Skip to main content

Research Repository

Advanced Search

Students as consumers? A counter perspective from student assessment as a disciplinary technology

Raaper, R.

Students as consumers? A counter perspective from student assessment as a disciplinary technology Thumbnail


Authors



Abstract

The notion of students as consumers who exercise educational decisions based on economic self-interest leads to interesting questions about their perceptions of current higher education assessment practices. Guided by a Foucauldian theorisation and the findings from focus groups carried out with students from two European universities, one from the UK and another from Estonia, the article argues that globally dominant consumerist policy discourses have altered but not removed the student experience of constraint in assessment. I argue that students’ response to disciplinary power in assessment has become highly strategic and differs depending on the institutional assessment systems: students from Estonia recognise the powerful position of academics as assessors and find ways to create a good social impression of themselves; their counterparts from the UK, however, demonstrate a tactical approach to their learning and study processes.

Citation

Raaper, R. (2019). Students as consumers? A counter perspective from student assessment as a disciplinary technology. Teaching in Higher Education, 24(1), 1-16. https://doi.org/10.1080/13562517.2018.1456421

Journal Article Type Article
Acceptance Date Mar 15, 2018
Online Publication Date Mar 26, 2018
Publication Date 2019
Deposit Date Apr 4, 2018
Publicly Available Date Sep 26, 2019
Journal Teaching in Higher Education
Print ISSN 1356-2517
Electronic ISSN 1470-1294
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 24
Issue 1
Pages 1-16
DOI https://doi.org/10.1080/13562517.2018.1456421

Files





You might also like



Downloadable Citations