- Bài trích
- Nhan đề: ‘I’m happy, and I’m passing. That’s all that matters!’ :
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Tác giả CN
| Delahunty, Janine | |
Nhan đề
| ‘I’m happy, and I’m passing. That’s all that matters!’ : exploring discourses of university academic success through linguistic analysis / Janine Delahunty, Sarah O’Shea | |
Thông tin xuất bản
| 2019 | |
Mô tả vật lý
| p. 302-321 | |
Tóm tắt
| ‘Student success’ is a key driver in higher education policy and funding. Institutions often adopt a particular lens of success, emphasising ‘retention and completion’, ‘high grades’, ‘employability after graduation’ discourses, which place high value on human capital or fiscal outcomes. We explored how students themselves articulated notions of success to understand how these meanings aligned with the implicit value system perpetuated by neoliberal higher education systems. Qualitative data collected from 240 survey responses in the first phase of a study, were analysed using Appraisal, a linguistic framework to systematically categorise evaluative language choices. This article focuses on questions eliciting students’ articulations of success. Neoliberal discourses were challenged by these students, who were first-in-family at university, with success expressed in a personal and generational sense rather than solely meritocratic terms. | |
Thuật ngữ chủ đề
| Teaching method-Higher education | |
Từ khóa tự do
| Higher education | |
Từ khóa tự do
| Discourse analysis | |
Từ khóa tự do
| Appraisal | |
Từ khóa tự do
| First-in-family | |
Từ khóa tự do
| Student success | |
Từ khóa tự do
| Neoliberal discourse | |
Tác giả(bs) CN
| O’Shea, Sarah | |
Nguồn trích
| Language and education- Vol. 33-No 4/2019 |
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| 245 | 10|a‘I’m happy, and I’m passing. That’s all that matters!’ : |bexploring discourses of university academic success through linguistic analysis / |cJanine Delahunty, Sarah O’Shea |
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| 260 | |c2019 |
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| 300 | |ap. 302-321 |
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| 520 | |a‘Student success’ is a key driver in higher education policy and funding. Institutions often adopt a particular lens of success, emphasising ‘retention and completion’, ‘high grades’, ‘employability after graduation’ discourses, which place high value on human capital or fiscal outcomes. We explored how students themselves articulated notions of success to understand how these meanings aligned with the implicit value system perpetuated by neoliberal higher education systems. Qualitative data collected from 240 survey responses in the first phase of a study, were analysed using Appraisal, a linguistic framework to systematically categorise evaluative language choices. This article focuses on questions eliciting students’ articulations of success. Neoliberal discourses were challenged by these students, who were first-in-family at university, with success expressed in a personal and generational sense rather than solely meritocratic terms. |
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| 650 | 14|aTeaching method|xHigher education |
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| 653 | 0|aHigher education |
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| 653 | 0|aDiscourse analysis |
|---|
| 653 | 0|aAppraisal |
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| 653 | 0|aFirst-in-family |
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| 653 | 0|aStudent success |
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| 653 | 0|aNeoliberal discourse |
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| 700 | 1|aO’Shea, Sarah |
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| 773 | 0 |tLanguage and education|gVol. 33-No 4/2019 |
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