'Who do you think you're talking to?' - The discourse of learning and teaching strategies

Karen Smith

Research output: Contribution to journalArticle

Abstract

As part of the ongoing enhancement and assurance of quality in the UK higher education sector, universities have been required by the Higher Education Funding Council of England to prepare learning and teaching strategies since 1999. As part of an institutional strategy development process, an investigation of currently available strategies was carried out. The research reported here uses a critical discourse approach to analyse a sample of UK learning and teaching strategies. The results show a set of highly impersonalized texts, where staff are largely absent and students are objectified. Such findings raise questions about whether the learning and teaching strategy discourse disengages the very people who 'make and shape' policy, thus inhibiting institutional enhancement of learning and teaching practices. © 2007 Springer Science+Business Media B.V.

Original languageEnglish
Pages (from-to)395-406
Number of pages12
JournalHigher Education
Volume56
Issue number4
DOIs
Publication statusPublished - Oct 2008

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teaching strategy
learning strategy
discourse
teaching practice
development strategy
education
funding
staff
university
science
learning
student

Keywords

  • Critical discourse analysis
  • Language and power
  • Learning and teaching strategies
  • Policy implementation
  • Quality assurance and enhancement

Cite this

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'Who do you think you're talking to?' - The discourse of learning and teaching strategies. / Smith, Karen.

In: Higher Education, Vol. 56, No. 4, 10.2008, p. 395-406.

Research output: Contribution to journalArticle

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