Home > Research > Publications & Outputs > Reframing power relationships in higher education:

Electronic data

  • 2019symondsphd

    Final published version, 2.73 MB, PDF document

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

Text available via DOI:

View graph of relations

Reframing power relationships in higher education: an integrated understanding of conflicting power relationships and undergraduate subjectivities in the current university climate

Research output: ThesisDoctoral Thesis

Published

Standard

Harvard

APA

Vancouver

Author

Bibtex

@phdthesis{d59e48a96cf8430c9775897b4d9b823a,
title = "Reframing power relationships in higher education:: an integrated understanding of conflicting power relationships and undergraduate subjectivities in the current university climate",
abstract = "This thesis explores the transforming power relationship between undergraduates and academics, through an elaboration of three conflicting subjectivities pertinent to the current university climate: the traditional learner, the partner, and the consumer. It questions the current research on power relationships within higher education whereby the dynamic is either takenas given or acknowledged without proper consideration. As such, the formation of power relationships, which allows their perpetuation, remains unexplored and thus, misunderstood. Equally, this thesis takes issue with the current research on student subjectivities within higher education where subject positions are often explored in isolation. As a consequence, the relationship between the most pervasive positions remains unexplored and the resulting conflict and discord that arises remains obscured.This thesis advocates a different approach to understanding power relationships and subjectivities within universities, one which seeks to unveil the hidden mechanisms that constitute the positioning of undergraduates and the resulting power relationships. The theoretical framework draws from systemic and constitutive conceptions of power, which provides a dialectical conceptualisation of structure and agency. Methodologically, the thesis is grounded in critical realism and draws data from two case study universities. Analytically, the thesis uses Fairclough{\textquoteright}s three-dimensional model of Critical Discourse Analysis to explore undergraduate subjectivities and power relationships at the macro and micro levels of universities. This thesis offers an integrated understanding of the transforming power relationship, through an elaboration of conflicting subject positionings within universities. The findings of this study reveal that what was once considered a stable power dynamic between two established social roles is now under negotiation. It is being transformed through conflicting behaviours introduced through different subject positionings, which creates confusion for undergraduates regarding appropriate behaviour within universities. ",
author = "Eloise Symonds",
year = "2019",
month = oct,
doi = "10.17635/lancaster/thesis/845",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - Reframing power relationships in higher education:

T2 - an integrated understanding of conflicting power relationships and undergraduate subjectivities in the current university climate

AU - Symonds, Eloise

PY - 2019/10

Y1 - 2019/10

N2 - This thesis explores the transforming power relationship between undergraduates and academics, through an elaboration of three conflicting subjectivities pertinent to the current university climate: the traditional learner, the partner, and the consumer. It questions the current research on power relationships within higher education whereby the dynamic is either takenas given or acknowledged without proper consideration. As such, the formation of power relationships, which allows their perpetuation, remains unexplored and thus, misunderstood. Equally, this thesis takes issue with the current research on student subjectivities within higher education where subject positions are often explored in isolation. As a consequence, the relationship between the most pervasive positions remains unexplored and the resulting conflict and discord that arises remains obscured.This thesis advocates a different approach to understanding power relationships and subjectivities within universities, one which seeks to unveil the hidden mechanisms that constitute the positioning of undergraduates and the resulting power relationships. The theoretical framework draws from systemic and constitutive conceptions of power, which provides a dialectical conceptualisation of structure and agency. Methodologically, the thesis is grounded in critical realism and draws data from two case study universities. Analytically, the thesis uses Fairclough’s three-dimensional model of Critical Discourse Analysis to explore undergraduate subjectivities and power relationships at the macro and micro levels of universities. This thesis offers an integrated understanding of the transforming power relationship, through an elaboration of conflicting subject positionings within universities. The findings of this study reveal that what was once considered a stable power dynamic between two established social roles is now under negotiation. It is being transformed through conflicting behaviours introduced through different subject positionings, which creates confusion for undergraduates regarding appropriate behaviour within universities.

AB - This thesis explores the transforming power relationship between undergraduates and academics, through an elaboration of three conflicting subjectivities pertinent to the current university climate: the traditional learner, the partner, and the consumer. It questions the current research on power relationships within higher education whereby the dynamic is either takenas given or acknowledged without proper consideration. As such, the formation of power relationships, which allows their perpetuation, remains unexplored and thus, misunderstood. Equally, this thesis takes issue with the current research on student subjectivities within higher education where subject positions are often explored in isolation. As a consequence, the relationship between the most pervasive positions remains unexplored and the resulting conflict and discord that arises remains obscured.This thesis advocates a different approach to understanding power relationships and subjectivities within universities, one which seeks to unveil the hidden mechanisms that constitute the positioning of undergraduates and the resulting power relationships. The theoretical framework draws from systemic and constitutive conceptions of power, which provides a dialectical conceptualisation of structure and agency. Methodologically, the thesis is grounded in critical realism and draws data from two case study universities. Analytically, the thesis uses Fairclough’s three-dimensional model of Critical Discourse Analysis to explore undergraduate subjectivities and power relationships at the macro and micro levels of universities. This thesis offers an integrated understanding of the transforming power relationship, through an elaboration of conflicting subject positionings within universities. The findings of this study reveal that what was once considered a stable power dynamic between two established social roles is now under negotiation. It is being transformed through conflicting behaviours introduced through different subject positionings, which creates confusion for undergraduates regarding appropriate behaviour within universities.

U2 - 10.17635/lancaster/thesis/845

DO - 10.17635/lancaster/thesis/845

M3 - Doctoral Thesis

PB - Lancaster University

ER -