Paradise lost or created? How higher-education staff perceive the impact of policy on students

Jayadeva, Sazana; Brooks, Rachel; Lažetić, Predrag

doi:10.1080/02680939.2021.1903083

Cited by 8 publications

(5 citation statements)

References 29 publications

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“…This was particularly evident in the interviews with staff members and policy actors in Denmark, Ireland, Poland and Spain. Although this was a much less prominent theme than the one discussed previously -and many staff members and policy actors also expressed sympathetic and positive views about students (see Chapters 4 and 6; see also Jayadeva et al, 2021) -it tended to be articulated in three main ways, which we outline below.…”

Section: Lifestyle Choices and Expectations: A Generational Criticismmentioning

confidence: 96%

“…In Denmark, staff additionally discussed how national policies had brought about an increased focus on employability. Staff said that students were pressured to give back to society by quickly entering the labour market, and universities were incentivised to promote student employability (see also Jayadeva et al, 2021).…”

Section: Are Students Passive and Instrumental Or Enthusiastic And Dr...mentioning

confidence: 99%

“…As our discussion has shown, it is not only the values of previous generations, but also those associated with 'welfare state deservingness', and ideals adopted from abroad. These articulations all tend to overlook the structural, cultural and political circumstances shaping young people's lives, and instead seek to legitimate an image of a student influenced by the interviewees' own understandings of what constitutes an 'ideal student' (see also Hurst, 2013;Wong and Chiu, 2019;Jayadeva et al, 2021).…”

Section: Ireland and Spain: Dependence On Family Membersmentioning

confidence: 99%

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Constructing the Higher Education Student

Brooks¹,

Gupta²,

Jayadeva³

et al. 2022

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EPDF available Open Access under CC-BY-NC-ND licence. Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe’s 35 million students are understood by key social actors across different nations. The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students’ lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students – including as citizens, enthusiastic learners, future workers and objects of criticism.

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Section: Lifestyle Choices and Expectations: A Generational Criticismmentioning

confidence: 96%

Section: Are Students Passive and Instrumental Or Enthusiastic And Dr...mentioning

confidence: 99%

Section: Ireland and Spain: Dependence On Family Membersmentioning

confidence: 99%

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Constructing the Higher Education Student

Brooks¹,

Gupta²,

Jayadeva³

et al. 2022

Self Cite

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“…They argue that higher education becomes a step towards finding employment, rather than an opportunity to engage in higher level learning or skills development. Recent work by Jayadeva et al (2021) demonstrates how these changes are apparent in other European contexts through the adoption of the Bologna Process and individual countries' national regulatory changes. Their research has shown that this streamlines degree structures, introducing greater regulation and targets which lead to a less flexible higher education system.…”

Section: Higher Education Neoliberalisation and Carementioning

confidence: 99%

Performances of care: Questioning relationship‐building and international student recruitment

Beech

2021

Trans Inst British Geog

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In September 2020, Queen's University Belfast became one of the first UK universities to charter a flight for international students in light of the restrictions on mobilities in the wake of the COVID-19 pandemic. The flight from Beijing to Belfast brought almost 400 new and returning students to campus and the cost was subsidised so that each student paid the equivalent of a commercial airfare. In the press releases that followed, Vice-Chancellor Professor Ian Greer, who welcomed the students personally at the airport (together with the Consul-General of the People's Republic of China in Belfast), said:

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“…In the wake of ongoing structural, institutional and organisational reforms and changes in higher education in many countries, there is now a large body of literature and research on the idea, function, aims and purpose of higher education (HE), whether it be indirectly from the point of national policy texts on how higher education students are constructed (Brooks, 2021; Mergner et al, 2019) or from the point of universities (Mergner et al, 2019; Moutsios, 2013) and faculty (Jayadeva et al, 2022; Sin & Neave, 2016). However, research of the student's perspectives of this issue is still scarce (with exceptions such as Brooks et al, 2021 or Cuellar et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

What is higher education to contemporary students in Germany?

Schäfer

2023

Higher Education Quarterly

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The purpose, aim and goals of higher education itself have been discussed and researched in the context of massified and marketised higher education in Germany, with a focus mainly on higher education national policies or the view of faculty staff. By shifting the perspective instead to the students, this article asks what higher education means to them nowadays. This study is based on 95 interviews with German graduate students from three disciplines (i.e. business administration/management, medicine and musicology) and it offers a typology of what students understand as the purpose of higher education. Six types were reconstructed from the empirical material, along three main lines of higher education's purpose (i.e. occupational, personal and societal). This paper also shows how the chosen discipline becomes more salient for the student's perception of higher education purpose than their social background. This questions previous research that found strong ties between instrumentalism and social background in higher education. This paper also demonstrates that social differences do matter in their egalitarian or elitist variation of understanding within non‐instrumentalist types. Overall, this study illustrates how heterogenous contemporary higher education purpose has become, which mirrors a further general differentiation in higher education.

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Paradise lost or created? How higher-education staff perceive the impact of policy on students

Cited by 8 publications

References 29 publications

Constructing the Higher Education Student

Constructing the Higher Education Student

Performances of care: Questioning relationship‐building and international student recruitment

What is higher education to contemporary students in Germany?

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