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Full Description
This book analyses how growing managerialism and the marketisation of higher education has undermined educational standards and pedagogical integrity. Specifically, it provides a thorough critique of how the pandemic, and the move to online learning and MOOCs, has reinforced these developments. The book outlines the limits of new managerialism, which is replacing critical mass with a culture of compliance in higher education.
Employing an ethnographic approach, the book explores the impact of the sudden shift in teaching delivery from in-person to online for example, the changing role of the PhD supervisor during the pandemic, and the impact on students' willingness to engage and their (in)visibility in the classroom, and further considers how these impact class interactions, social relationships and learning. Ultimately, this book argues that the COVID-19 pandemic exposed the limits of marketisation of education and revealed the distorted managerial response to acrisis.
Contents
Introduction.- Chapter-1 Moving to teaching online: moral injury, pandemic and the toxic university.- Chapter-2 The Pandemic of Managerialism in Higher Education during the COVID-19.- Chapter-3 Being on Camera: Impression Management, (In)visibility and Social Interactions in Online Classes.- Chapter-4 Experiences of the Higher Education response to the Covid-19 Pandemic: an auto-ethnographic analysis.- Chapter-5 Lessons from the 'peripheries': Analysing discursive functions of Quality Management beyond the pandemic in Further Education in England.- Chapter-6 Shifting ground in doctoral supervision; managerialist approaches to encourage new forms of pedagogy during the Covid-19 pandemic.- Chapter-7 Power and Built Environment Course Delivery: A Modern Solution to Force Majeure.- Chapter-8 Influences of managerialism on teacher development and educational equity in China.
