MA presentation delivered to education studies department at Newman University

1. Richard Sanders

2. 
Final Unit of MA Programme at Bournemouth University – „Exhibition‟ of
selected aspects of work.

Work selected = value of Media Studies and reconfiguration of expertise
within Newman.


Leads to consideration of wider studentship issues – subject equates to
„short hand‟ for describing perceived problems in HE and necessary
reform (Berger & McDougall, 2013, p.6)
Presentation will focus on discursive elements of work – seeking
feedback at end of presentation via set of questions (at end of
presentation.):- Value of work? (discursive interpretations)
- Does this connect with your own interpretations of HE reform?
- Alternative Interpretations?
- Inform further curating / representation of work (suitable frames for
taking forwards - internally and externally?)

3. 


November 2013 = presentation to SMT on practical outcomes (work
placement module specifications generated with Harriet) – how can
discursive elements be usefully communicated (if at all)?
Jan 2014 = Education and Employers conference (abstract
submission = 25th October 2013)
Ongoing = Online resources at
http://www.richard-pascale.co.uk (film, aspects of discursive
analysis, blog to comment on reform events as they manifest)
Overall aim = extending opportunities for feedback on
representation of learning to aid my own understandings /
reflection (Moon, 2004, p.129)

4. 


Epistemological value of Media Studies and consideration of ways of
reconfiguring my expertise within Newman.
Initial inspection highlights that sector reform is discursively
legitimised by Knowledge Economy needs, with neoliberal networks
normalising strategies on a global scale (Boden & Nedeva, 2010;
Ball, 2008; Mulderrrig, 2008)
Analysis of how contemporary reform is framed should reveal
barriers to re-configuring expertise.
Initial focus on my own situation leads to the consideration of
the positioning of humanities subjects within contemporary
reform and what is discursively seen as needed for
„employability‟.

5. 
4 Stage Critical Discourse Analysis Methodology – Problem
Orientated Approach (Fairclough, 2009)

Semiotic Point of Entry framing educational reform = Knowledge

Economy
Analysis Framework includes:
-corpus-linguistics = quantitative keyword frequency
comparison to act as a jumping off point for qualitative analysis
(Mulderrig, 2008) – focused on outgoing Labour white paper
(Mandelson, 2009) and coalition white paper (Willetts &
Cable, 2011)
- meaning configurations and vocabulary configurations =
qualitative approach based upon Fairclough‟s analysis of
enterprise (1995). Inspection of situated meanings from 2011
white paper onwards
- discourse across domains = how discourse is transferred
across semiotic domains UK Political -> Intermediary -> Micro
Institutional Level

7. To help inform an analysis, common meanings
across domains considered (“Analysis 1”):
Associated Meanings
Implication for HE
Knowledge as a key to economic
prosperity
Higher Education has an important
role in unlocking this.
Knowledge as a commercial product
Education needs to operate as a
business (reform necessary)
Association to Globalisation
Education needs to orientate to a
global marketplace
Association to technological
networks
Education needs to tap into these
and adapt to rapid change
Knowledge Worker Requirements
Education needs to provide space
for the acquisition of certain skills
for „employability‟ (prioritise over
ideals and grand narratives)

8. To help inform an analysis, common meanings
across domains considered (“Analysis 1”):
Associated Meanings
Implication for HE
Knowledge as a key to economic
prosperity
Higher Education has an important
role in unlocking this.
Knowledge as a commercial product
Education needs to operate as a
business (reform necessary)
Association to Globalisation
Education needs to orientate to a
global marketplace
Association to technological
networks
Education needs to tap into these
and adapt to rapid change
Knowledge Worker Requirements
Education needs to provide space
for the acquisition of certain skills
for „employability‟ (prioritise over
ideals and grand narratives)

9. Decreased Use Of
Group 1: dropping out of top 50 to
economy, key, international, important,
Top 50 Keywords
outside of top 200
wider, knowledge, ambition, invest, world,
economic
(from Nov 2009
to June 2011)
Group 2: dropping out of top 50
research, skill, develop, UK, programme,
into top 200
role, level, school, future, council,
innovation, increase, opportunity
Group 3: retained in top 50
university, fund, support, sector, work,
through, govern, public, study, course,
how, ensure, employer
Increased Use Of
Group 1: Previously not within top
cost, consultation, grant, loan, provider,
Top 50 Keywords
200, moving into top 50
power, subject, graduate, data, reform
Group 2: Previously within the top
information, teach, review, number, make,
(from Nov 2009
to June 2011)
200, moving into top 50 set, change, national, further, offer, degree,
available, current, people, experience.
Group 3: retained in top 50 education, higher, student, institution, new,
access, provide, system, quality, HEFCE,
year

