Student performativity in higher education: converting learning as a private space into a public performance

Higher Education Research and Development

Volumn 34, Issue 2, 2015, Pages 338-350

  Macfarlane, Bruce ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

performativity; student engagement; student learning; student rights

Indexed keywords

EID: 84924622827     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360.2014.956697     Document Type: Article

References (74)

1. Allen, D. (1999). Desire to finish college: An empirical link between motivation and persistence. Research in Higher Education, 40(4), 461–485. doi: 10.1023/A:1018740226006
2. Astin, A.W. (1993). What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.
3. Astin, A.W. (2002). Higher education and the cultivation of citizenship. In D. Allman & M. Beaty (Eds.), Cultivating citizens (pp. 91–102). Lanham, MD: Lexington Books.
4. Attwood, R. (2009, September 10). Thanks very much for coming: You shall be rewarded. The Times Higher Education Supplement, p. 6.
5. Ball, S. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. doi: 10.1080/0268093022000043065
6. Ball, S. (2012). The making of a neoliberal academic. Research in Secondary Education, 2(1), 29–31.
7. Barrie, S.C. (2004). A research-based approach to generic graduate attributes policy. Higher Education Research & Development, 23(3), 261–275. doi: 10.1080/0729436042000235391
8. Bean, J.C., & Peterson, D. (1998). Grading classroom participation. In R.S. Anderson & B.W. Speck (Eds.), Changing the way we grade student performance: Classroom assessment and the new learning paradigm (pp. 33–40). San Francisco, CA: Jossey-Bass.
9. Bloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical guide. Maidenhead: Open University Press.
10. Bowen, E., Price, T., Lloyd, S., & Thomas, S. (2005). Improving the quantity and quality of attendance data to enhance student retention. Journal of Further and Higher Education, 29(4), 375–385. doi: 10.1080/03098770500353714
11. Cain, S. (2012). Quiet: The power of introverts in a world that can't stop talking. London: Penguin.
12. Case, J., & Gunstone, R. (2003). Going deeper than deep and surface approaches: A study of students’ perception of time. Teaching in Higher Education, 8(1), 55–69. doi: 10.1080/1356251032000052320
13. Caverley, N., Cunningham, J.B., & MacGregor, J.N. (2007). Sickness presenteeism, sickness absenteeism, and health following restructuring in a public service organization. Journal ofManagement Studies, 44(2), 304–319. doi: 10.1111/j.1467-6486.2007.00690.x
14. Chanock, K. (2010). The right to reticence. Teaching in Higher Education, 15(5), 543–552. doi: 10.1080/13562517.2010.491907
15. Conrad, C.F., & Haworth, J.G. (1997). Emblems of quality in higher education: Developing and sustaining high-quality programs. Boston, MA: Allyn and Bacon.
16. Cooper, C.L. (1998). The changing nature of work. Community, Work and Family, 1(3), 313–317. doi: 10.1080/13668809808414238
17. Ditcher, A.K. (2001). Effective teaching and learning in higher education, with particular reference to the undergraduate education of professional engineers. International Journal of Engineering Education, 17(1), 24–29.
18. Entwistle, N.J., & Ramsden, P. (1983). Understanding student learning. Beckenham: Croom Helm.
19. Eriksen, T.H. (2001). Tyranny of the moment: Fast and slow time in the information age. London: Pluto Press.
20. Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. doi: 10.3102/00346543074001059
21. Fusaro, M., & Couture, A. (2012). Étude sur les modalités d'apprentissage et les technologies de l'information et de la communication dans l'enseignement. Quebec: Conference Des Recteurs Et Des Principaux Des Universités Du Québec.
22. Goffman, E. (1959). The presentation of self in everyday life. New York: Doubleday.
23. Graham, C.R., Tripp, T.R., Seawright, L., & Joeckel, G.L. (2007). Empowering or compelling reluctant participators using audience response systems. Active Learning in Higher Education, 8(3), 233–258. doi: 10.1177/1469787407081885
24. Hanbury, A., Prosser, M., & Rickinson, M. (2008). The differential impact of UK accredited teaching development programmes on academics’ approaches to teaching. Studies in Higher Education, 33(4), 469–483. doi: 10.1080/03075070802211844
