Page 136 - Šolsko polje, XXIX, 2018, no. 1-2: The Language of Neoliberal Education, ed. Mitja Sardoč
P. 136
šolsko polje, letnik xxix, številka 1–2
(14) It is vital that every member of staff fully understands their con-
tribution and that of their colleagues in delivering the Student
Experience
(24) The purpose of this Student Experience Strategy is to deliver the
student experience ambitions of the University as set out in Strategy
2020
(78) Deliver an excellent student experience that is an exemplar of good
practice in the higher education sector
In the concordance lines above, the examples are from different uni-
versities, but ‘the student experience’ is noticeable across all as a recognisa-
ble buzz phrase which can be ‘ordered’ (Hayes, forthcoming, 2019). In (14)
it is emphasized that all colleagues should understand their contribution
to this packaged experience. Universities can then ask the same question
that any other commercial provider, such as Amazon or Argos, might ask:
what did you think of your purchase? However, this also raises a problem in
understanding staff contributions. How is such an expectation (to deliv-
er a form of consumer experience) to be quantified and measured, when
more and more features seem to be included in the deal:
(20) This wider student experience includes a sense of involvement in
the life of the University, within its local communities and global-
ly, an attractive social and residential experience, active participation
in cultural, sporting and work experiences, and a sense of wellbeing
and support
Indeed, how many of these features really come under a university’s
control, let alone under that of an academic member of staff to be able to
‘deliver’? If, as an academic, I am to deliver ‘a sense of involvement’ or ‘a
sense of wellbeing and support’, how will I (and indeed those responsible for
my performance) know that I have delivered this across a diverse group of
students? Unless there is another solution. Perhaps a ‘strategy’ will do it for
me. As argued elsewhere, university documents are often accredited with
human academic labour, as above in (24) where ‘this Student Experience
Strategy’ is ‘to deliver’, rather than a person (Hayes and Bartholomew, 2015,
Hayes, 2016, Hayes, 2018a, Hayes, forthcoming, 2019).
Perceptions that a Strategy or the University
can do the Development for Us
When searches were performed to look at words that followed ‘the devel-
opment of ’ examples like the one below showed the intention for wider
curriculum:
134
(14) It is vital that every member of staff fully understands their con-
tribution and that of their colleagues in delivering the Student
Experience
(24) The purpose of this Student Experience Strategy is to deliver the
student experience ambitions of the University as set out in Strategy
2020
(78) Deliver an excellent student experience that is an exemplar of good
practice in the higher education sector
In the concordance lines above, the examples are from different uni-
versities, but ‘the student experience’ is noticeable across all as a recognisa-
ble buzz phrase which can be ‘ordered’ (Hayes, forthcoming, 2019). In (14)
it is emphasized that all colleagues should understand their contribution
to this packaged experience. Universities can then ask the same question
that any other commercial provider, such as Amazon or Argos, might ask:
what did you think of your purchase? However, this also raises a problem in
understanding staff contributions. How is such an expectation (to deliv-
er a form of consumer experience) to be quantified and measured, when
more and more features seem to be included in the deal:
(20) This wider student experience includes a sense of involvement in
the life of the University, within its local communities and global-
ly, an attractive social and residential experience, active participation
in cultural, sporting and work experiences, and a sense of wellbeing
and support
Indeed, how many of these features really come under a university’s
control, let alone under that of an academic member of staff to be able to
‘deliver’? If, as an academic, I am to deliver ‘a sense of involvement’ or ‘a
sense of wellbeing and support’, how will I (and indeed those responsible for
my performance) know that I have delivered this across a diverse group of
students? Unless there is another solution. Perhaps a ‘strategy’ will do it for
me. As argued elsewhere, university documents are often accredited with
human academic labour, as above in (24) where ‘this Student Experience
Strategy’ is ‘to deliver’, rather than a person (Hayes and Bartholomew, 2015,
Hayes, 2016, Hayes, 2018a, Hayes, forthcoming, 2019).
Perceptions that a Strategy or the University
can do the Development for Us
When searches were performed to look at words that followed ‘the devel-
opment of ’ examples like the one below showed the intention for wider
curriculum:
134
