An age of supercomplexity calls for curricula and pedagogy for supercomplexity that engage students “as persons, not merely as knowers” and that foster “being for uncertainty” (Barnett 2012: 75). Despite the claimed transformative potential of TEL in this context (Hiltz and Turoff 2005), it would not seem that the prevailing implementations of TEL in HE are cultivating curricula for supercomplexity. The Arts and Humanities are crucial to fostering the critical thought, imagination and interdisciplinary thinking essential to supporting learners to become engaged and responsible citizens in an age of supercomplexity (Nussbaum 2010); yet these areas of study are largely overlooked when it comes to provision of learning via technology. Globally, course provision via TEL is predominantly focused on vocational and ‘economically profitable’ areas of study (Guri-Rosenblit 2009; Selwyn 2011). In Ireland, less than 4% of postgraduate courses classified as being offered ‘online’ are in the Arts and Humanities[1]. Neither do the prevailing implementations of TEL appear to be supporting the development of a pedagogy for supercomplexity. Across the Irish HE sector learning technologies are predominantly utilised for course administration, content dissemination and assessment submission (Cosgrave et al. 2011; NFTLHE 2014). Why has TEL failed so spectacularly in its claimed potential to transform HE? Notwithstanding the complex relationship between policy and practice (Nudzor 2009), national policies play a crucial role in framing how TEL is enacted in HE (De Freitas and Oliver 2005). With this in mind, in this paper I first review the findings of a CDA of thirteen UK TEL policies. The study employed thematic analysis (Braun and Clarke 2006) as a means to identify recurring themes across the corpus; these were then scrutinised via ‘Ideology critique’ (Held 1980) in order to expose myths, contradictions and biases. Since ideologies can be enacted and obscured by language (Henriksen 2011) my analysis also examined the role of visual presentation, lexical choices, and rhetorical techniques in communicating the policies. My findings demonstrate that, overall, the policies were predominantly motivated by neoliberal imperatives aimed at placing HE within the realm of the market and enhancing the UK’s economic competitiveness. Furthermore, the policies persistently reflect a deterministic and uncritical perspective towards technology. When conducting a policy analysis it is essential to consider what has been omitted (Keep 2011); across the texts scant reference is made to the role that TEL might play in relation to the crucial issues facing humanity in an age of supercomplexity. I argue that the UK’s flawed TEL policy narrative has contributed to shaping TEL in the UK into a restricted form that is intensifying the negative impacts of neoliberalism on HE and that is diminishing any potential role that technology might play in fostering curricula and pedagogy for supe

1. Dr Morag Munro
Maynooth University
EdTech2017 - TEL in an Age of Supercomplexity: Challenges, Opportunities and Strategies
June 1-2 IT Sligo
National Technology Enhanced Learning
(TEL) policy in an age of supercomplexity:
What can the Irish Higher Education sector learn from a
Critical Discourse Analysis of 10 years of UK policy?
@MunroMo

2. @MunroMoPresentation overview
• Supercomplexity: Is
Technology Enhanced
Learning (TEL) delivering?
• Review findings of a Critical
Discourse analysis of thirteen
UK National TEL policy
documents
• Lessons for Ireland

3. @MunroMoSupercomplexity: Graduate attributes
An age of supercomplexity calls for curricula and
pedagogy for supercomplexity that engage
students “as persons, not merely as knowers”
and that foster “being for uncertainty”.
Barnett (2012: 75)
Environmental literacy
Creativity
Adaptability
Leadership
Information Literacy
Interdisciplinary
thinkingSocial and cultural
literacy
Analysis and enquiry
Problem solving
Ethical and socially
responsible
Critical thinking