25. Hancock, D. (2004). Cooperative learning and peer orientation effects on motivation and achievement. The Journal of Educational Research, 97(3), 159–166. doi: 10.3200/JOER.97.3.159-168
26. Holmes, L. (2004). Challenging the learning turn in education and training. Journal of European Industrial Training, 28(8/9), 625–638. doi: 10.1108/03090590410566552
27. Hounsell, D. (2011). Graduates for the 21st century: Integrating the enhancement themes. Glasgow: Quality Assurance Agency for Higher Education. Retrieved October 12, 2013, from http://www.enhancementthemes.ac.uk/
28. Howie, P., & Bagnall, R. (2013). A critique of the deep and surface approaches to learning model. Teaching in Higher Education, 18(4), 389–400. doi: 10.1080/13562517.2012.733689
29. Hyde, C.A., & Ruth, B.J. (2002). Multicultural content and class participation: Do students self-censor? Journal of Social Work Education, 38(2), 241–256.
30. Jin, J. (2012). Sounds of silence: Examining silence in problem-based learning (PBL) in Asia. In S. Bridges, C. McGrath, & T. Whitehill (Eds.), Problem-based learning in clinical education: The next generation (pp. 171–185). Dordrecht: Springer.
31. Kandlbinder, P., & Peseta, T. (2009). Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom. International Journal for Academic Development, 14(1), 19–31. doi: 10.1080/13601440802659247
32. Kneale, P. (1997). The rise of the ‘strategic student’: How can we adapt to cope?. In S. Armstrong, G. Thompson, & S. Brown (Eds.), Facing up to radical changes in universities and colleges (pp. 119–130). London: Kogan Page/SEDA.
33. Kuh, G.D., Cruce, T.M., Shoup, R., Kinzie, J., & Gonyea, R.M. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79(5), 540–563. doi: 10.1353/jhe.0.0019
34. Lasch, C. (1979). The culture of Narcissism: American life in the age of diminishing expectations. London: Norton Press.
35. Law, D.W. (2007). Exhaustion in university students and the effect of coursework involvement. Journal of American College Health, 55(4), 239–245. doi: 10.3200/JACH.55.4.239-245
36. Lea, S.J., Stephenson, D., & Troy, J. (2003). Higher education students’ attitudes to student-centred learning: Beyond ‘educational bulimia’? Studies in Higher Education, 28(3), 321–334. doi: 10.1080/03075070309293
37. Leufer, T., & Cleary-Holdforth, J. (2010). Reflections on the experience of mandating lecture attendance in one school of nursing in the Republic of Ireland. All Ireland Journal of Teaching and Learning in Higher Education, 2(1), 18.1–18.14.
38. Livingstone, D., & Lynch, K. (2000). Group project work and student-centred active learning: Two different experiences. Studies in Higher Education, 25(3), 325–345. doi: 10.1080/713696161
39. Long, D.D., & Bedard, J.C. (1985). Evaluation of a discussion technique used for both classroom instruction and grade assignment. American Journal of Physics, 53(5), 401–404. doi: 10.1119/1.14188
40. Macfarlane, B. (2013). The surveillance of learning: A critical analysis of university attendance policies. Higher Education Quarterly, 67(4), 358–373. doi: 10.1111/hequ.12016
41. Macfarlane, B., & Gourlay, L. (2009). The reflection game: Enacting the penitent self. Teaching in Higher Education, 14(4), 455–459. doi: 10.1080/13562510903050244
42. Machemer, P.L., & Crawford, P. (2007). Student perceptions of active learning in a large cross-disciplinary classroom. Active Learning in Higher Education, 8(1), 9–30. doi: 10.1177/1469787407074008
43. Malcolm, J., & Zukas, M. (2001). Bridging pedagogic gaps: Conceptual discontinuities in higher education. Teaching in Higher Education, 6(1), 33–42. doi: 10.1080/13562510020029581
44. Marton, F., & Säljö, R. (1976). On qualitative differences in learning: Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. doi: 10.1111/j.2044-8279.1976.tb02980.x
45. Mascolo, M.F. (2009). Beyond teacher- and learner-centered pedagogy: Learning as guided participation. Pedagogy and the Human Sciences, 1(1), 4–27.
46. Middlesex University. (2011). Attendance (pre-registration nursing and midwifery) policy. Retrieved March 14, 2012, from unihub.mdx.ac.uk/Assets/attendance.docx
47. Murray, J. (2012). Performativity cultures and their effects on teacher educators’ work. Research in Teacher Education, 2(2), 19–23.
48. Nelson, K.J., Quinn, C., Marrington, A., & Clarke, J.A. (2012). Good practice for enhancing the engagement and success of commencing students. Higher Education, 63(1), 83–96. doi: 10.1007/s10734-011-9426-y
