'I'm Happy, and I'm Passing. That's All That Matters!': Exploring Discourses of University Academic Success through Linguistic Analysis

Autor/inn/en	Delahunty, Janine; O'Shea, Sarah
Titel	'I'm Happy, and I'm Passing. That's All That Matters!': Exploring Discourses of University Academic Success through Linguistic Analysis
Quelle	In: Language and Education, 33 (2019) 4, S.302-321 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Delahunty, Janine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1562468
Schlagwörter	Neoliberalism; Higher Education; Educational Policy; Human Capital; Language Usage; Academic Achievement; Educational Finance; Student Attitudes; Decision Making; Employment Potential; Discourse Analysis; First Generation College Students; Foreign Countries; Psychological Patterns; Success; Outcomes of Education; Undergraduate Students; Grades (Scholastic); Educational Experience; Australia + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Humankapital; Sprachgebrauch; Schulleistung; Bildungsfonds; Schülerverhalten; Decision-making; Entscheidungsfindung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Diskursanalyse; Ausland; Erfolg; Lernleistung; Schulerfolg; Notenspiegel; Bildungserfahrung; Australien
Abstract	'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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01