How to increase student satisfaction is a question that Higher Education institutes have become increasingly focussed on. While previous research indicates a number of factors can contribute to stu...

Increasing undergraduate student satisfaction in Higher Education: the importance of relational pedagogy

The risk management explosion has been accompanied by the rise of risk-based regulations. The 2004 reform of the Basel Agreements (Basel II) is usually presented as a typical example of the development of such risk-based regulations. By comparing the discourses accompanying Basel II with an in-depth analysis of its technical provisions for credit risk regulation, our study shows that, if the Basel reform was driven by a neoliberal political agenda, it counter-intuitively resulted in a significant development of intrusive disciplinary processes for banks and their credit-management processes. Drawing on Foucault’s analyses of neoliberalism, the paper however suggests that the presence of disciplinary aspects in this risk-based regulation should not necessarily be regarded as a “pathological drift” or as a “subversion” from its initial neoliberal program, but rather as both neoliberalism’s other face and its very condition. Methodologically, this study also underlines the value of approaching risk management issues by an in-depth analysis of their technical specifications, since this approach enables us to construct the contrasting image of the changes presented here, and consequently to highlight the strong disciplinary processes embedded in this neoliberal-inspired reform and their structuring effects on management accounting and control processes. Finally, this approach also allows us to better understand the role played by calculative technologies in this disciplinarization process.

Understanding the Disciplinary Aspects of Neoliberal Regulations: The Case of Credit-Risk Regulation Under the Basel Accords.

In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This arti...

https://radar.brookes.ac.uk/radar/file/5e5cae84-3a2d-46d2-aa15-5d9e042b12a4/1/Student satisfaction lecturer professionalism - 2019 - Arthur.pdf

Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching

The purpose of this paper is to explore parents as “stakeholders” in higher education in England and how they perceive teaching excellence.,The study adopted a qualitative research design using an interpretative approach through which the authors aimed to develop understandings of parents’ perspectives as higher education “stakeholders”. The empirical data were gathered via focus group interviews and an online survey with 24 participants in the UK.,This study found that the majority of parents wished to be treated as an important stakeholder group in higher education. Parent participants perceived that teaching excellence could be evidenced through indicators and measures, for example, the design and delivery of the courses, progress measures, contact hours, speed of return of marked work, graduate employability and so on. They also saw value and significance in the students’ exposure to ideas and perspectives not previously experienced, in zeal and passion in the teaching, and in an academically nurturing, understanding and supportive pedagogical relationship between academic and student.,This study uncovered some apparent tensions, contradictions and challenges for parents as stakeholders in higher education, for example, in reconciling the co-existence of their desire to be involved and engaged with scope for students to be formed as independent young adults. Parents’ desire to measure teaching excellence is also compounded by their concern that excellent teaching is thereby reduced to a box-ticking exercise. This study has implications for higher education institutions wishing to engage parents as a stakeholder group in a meaningful way.

/pdf/parents-as-stakeholders-and-their-conceptions-of-teaching-252bsdxviu.pdf

Parents as “stakeholders” and their conceptions of teaching excellence in English higher education

Purpose: Teaching excellence remains a contested term in English higher education. This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and ‘top-down’ ideas of change. We argue that this divergence, epitomised in the development of the Teaching Excellence Framework (TEF), has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy.
Design/methodology/approach: This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and higher education to develop an alternative approach to pedagogic development.
Findings: Based on a critique of the current, confused conceptualisation of teaching excellence, we offer a different narrative which demonstrates how a reconsideration of the factors important in developing critical and challenging teaching opportunities. Based on a ‘bottom-up’ system focusing on dialogue, sustainability and ‘unhasty’ time, we argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence. 
Originality and value: This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.

/pdf/moving-beyond-teaching-excellence-developing-a-different-1d0ozghj3r.pdf

Moving Beyond Teaching Excellence: developing a different narrative for England’s higher education sector

In this paper, I seek to extract what I call an empiricist mode of existence through a combined reading of two under-researched vectors of Gilles Deleuze's thought: his ‘transcendental empiricism’ ...