4. @MunroMoIs TEL supporting:
4
CURRICULUM FOR SUPERCOMPLEXITY? PEDAGOGY FOR SUPERCOMPLEXITY?
• Arts and Humanities crucial to
fostering graduate attributes for
supercomplexity (British Academy
2004; McMahon 2009; Nussbaum
2010; Small 2013).
• Global TEL course provision
focused on vocational and
‘economically profitable’ areas of
study (Carr-Chellman 2005; Guri-
Rosenblit 2009; Selwyn 2011).
• Irish HE : < 4% of postgraduate
courses classified as being offered
‘online’ are in the Arts and
Humanities[1].
• TEL predominantly utilised for
course administration, content
dissemination and assessment
submission
• Ireland: DRHEA 2009;
Cosgrave et al. 2011; NFTLHE
2014
• UK: Walker et al. 2013 Walker
et al. 2012; Jenkins et al.
2014.
• Worldwide: Unwin et al.
2010; Dahlstrom et al. 2014.
[1] Qualifax database - Online courses offered by Universities, Institutes of Technology and Third Level
Colleges, http://www.qualifax.ie.

5. @MunroMoWhy interrogate policy?
• National policies frame how TEL is enacted in HE
(De Freitas and Oliver 2005).
• Policy a means through political ideology
articulated (Fairclough and Fairclough 2012)

6. @MunroMoResearch Questions
1. What ideologies and claims underpin the policies?
2. Are the claims made valid? Are other ideologies and
perspectives omitted?

7. @MunroMoMethodology
• Critical Discourse Analysis (CDA)
• Grounded in Critical Theory
• Examines how societal power
relations are
established/reinforced via
language (Foucault 1980;
Van Dijk 2009; Fairclough 2010)

8. @MunroMoMethodology
13 UK policy texts
2003-2013
138, 900 word corpus

9. @MunroMoMethodology: Three analytic lenses
9
• Themes clustered around
a trilogy of neoliberal
master narratives
• Identify claims presented
as obvious, inevitable,
‘matter-of-fact’
• Highlight contradictions
and inconsistencies
• Uncover social, cultural,
and political motivations
underpinning ideological
claims
Thematic
analysis
Braun and
Clarke
(2006)
Ideology
critique
Held (1980)
Linguistic
analysis
Fairclough
(2010)
Nvivo
• Visual presentation,
lexical choices, and
rhetorical devices
• Language can reify and
reinforce values and
ideologies (Edelman
1985; Jones and Stilwell
Peccei 2004)

10. @MunroMoMethodology: Three analytic lenses
10
• Themes clustered around
a trilogy of neoliberal
master narratives
• Identify claims presented
as obvious, inevitable,
‘matter-of-fact’
• Highlight contradictions
and inconsistencies
• Uncover social, cultural,
and political motivations
underpinning ideological
claims
Thematic
analysis
Braun and
Clarke
(2006)
Ideology
critique
Held (1980)
Linguistic
analysis
Fairclough
(2010)
Nvivo
• Visual presentation,
lexical choices, and
rhetorical devices
• Language can reify and
reinforce values and
ideologies (Edelman
1985; Jones and Stilwell
Peccei 2004)

11. @MunroMo
Findings: Thematic analysis and ideology
critique
Marketisation
ModernisationInstrumentality
Policies underpinned by a trilogy of neoliberal master narratives
Student-consumer
Competitive global HE provision
Efficiency and cost savings
A unified approach
Flexibility
Widening participation
Lifelong Learning
Improving quality
Broadening choice
Technological determinism
E-learning as a ‘technological fix’
New pedagogies
Digital Natives
Collaboration and partnerships
Privatisation
Knowledge economy

12. @MunroMo
• Neoliberal ideology: the free market is the best way to organise all
aspects of society.
• Open economies and global free trade simultaneously increase efficiency,
improve quality, and widen consumer choice (Friedman 1962)
• Marketisation of HE: application of neoliberal market economic theory to
HE:
• Introduction of approaches and practices traditionally associated
with the organisation and management of business and industry
(Teixeira et al. 2004, Olssen and Peters 2005).
• Competition, within/between institutions, increasingly fundamental
to academia (Brown and Carasso 2013)
• HE is not a education as a tangible commodity that can be bought and
sold (Brown 2011; Collini 2012; Barnett 2013; Williams 2013).
• Problematic implications for quality, social justice, and HE’s function as a
public good (Brown and Carasso 2013; Giroux 2014).
Marketisation: Implications for supercomplexity