49. Newswander, L.K., & Borrego, M. (2009). Engagement in two interdisciplinary graduate programs. Higher Education, 58(4), 551–562. doi: 10.1007/s10734-009-9215-z
50. Nichol, D. (2010). The foundation for graduate attributes: Developing self-regulation through self and peer assessment. Glasgow: The Quality Assurance Agency for Higher Education Scotland. Retrieved July 8, 2012, from www.enhancementthemes.ac.uk
51. Ni Raghallaigh, M., & Cunniffe, R. (2013). Creating a safe climate for active learning and student engagement: An example from an introductory social work module. Teaching in Higher Education, 18(1), 93–105. doi: 10.1080/13562517.2012.694103
52. Nonnecke, B., & Preece, J. (2000). Lurker demographics: Counting the silent. Proceedings of CHI 2000. The Hague: ACM.
53. Oxfam. (2013). Global citizenship. Retrieved December 12, 2013, from http://www.oxfam.org.uk/education/global-citizenship
54. Papacharissi, Z. (2012). Without you, I'm nothing: Performances of the self on twitter. International Journal of Communication, 6. Retrieved April 17, 2013, from http://ijoc.org/ojs/index.php/ijoc/article/view/1484
55. Penn State University. (2013). Principles of student participation in academic affairs. Retrieved November 19, 2013, from http://senate.psu.edu/policies/index.html
56. Pfaff, E., & Huddlestone, P. (2003). Does it matter if I hate teamwork? What impacts student attitudes towards teamwork. Journal of Marketing Education, 25(1), 37–45. doi: 10.1177/0273475302250571
57. Roddick, M. (2007). Global citizenship perspectives: A case study of the WUSC international seminar. Retrieved March 21, 2012, from devcase.org/documents/global-citizenship-perspectives.pdf
58. Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London: Constable.
59. Rose, N. (1990). Governing the soul: The shaping of the private self. London: Routledge.
60. Ross, J. (2011). Traces of self: Online reflective practices and performances in higher education. Teaching in Higher Education, 16(1), 113–126. doi: 10.1080/13562517.2011.530753
61. Ross, J. (2012). Performing the reflective self: Audience awareness in high-stakes reflection. Studies in Higher Education, 39(2), 219–232.
62. Sadler, D.R. (2010). Fidelity as a precondition for integrity in grading academic achievement. Assessment and Evaluation in Higher Education, 35(6), 727–743. doi: 10.1080/02602930902977756
63. Sander, P., Stevenson, K., King, M., & Coates, D. (2000). University students’ expectations of teaching. Studies in Higher Education, 25(3), 309–323. doi: 10.1080/03075070050193433
64. Schön, D.A. (1983). The reflective practitioner. New York: Basic Books.
65. Sheridan, J., Bryan-Kinns, N., Reeves, S., Marshall, J., & Lane, G. (2011). Graffito: Crowd-based performative interaction at festivals (pp. 1129–1134). Proceedings of CHI conference on human factors in computing systems, Vancouver, BC, Canada. New York: ACM
66. Simon, N. (2010). The participatory museum. Santa Cruz, CA: Museum.
67. Skeggs, B. (2009). The moral economy of person production: The class relations of self-performance on “Reality” television. The Sociological Review, 57(4), 626–644. doi: 10.1111/j.1467-954X.2009.01865.x
68. Steger, M.B. (Ed.). (2009). Globalisms. Lanham, MD: Rowman and Littlefield Publishers Inc.
69. University of Bolton. (2011). Student attendance policy. Retrieved September 18, 2012, from http://www.bolton.ac.uk/Students/PoliciesProceduresRegulations/AllStudents/Documents/StudentAttendancePolicy.pdf
70. University of Hong Kong. (2012). Common core. Retrieved August 28, 2013, from http://commoncore.hku.hk/global-issues/
71. University of Leeds. (2011). Attendance monitoring – Policy, guidance and examples of good practice for schools. Retrieved April 14, 2012, from http://www.leeds.ac.uk/rsa/admissionsandregistration/forstaff/attendance.html
72. Volet, S., & Ang, G. (1998). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning. Higher Education Research & Development, 17(1), 5–23. doi: 10.1080/0729436980170101
73. Walker, R.A. (2011). Badgering big brother: Spectacle, surveillance, and politics in the flash mob. Liminalities: A Journal of Performance Studies, 7(2), 1–23.
74. Wang, Y. (2012). Mainland Chinese students’ group work adaptation in a UK business school. Teaching in Higher Education, 17(5), 523–535. doi: 10.1080/13562517.2012.658562