Staddon, Elizabeth Kathryn (2023). The marketization of higher education: reconciling the polarized worlds of markets and university learning. University of Birmingham. Ph.D.
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Staddon2023PhD.pdf
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Abstract
The policy initiative to marketize higher education linked to the incremental rise in the amount that students pay for their education has had a huge impact on university life. While the introduction of market mechanisms has been defended as a positive intervention for both funding an expanded system and raising quality, it has been resisted by those who believe that higher education should retain its standing as a public good and/or that a consumer model is detrimental to pedagogic relationships. Accepting that the market model is here to stay, this study seeks to reconcile or re-balance key points of tension between those who support and those who oppose the marketized university with a particular focus on teaching and learning.
Goodman’s metaphor of ‘worldmaking’ is used as an overarching motif for exploring how opposing systems of reference relating to money and markets are constructed and might be re-constructed in order to achieve the aim of re-balancing the marketization debate. The history-focused methodologies of Michel Foucault and Ian Hacking are applied as a means of revaluing the values that characterise current positions.
Major points of contention reviewed include the limits of monetary value that determine what should and shouldn’t be included in markets; the scope of commodities; the focus of economic modelling used in policy; and constructions of the student consumer identity. In each instance, arguments are made to show that moral and social values often associated with higher learning can and should be encouraged to function within a marketized higher education system.
| Type of Work: | Thesis (Doctorates > Ph.D.) | |||||||||
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| Award Type: | Doctorates > Ph.D. | |||||||||
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| Licence: | All rights reserved | |||||||||
| College/Faculty: | Colleges (2008 onwards) > College of Social Sciences | |||||||||
| School or Department: | School of Education | |||||||||
| Funders: | None/not applicable | |||||||||
| URI: | http://etheses.bham.ac.uk/id/eprint/13913 |
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