13. @MunroMoMarketisation: Implications for supercomplexity
Privatisation:
• “Organisations, which may be colleges, universities,
commercial enterprises or multinational corporations, are
investing in the design and delivery of learning which can be
accessed from beyond the borders of a single country”.
(ELWa 2003a: 1)
Public-Private partnerships:
• “[W]e need to improve education-industry partnerships to
achieve innovative, effective and sustainable e-learning
resources”. (DfES 2003d: 13)
• “There are also significant opportunities for partnership with
private organisations to produce content”. (HEFCE 2011: 7)

14. @MunroMoInstrumentality: implications for supercomplexity
Prioritisation of vocational and ‘economically valuable’
skills/knowledge:
• “[H]igher education has to provide high-level skills for the
information economy, and to equip learners as workers and
citizens in an information society”. (HEFCE 2009: 7)
• “In the changing world of the knowledge economy, ICT skills
will help to boost productivity and competitiveness”. (DfES
2003d: 1)
• “We recognise the role technology-enhanced learning may play
in ensuring that HEIs in Wales maintain competitiveness in the
global marketplace and contribute to the knowledge economy”.
(HEFCW 2008: 2)
• “[H]igher education has to provide high-level skills for the
information economy, and to equip learners as workers and
citizens in an information society”. (HEFCE 2009: 7)

15. @MunroMoInstrumentality: implications for supercomplexity
Employers’ priorities foregrounded:
• “E-learning makes it easier to establish partnerships with
local industry and SMEs”. (DfES 2003d: 19)
• “Education and industry working together, through shared
e-learning resources and support, will contribute to the
aims of our Skills Strategy”. (DfES 2005: 5)

16. @MunroMo
Students as consumers:
• “[I]t is very important to place learning and learners (or, in
other terms, markets and customers) at the heart of our
thinking”. (SFEFC/SHEFC 2003: 11)
• “[T]he education and training system [needs] to become
more demand-led, client focused and personalised”.
(Becta 2008: 28)
• “Technology needs to enhance student choice and meet
or exceed learners’ expectations”. (HEFCE 2011: 12)
Marketisation: Implications for supercomplexity

17. @MunroMoInstrumentality: implications for supercomplexity
Lifelong learning/widening participation mainly linked directly
to skills and employability:
• “New technologies can attract new kinds of learners into
lifelong learning. Wider access to these more compelling
learning experiences will contribute to the ambitions of our
Skills Strategy”. (DfES 2005: 3)
• “Another driver for e-learning is to develop and support
lifelong learning, and enhance graduate employability”.
(HEFCW 2007: 6)
• “[E-learning can] address equality and diversity issues […].
This will support the lifelong learning agenda and the
principles cited in the Leitch Review”. (HEFCW 2008: 10)

18. @MunroMoModernisation: Implications for supercomplexity
Technological determinism:
• “Technology is leading change”. (DfES 2003d: 12)
• “Digital media are having the greatest impact on the
presentation and transmission of knowledge since
Caxton invented the printing press”. (SFEFC/SHEFC
2003: 2)
• “It is impossible to imagine all the ways in which
technology will impact on learning and teaching
over the coming decade”. (HEFCW 2008: 2)

19. @MunroMoFindings: Thematic analysis
What is missing?
• In policy analysis it is essential to
consider what has been omitted
(Keep 2011)
• Scant reference to the role that
TEL might play in relation to the
crucial issues facing humanity in
an age of supercomplexity
• Voices of students/educators
mainly absent; where included the
viewpoints portrayed serve to
legitimise and reinforce the
policies.

20. @MunroMoImplications: What can Ireland learn?
• Education for economic/individual ‘success’, or
education for collectively addressing local and global
societal concerns?
• Instead of taking technology as the starting point; begin
with questions such as:
• What are the pressing problems facing humanity?
• What are the skills and qualities that citizens will need to
address these issues?
• What role could HE play in developing these skills and qualities
in graduates?
• What are the pedagogical strategies best suited to developing
these attributes?
• Only then ask: What role might technology play?

21. @MunroMoReferences
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65-77.
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22. @MunroMoReferences
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