University students and emotional bargaining – a comparative study of staff perspectives in Northern Europe
Abstract
This paper examines lecturers’ perspectives on students’ ‘emotional bargaining’ in higher education (HE). Based on a social-functional understanding of emotions, it utilises a small-scale qualitative survey approach to explore and compare the views of 43 teaching staff at three universities in England, the Netherlands and Sweden. Particular consideration is given to staff perceptions of students’ motives for engaging in such behaviour and the factors potentially driving it. Findings suggest broadly similar views are held by the respondents across the three settings, and staff views on potential ‘solutions’ are investigated. The study offers tentative evidence that the neo-liberal logics perceived to guide university policies and practices may be a central factor in engendering student bargaining behaviours, particularly in the English context, where neo-liberal regimes are arguably more pronounced. Finally, an attempt is made to identify a number of recommendations for institutional consideration and potential practice.Publisher
Taylor & FrancisJournal
Research in Post-Compulsory EducationAdditional Links
http://www.tandfonline.com/toc/rpce20/22/4?nav=tocListType
Journal articleLanguage
enISSN
1359-6748ae974a485f413a2113503eed53cd6c53
10.1080/13596748.2018.1444380
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- Creative Commons
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