Category: Presentations

We’re having a busy time presenting our work at conferences this week. Anu and Jessie are presenting a paper on the construction of students in English newspapers and policy documents, as well as by students themselves, at the European Sociological Association in Athens. (The abstract of their paper can be found here.) Predrag is also presenting at the ESA – on the construction of students in university websites across Europe. (His abstract is here.)

Rachel has organised a two-part symposium (on spatial variations in the construction of higher education students) at the Royal Geographical Society’s annual conference – to be held on Friday. As part of this, she’ll be giving a paper on her analysis of English policy documents. More details about the symposium can be found here.

At the start of the week, Predrag was at the Consortium of Higher Education Researchers’ annual conference at Jyväskylä in Finland – again talking about his analysis of university websites across Europe.

We are delighted that our proposal for a symposium at the Royal Geographical Society-Institute of British Geographers Annual Conference (29th August-1st September 2017) has been accepted. The title of the symposium is ‘Constructing the higher education student: understanding spatial variations’ and the abstract can be found here. We have organised it with Johanna Waters (University of Oxford) and it is sponsored by the Geographies of Children, Youth and Families Research Group (of the Royal Geographical Society).

The symposium will be in two parts, and comprises the following papers:

Part 1

Constructing ‘spaces’ of student friendship: understanding the socio-spatial co-production of friendship in UK university halls of residences (Mark Holton, Plymouth University, UK)

Cohortness and more-than-neoliberal subjectivities: (mis)fitting into student life (Peter Kraftl, University of Birmingham, UK and Gavin Brown, University of Leicester, UK)

Black and minority ethnic experiences of a university campus in northern England (Graeme Mearns and Peter Hopkins, University of Newcastle, UK)

The role of the university – and therefore the student? (Richard Budd, Liverpool Hope University, UK)

The construction and spatial positioning of higher education students in English policy documents (Rachel Brooks, University of Surrey, UK)

Part 2

Constructing the international student in UK policy: the neocolonial subject (Sylvie Lomer, University of Manchester, UK)

A critical analysis of the Palestinian educational student im/mobility: motivation, challenges and identities (Nancy Amoudi, Leeds Beckett University, UK)

Academic mobility and precarity: study abroad as escape or emplacement among political actors (Rika Theo and Maggi Leung, Utrecht University, The Netherlands)

Implementing Study-to-work Policies for International Students in Switzerland: To what Extent are Federal Policies Re-interpreted at the Local Level? (Yvonne Riano, University of Neuchâtel, Switzerland)

The meaning of discipline in constructing the implied student in higher education (Lene Møller Madsen, Lars Ulriksen and Henriette Tolstrup Holmegaard, University of Copenhagen, Denmark)

Do come along and join us!

Jessie and Rachel are looking forward to giving a paper based on some initial findings from the project at the BSA annual conference at the start of April. They will draw on their analysis of English policy documents (from government, staff and student unions and employers’ organisations) and nine focus groups with English undergraduates (see abstract below). This forms part of a symposium we have organised on ‘Constructing the higher education student and graduate’.

The choices and aspirations of higher education students in England

Within a climate of increased university tuition fees, students have arguably become increasingly constructed as ‘consumers’. For example, in England, the recent radical changes to HE funding are predicated upon the assumption that prospective students will: see a degree as a private investment (rather than a public good); be prepared to accumulate significant debt in order to acquire it; and actively ‘shop around’, comparing institutions and courses to secure the ‘best’ possible education (BIS, 2011). However the extent to which contemporary students understand their role within the institution and how this compares to policy constructions is yet to be fully explored. This paper draws upon early data collected as part of the five year European Research Council-funded ‘Eurostudents’ project to explore the extent to which there is congruence between these constructions in policy and amongst students themselves. We focus in particular on constructions and narratives of ‘choice’ and ‘aspiration’ of higher education students in England. Firstly, we analyse the ways in which decision-making processes are constructed in contemporary policy documents, including the white paper Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice (DBIS, 2016), which provides the basis for the Higher Education Bill currently passing through parliament. Secondly, we consider the extent to which these constructions are shared by students themselves, using data from focus groups in a diverse sample of higher education institutions. We explore whether students contest these constructions and/or offer their own alternatives. A key aspect of our analysis – across both the policy documents and focus groups – is the extent to which differences between students (and associated structural inequalities) are acknowledged and addressed.