1. Narratives of care amongst undergraduate students
- Author
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Eve Mullins, Lyn Tett, Viviene E. Cree, and Hazel Christie
- Subjects
Semi-structured interview ,Empirical data ,Longitudinal study ,Higher education ,caring ,media_common.quotation_subject ,R1 Medicine (General) ,Neoliberalism ,Caring, neoliberal context, higher education, non-traditional qualifications ,610 Medicine & health ,Education ,neo-liberal context ,0502 economics and business ,Pedagogy ,Developmental and Educational Psychology ,Mathematics education ,non-traditional qualifications ,Narrative ,Centre for Mental Health Practice, Policy and Law Research ,media_common ,business.industry ,05 social sciences ,050301 education ,Feeling ,Health ,higher education ,Performativity ,Social justice ,business ,Psychology ,0503 education ,050203 business & management - Abstract
This paper addresses a central paradox that affects the nature of the student experience in the UK. On the one hand, the marketisation of higher education, with its associated emphasis on performativity indicators, may be seen to have reduced students to numbers, with the attendant consequence that the affective domain of studying and learning has been lost. On the other hand, there is more attention given to student feelings than was ever the case in the past and questions about student satisfaction have become more prominent. This paper will explore this paradox using empirical data gathered from a longitudinal study of ‘non-traditional’ students at one ancient university in Scotland. We indicate the ways in which the tension between the technicist spaces of the neo-liberal university and its empathetic, caring spaces are mediated by students as they make their way through their degrees. We argue that caring relationships with staff are of central importance to students’ well-being and success at university, and that students actively seek to construct support when and where they need it.
- Published
- 2017
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