Pursuing Joy with Deleuze: Transcendental Empiricism and Affirmative Naturalism as Worldly Practice

/pdf/how-do-you-make-yourself-a-chapter-without-organisation-1x1spsi6kz.pdf

How do you make yourself a chapter without organisation

To whom do we owe obligations of socio-economic justice? How are such obligations generated? Internationalism denotes a range of approaches to these questions. This paper examines Andrea Sangiovanni’s—an internationalist—response to these questions. Sangiovanni argues that we owe egalitarian obligations only to those in the state, and that egalitarian obligations are generated through relationships of ‘reciprocity’. His is a ‘reciprocity-based internationalism’ (RBI). RBI has two components—one normative and another empirical. In this paper, I will assume the normative component, but reject its empirical component. My rejection of the empirical component has normative implications for RBI, which generate egalitarian obligations beyond the state. In other words, my revision of RBI is an argument in favour of international egalitarian obligations not generated through cosmopolitanism, but through internationalism. Keywords: Andrea Sangiovanni; internationalism; egalitarianism; Thomas Piketty; capital ownership; resource curse (Published: 6 June 2016) Citation: Ethics & Global Politics, Vol. 9, 2016, http://dx.doi.org/10.3402/egp.v9.29861

Revising Sangiovanni’s reciprocity-based internationalism: towards international egalitarian obligations

In this paper, we argue that Success as a Knowledge Economy, and the Teaching Excellence Framework, will constitute a set of mechanisms of perpetual pedagogical control in which the market will become a regulator of pedagogical possibilities Rather than supporting pedagogical exploration, or creating conditions for the empowerment of students and teachers, such policies support the precarisation and casualisation of both We develop these claims through a reading of these policies alongside Gilles Deleuze’s Postscript on the Societies of Control, and situating it in the context of what Gary Hall has termed postwelfare capitalism We conclude by reaching out to others in the tertiary education sector and beyond to ask if this really is the direction we wish to take this sector in the UK

/pdf/the-teaching-excellence-framework-perpetual-pedagogical-3sjkmefs7h.pdf

The Teaching Excellence Framework: Perpetual Pedagogical Control in Postwelfare Capitalism

Handle everyday research tasks with reliable, citation-backed results

Your personal Research Agent to handle research tasks with citation-backed results

Popular Tasks used by Researchers

How can I help with your research?

Meet SciSpace

Get more enhanced response by uploading the PDFs you want me to reference.

No relevant PDFs in your library

SciSpace is the AI research assistant for academics. Run systematic literature reviews on 280M+ papers, and write papers with cited sources. Trusted by 1M+ students, PhDs & researchers.

SciSpace | AI for Research

Analyze PDFs

Code & Manuscripts

Funding & Grants

Literature & Patents

Medical & Clinical Data

Systematic Review

Visualize & Present

Web & Data

Build a Google Scholar-like website for your research.

Build a website

Create charts and images for your research

Create a Chart

Write a paper for submission to a journal

Draft a manuscript

Patent Search

Design eye-catching scientific posters in minutes.

Scientific Poster Generation

Systematic Literature Review

One task is running at the moment. Your messages will be shown right after.

Drag and drop or click here to browse

Loved by <highlight>1 million+</highlight> researchers

Extract a list of specific topics and their sources from unstructured text

Topics

Compare and analyze relevant papers that matches with your search

Papers

Get insights from PDFs and bookmarked papers from your library

My library

Recent searches

Try searching for:

Catch AI-generated content in scholarly and non-scholarly content

{ai} Detector

Ai Writer

Get PDF Summaries, highlighted text explanations 

Chat with PDF

Effortlessly create in-text citations and bibliographies in APA and 2,500 other formats

Citation generator

Get explanations, summaries, and answers on academic papers

Ease up your research workflow with {scispace}'s cohort of exciting AI tools

Elevate your academic writing skills and convey your ideas the way you want

Paraphraser

Explore our range of reading and writing tools

Your file is being prepared and should be ready in a few minutes. If it's a large file, it might take a bit longer. You can close this window, and we'll email you the file when it's done.

You have reached a maximum limit of <strong>{limit}</strong> columns in the table. Remove at least <strong>1</strong> column to add or create another one.

Conor Heaney

Author Tools

Chat about Author

Papers

Pursuing Joy with Deleuze: Transcendental Empiricism and Affirmative Naturalism as Worldly Practice

How do you make yourself a chapter without organisation

Revising Sangiovanni’s reciprocity-based internationalism: towards international egalitarian obligations

The Teaching Excellence Framework: Perpetual Pedagogical Control in Postwelfare Capitalism