10. Decreased Use Of
Group 1: dropping out of top 50 to
economy, key, international, important,
Top 50 Keywords
outside of top 200
wider, knowledge, ambition, invest, world,
economic
(from Nov 2009
to June 2011)
Group 2: dropping out of top 50
research, skill, develop, UK, programme,
into top 200
role, level, school, future, council,
innovation, increase, opportunity
Group 3: retained in top 50
university, fund, support, sector, work,
through, govern, public, study, course,
how, ensure, employer
Increased Use Of
Group 1: Previously not within top
cost, consultation, grant, loan, provider,
Top 50 Keywords
200, moving into top 50
power, subject, graduate, data, reform
Group 2: Previously within the top
information, teach, review, number, make,
(from Nov 2009
to June 2011)
200, moving into top 50 set, change, national, further, offer, degree,
available, current, people, experience.
Group 3: retained in top 50 education, higher, student, institution, new,
access, provide, system, quality, HEFCE,
year

11. Decreased Use Of
Group 1: dropping out of top 50 to
economy, key, international, important,
Top 50 Keywords
outside of top 200
wider, knowledge, ambition, invest, world,
economic
(from Nov 2009
to June 2011)
Group 2: dropping out of top 50
research, skill, develop, UK, programme,
into top 200
role, level, school, future, council,
innovation, increase, opportunity
Group 3: retained in top 50
university, fund, support, sector, work,
through, govern, public, study, course,
how, ensure, employer
Increased Use Of
Group 1: Previously not within top
cost, consultation, grant, loan, provider,
Top 50 Keywords
200, moving into top 50
power, subject, graduate, data, reform
Group 2: Previously within the top
information, teach, review, number, make,
(from Nov 2009
to June 2011)
200, moving into top 50 set, change, national, further, offer, degree,
available, current, people, experience.
Group 3: retained in top 50 education, higher, student, institution, new,
access, provide, system, quality, HEFCE,
year

12. “It is sometimes suggested that a number of popular subjects are of
little value. Stereotypes about what courses offer the best employment
prospects are often wrong. Graduates in some subjects, popularly
thought to confer poor employment prospects, are actually found to
have good rates of employability. For example, six months after
graduating 74 per cent of those qualifying in Media Studies in 2007/08
were in employment. And for Marketing and Sociology graduates it was
76 per cent and 70 per cent respectively, compared with an overall
average of 70 per cent.”
(Mandeslon, 2009, p.43)

13. Key Points:• Refers to kite marking so that students can avoid
„soft options‟ (2011, p.40) – no subjects mentioned
• Prioritisation of subjects seen as worthwhile by „elite‟ institutions and
industry (Science, Engineering, Medicine)
• Subjects are not directly targeted as soft options, but performativity
measures (teaching contact time) generated by HEPI are used. Quality
associated to greater contact time (2011, p.27).

14. Key Points:Report by Sastry
•& Bekhradniakite marking so that students can avoid
Refers to (2007)
for HEPI options‟ (2011, p.40) – no subjects mentioned
„soft
• Prioritisation of subjects seen as worthwhile by „elite‟ institutions and
industry (Science, Engineering, Medicine)
• Subjects are not directly targeted as soft options, but performativity
measures (teaching contact time) generated by HEPI are used. Quality
associated to greater contact time (2011, p.27).
Coalition
Interpretation =
„Hard‟
„Soft‟

20. Clark (2008) – „Blacklisted‟ Subjects

21. Devaluing Subjects



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Funding reform in Bands C + D (HEFCE, 2011a), subsequent
re-instatement to offset public discontent
(McGettigan, 2013, p.28). Austerity and removal of
association to education as public good discursively used as
justification
Willetts (Paton, 2011) and the Conservative Fair Access Group
(Curran, 2013, p.2) calling for UCAS to abolish the current
system which rates „mickey mouse‟ qualifications such as
media at the same level as English.
The Qualifications Information Review is now recommending
the phasing out of the current system (UCAS, 2012a), starting
in the 2015 academic year.
Attacks on qualitative research within the humanities...

