoliberal juggernaut: a virtual edition

“…Despite the contextual differences, the analysis resonates deeply with Brown's description of an instrumental, self-responsible subjectivity as preparation to face a volatile job market. Vander Kloet and Aspenlieder (2013) present an autoethnographic study of their work as educational developers in a university centre, 'at a slippery boundary between providing support to graduate students and reifying the logic and desirability of neoliberal self-governance in higher education ' (p. 286). This paper offers a personal and reflective conversation which asks us as readers to similarly consider how we are equally complicit in, and shaped by, the neoliberal landscape in some way.…”

The neoliberal turn in Higher Education

“…The impact of neoliberalism has been felt and traced all over the university, for example, in educational development (Kloet & Aspenleider, 2013) and librarianship (Berkovich & Wasserman, 2017), in leisure studies (Fletcher, Carnicelli, Lawrence, & Snape, 2017) and social work (Smith, Jeffrey, & Collins, 2018), and in continuing/lifelong learning (Bowl, 2010;Mikelatou & Arvanitis, 2018) and online education (El-Shall, 2014). Intriguingly, its impact has also been widely studied at individual level, with particular use made of autoethnographic techniques (Barbour, 2018;González-Calvo & Arias-Carballal, 2018;Jovanovic, 2017;Kloet & Aspenleider, 2013;McLachlan, 2017;Santiago, Karimi, & Alicea, 2017;Warren, 2017). Others, by contrast, have implicated academics in its rise and acceptance (Anderson, 2017).…”

Listen Up! Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment

“…We question how we can approach our work, given our attention to the competing discourses examined here. Elsewhere, we have considered our own experience through auto-ethnographic methods, and our writing and analytical practice for this paper draws on our previous approach to critical, reflective, and qualitative analyses in the scholarship of teaching and learning (Vander Kloet & Aspenlieder, 2013).…”