Beyond the Pandemic Pedagogy of Managerialism : Exploring the Limits of Online Teaching and Learning

This book analyses how growing managerialism and the marketisation of higher education has undermined educational standards and pedagogical integrity. Specifically, it provides a thorough critique of how the pandemic, and the move to online learning and MOOCs, has reinforced these developments. The book outlines the limits of new managerialism, which is replacing critical mass with a culture of compliance in higher education. Employing an ethnographic approach, the book explores the impact of the sudden shift in teaching delivery from in-person to online for example, the changing role of the PhD supervisor during the pandemic, and the impact on students’ willingness to engage and their (in)visibility in the classroom, and further considers how these impact class interactions, social relationships and learning. Ultimately, this book argues that the COVID-19 pandemic exposed the limits of marketisation of education and revealed the distorted managerial response to a crisis. Acknowledgements About This Book Contents Notes on Contributors List of Figures List of Tables 1 Introduction: Banes of Managerialism in Education Global Pandemic, Profit, and Precarity Limits of Managerial Universities References 2 Moving to Teaching Online: Moral Injury, Pandemic, and the Toxic University Introduction New Public Management in the UK HE Sectors Moral Injury Our Research Method and Methodology Our Approach Our Methods Study 1—UK HE Staff Experiences of Working Through the Pandemic Study 2—UK HE Staff Experiences of Moral Injury The University in Lockdown; Experiences of Moving to Online Teaching Moral Injury Resulting from the Shift to Online Teaching NPM and the Persistence and Prevalence of Moral Injury Conclusions References 3 Pandemic of Managerialism in Higher Education During the COVID-19: A Political Autoethnographic Reflection Introduction The COVID-19 Pandemic and Profits in Higher Education Pandemic of New Public Management Theory in Higher Education Conclusion References 4 Being Seen: Impression Management and (In)visibility in the Online Classroom Introduction Online Teaching and Learning: Covid-19 and Cameras ‘Cameras Off’ Goffman: Performance, Region and Back Stage Difficulties Blurring of Boundaries: Front Stage, Back Stage and Being (In)visible Being (In)visible: The Role of the Audience and Feeling (In)secure Concluding Thoughts References 5 Experiences of the Higher Education Response to the Covid-19 Pandemic: An Auto-Ethnographic Analysis Introduction Higher Education Context Academic Manager Reflections Academic Teaching Staff Reflections Student Reflections Discussion and Conclusions References 6 Lessons from the ‘Peripheries’ of Educational Research: Analysing the Discursive Functions of Quality Management Practices and Leadership Beyond the Pandemic in English Further Education Introduction What Is Further Education in England? Further Education and the Covid-19 Pandemic Research Focus Quality Management Within FE Research Method Thinking with Bourdieu Research Instruments Data Analysis Results and Discussion Quality Management in FE Excerpt One Excerpt Two Excerpt Three Misrecognition/Corporatised Fabrications/Business Ontology Excerpt Four (When Discussing Observing Teaching as an Advanced Practitioner) Excerpt Five Habitus, Field, Capital If Not Quality Management, What Else? Conclusion References 7 Managerialist Approaches Changing Approaches to Doctoral Supervision During the Covid-19 Pandemic Introduction Academic Identity and the Doctoral Role Methodology Findings The Supervisor Role—Distance, Regulation and the Good Supervisor Participant Views on Increasing Administration During the Pandemic Discussion: Coping, Identity and Changing Roles Over Time Conclusion References 8 Power and Built Environment Course Delivery: A Modern Solution to Force Majeure Introduction Emerging Managerial Practices During the Pandemic and the Pedagogic Landscape in Built Environment Courses in HEIs The Context of the Built Environment Course Delivery The Role of Surveillance and Power in Educational Discourse Managerialism in HEIs Compliance and Resistance in Built Environment Course Delivery During the Pandemic Conclusion References 9 Managerialism, Educational Equity, and Professional Development of Teachers: A Case of Grouplized Schools Introduction From Traditional Managerialism to New Managerialism Teacher’s Professional Development in China Impact of School Grouplisation on Teacher Professional Development S Education Group School Types Participating Teachers Data Analysis Findings on Overall Professional Development Mismatch of Educational Group Resources and Inconsistent Teacher Evaluation Standards Teacher Development in Marginal Disciplines Conclusions References 10 The Anathema of Digital Divide in the Nigerian Higher Education: Lessons from the Pandemic Introduction Global Perspective on Digital Divide Dimensions of Digital Divide Access Usage Socio-Economic Benefits Digital Divide and Its Impact on Higher Education System Digital Divide in Nigeria's Higher Education System COVID-19 Pandemic and Impact on Digital Divide in Nigeria Challenges in the Digital Divide During the COVID-19 Pandemic Infrastructural Challenges Socio-Economic Challenges Proposed Solutions to Bridge the Digital Divide Infrastructural Solutions Socio-Economic Solutions Managerial Implications in Addressing the Digital Divide In Nigeria Higher Education: Policies and Initiatives Conclusion References 11 Early-Career Teachers Experiencing the Pandemic in Greece and England: A Critical Comparative Study of Subjectivity and Governance Introduction COVID-19 Education Policy in England and Greece COVID-19 Measures in England COVID-19 Measures in Greece Teachers Amidst the Pandemic: A Review of the Literature Theoretically Framing the Research The Study ECPTs’ Professional Subjectivity in England ECPTs’ Position in the Profession ECPTs’ Field of Possibilities: Renegotiation of Boundaries Relating to Others: Experiencing the Change Relating to One’s Self ECPTs’ Professional Subjectivity in Greece ECPTs’ Position in the Profession ECPTs’ Field of Possibilities: Renegotiation of Boundaries Relating to Others: Experiencing the Change Relating to One’s Self Discussion References Index