25. livingbooksaboutlife.org

26. livingbooksaboutlife.org

27. 



Considering whether the social order (Newman) needs the
social wrong (marginalisation of subject) in relation to
digital literacy drive – Stage 3 of CDA
Body of literature within media studies on the critical and
cultural use of digital technology
How do the JISC discursively frame the use of technology?
– uncritical decontextualised skills acquisition for
Knowledge Economy „employability‟ or something more?
Initial inspection seems positive – Media Literacy seen as
having a role in helping with critical reflection
(JISC, 2011m)
HOWEVER….

29. 


Policy Technologies are encouraging an environment
of top down autocratic control at the level of
institutions (McGettigan, 2013, p.10).
HE becoming increasingly subordinate to the
percieved imperatives of the private sector (Ball,
2008, p.9)
Rhetoric surrounding bottom up free market reform
puts a (veneer) of emphasis on the student voice –
rhetoric established in June 2011 white paper.
Academic voice is being squeezed – potential for
unhelpful interpretations to be established.

30. 
Consultancy report generated to provide advice on implementation
within Newman (JISC, 2013b)

Much of this report focuses on perceived strategic top down need and
bottom up involvement of students. Not much focus on academic voice

Programme links technology use to „employability‟ and advises that
appropriate critical use of technology should be engendered

Critical dimension of the programme is framed in a way that provides
little questioning of the Knowledge Economy concept (JISC, 2011m).
FOR EXAMPLE:- “responsiveness: how well and quickly provision can
respond to changes in the needs of the digital economy?”
This critical dimension can be seen as important in directing students‟ in
the use of professional knowledge, but as the above highlights, who does
this directing is also important (Berger and McDougall, 2013, p.17).
Module Specs attempt to address appropriate critical and cultural
engagement with issues associated to Knowledge Economy

31. 
What is happening to media is symptomatic of a wider attack on Humanities
subjects in terms of preparing students for „employability‟. Political and Business
spheres struggle to see the point of „intellectual enquiry‟ (Collini, 2012, p.61)
CONTRIBUTES TO THE SEPERATION OF „ACADEMIC‟ AND „VOCATIONAL‟
The social order of HE does not need this narrow focus on „hard‟ subjects and
vocational skills if we are trying to empower students within an employment
context.


Education should not solely about students‟ making „employability‟ deposits „in a
bank of skills‟ – rather it should be comprised of „synergic combination of
personal qualities, skills of various kinds and subject understanding‟ (Lees, 2002,
p.2).
This perspective on preparation of employment aligns education with students‟
„deepening their understanding of themselves within the world‟ and then
acquiring knowledge and skills within this context - which may prove useful for
their potential employment (Collini, 2012, p.91).
Separation is not useful when preparing students for future employment

33. 


Targeted as being not vocational enough. Policy technologies and
discourse encourage universities to drop these subjects for alternative
vocational provision. Perceived need in universities to move away from
subjects that do not relate to „employability‟. Targeting of other
humanities subjects to follow?
Willetts – quoted as wanting „alternative providers‟ in liberal arts
education (McGettigan, 2013, p.97) – provides alternative reading to
austerity. Can be read as a method for creating a market for new private
providers in subjects that are discursively situated as needing a
vocational focus? Provides a space for a reconfiguration of the
distinction between „pre-92‟ and „post-92‟ institutions.
Existing high fee / high entry requirement universities are entering into
a race to the top under the coalition vision for HE provision. Is this a race
that Newman can have success in?
Are we now at a point where humanities academics need to be
considering more explicit ways of pushing back on this discourse?
Further „exhibition‟ elements mentioned at the start have this in mind.

34. Questions to help frame feedback:





Any general comments / questions?
How does the presentation connect within your
own perceptions of HE reform?
Do you perceive this as a wider threat to the
humanities that we should all be concerned
about?
How far can the issues represented here be
expressed to SMT?
How suitable do you think the proposed module
specifications and abstract are for responding to
issues raised here?

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