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dc.contributor.authorBartram, Brendan
dc.date.accessioned2018-02-16T15:16:59Z
dc.date.available2018-02-16T15:16:59Z
dc.date.issued2018-05-08
dc.identifier.issn1359-6748
dc.identifier.urihttp://hdl.handle.net/2436/621121
dc.description.abstractThis 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.
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/toc/rpce20/22/4?nav=tocList
dc.subjecthigher education
dc.subject; staff-student interactions
dc.subjectemotional bargaining
dc.subjectneo-liberalism
dc.subjectstudent vulnerability
dc.titleUniversity Students and Emotional Bargaining – a Comparative Study of Staff Perspectives in Northern Europe
dc.typeArticle
dc.identifier.journalResearch in Post-Compulsory Education
dc.date.accepted2017-12-18
rioxxterms.funderInternal
rioxxterms.identifier.projectUoW160218BB
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0
rioxxterms.licenseref.startdate2019-11-08
refterms.dateFCD2018-10-19T09:12:35Z
refterms.versionFCDAM
html.description.abstractThis 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.


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