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The ‘dilemma of authority’ in the 21st Century: A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The ‘dilemma of authority’ in the 21st Century: A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university. / Roberts, Ruth.
In: Critical Education, Vol. 14, No. 2, 01.05.2023, p. 46-64.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Roberts, R 2023, 'The ‘dilemma of authority’ in the 21st Century: A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university.', Critical Education, vol. 14, no. 2, pp. 46-64. <https://ices.library.ubc.ca/index.php/criticaled/article/view/186688>

APA

Roberts, R. (2023). The ‘dilemma of authority’ in the 21st Century: A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university. Critical Education, 14(2), 46-64. https://ices.library.ubc.ca/index.php/criticaled/article/view/186688

Vancouver

Roberts R. The ‘dilemma of authority’ in the 21st Century: A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university. Critical Education. 2023 May 1;14(2):46-64.

Author

Roberts, Ruth. / The ‘dilemma of authority’ in the 21st Century : A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university. In: Critical Education. 2023 ; Vol. 14, No. 2. pp. 46-64.

Bibtex

@article{c425b8c4300b4d6482cb9d7aec080b65,
title = "The {\textquoteleft}dilemma of authority{\textquoteright} in the 21st Century: A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university.",
abstract = "Drawing on Fairclough{\textquoteright}s Dialectical-Relational Approach the paper offers a critical discourse analysis of documents relating to the introduction of predictive learning analytics at a UK university. It is concerned with the semiotic realisation of strategies of pathologisation and responsibilisation in Higher Education responses to widening participation. Authority discourses in institutional texts indicate an ambivalent attitude to students that fluctuates between different discourses, two of which are identified as the {\textquoteleft}Here to help{\textquoteright} and {\textquoteleft}Over to you{\textquoteright} discourses. The paper posits a new discursive positioning for students as {\textquoteleft}assets{\textquoteright} rather than learners, partners or clients. At the micro level, the {\textquoteleft}Concerned tutor{\textquoteright} discourse indicates a diminished authority position for academics which parallels the responsibilization of personal tutors in ensuring student success and engagement. The discursive ambivalence suggests that institutions need to maintain ethical vigilance when introducing learning analytics policies in order to maintain stated institutional values of partnership and justice.",
keywords = "Widening participation, Student engagement, Learning analytics, ethics, Higher education",
author = "Ruth Roberts",
year = "2023",
month = may,
day = "1",
language = "English",
volume = "14",
pages = "46--64",
journal = "Critical Education",
number = "2",

}

RIS

TY - JOUR

T1 - The ‘dilemma of authority’ in the 21st Century

T2 - A critical discourse analysis of a student attendance and engagement data monitoring policy at a UK university.

AU - Roberts, Ruth

PY - 2023/5/1

Y1 - 2023/5/1

N2 - Drawing on Fairclough’s Dialectical-Relational Approach the paper offers a critical discourse analysis of documents relating to the introduction of predictive learning analytics at a UK university. It is concerned with the semiotic realisation of strategies of pathologisation and responsibilisation in Higher Education responses to widening participation. Authority discourses in institutional texts indicate an ambivalent attitude to students that fluctuates between different discourses, two of which are identified as the ‘Here to help’ and ‘Over to you’ discourses. The paper posits a new discursive positioning for students as ‘assets’ rather than learners, partners or clients. At the micro level, the ‘Concerned tutor’ discourse indicates a diminished authority position for academics which parallels the responsibilization of personal tutors in ensuring student success and engagement. The discursive ambivalence suggests that institutions need to maintain ethical vigilance when introducing learning analytics policies in order to maintain stated institutional values of partnership and justice.

AB - Drawing on Fairclough’s Dialectical-Relational Approach the paper offers a critical discourse analysis of documents relating to the introduction of predictive learning analytics at a UK university. It is concerned with the semiotic realisation of strategies of pathologisation and responsibilisation in Higher Education responses to widening participation. Authority discourses in institutional texts indicate an ambivalent attitude to students that fluctuates between different discourses, two of which are identified as the ‘Here to help’ and ‘Over to you’ discourses. The paper posits a new discursive positioning for students as ‘assets’ rather than learners, partners or clients. At the micro level, the ‘Concerned tutor’ discourse indicates a diminished authority position for academics which parallels the responsibilization of personal tutors in ensuring student success and engagement. The discursive ambivalence suggests that institutions need to maintain ethical vigilance when introducing learning analytics policies in order to maintain stated institutional values of partnership and justice.

KW - Widening participation

KW - Student engagement

KW - Learning analytics

KW - ethics

KW - Higher education

M3 - Journal article

VL - 14

SP - 46

EP - 64

JO - Critical Education

JF - Critical Education

IS - 2

ER -