Abstract
This paper uses a Foucauldian Discourse Analysis (FDA) framework to examine the first-year engineering teaching and learning environment. Specifically it investigates perceptions and actions relating to the concept of ownership inside the construction of the learning and teaching space by examining interviews of lecturers and supporting related government and university policy material. In doing so this paper reveals the operation of power and its complex effects in higher education. Importantly, by doing this, it shifts the domain of investigation beyond that of the student to the context the student finds themselves in.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Brown, J.: The current status of STEM education research. J. STEM Edu. Innovations Res. 13(5), 7–11 (2012)
Foucault, M.: Truth and power. In: Rabinow, P. (ed.) The Foucault Reader (interview with Alessandro Fontana and Pasquale Pasquino), pp. 51–75. Pantheon, New York (1984)
Foucault, M.: The order of discourse. In: Shapiro, M. (ed.) Language and Politics, (Translated by Ian McLeod), pp. 108–138. Basil Blackwell, Oxford (1984)
Foucault, M.: The subject and power. Crit. Inq. 8(4), 777–795 (1982)
Parker, I.: Discourse Dynamics: Critical Analysis for Social and Individual Psychology. Routledge, London (1992)
Steven Joyce Minister of Education New Zealand Parliamentary Press release 23 November 2012. https://www.beehive.govt.nz/release/1000-more-engineering-places-2013
Senate Education: Employment and Workplace Relations References Committee, Inquiry into the Shortage of Engineering and Related Employment Skills. Engineers Australia, March 2012. Retrieved 2014, from: https://www.engineersaustralia.org.au/sites/default/files/shado/Representation/Government%20Submissions/2012/engineers_australia_submission_to_senate_skills_shortage_inquiry_-_march_2012.pdf
HL Paper 37, House of Lords Select Committee on Science and Technology 2nd Report of Session 2012–2013, Higher Education in Science, Technology, Engineering and Mathematics (STEM) subjects, London: The Stationery Office Limited, 2012, Retrieved from: http://www.publications.parliament.uk/pa/ld201213/ldselect/ldsctech/37/37.pdf
Senator Bob Casey: Chairman, STEM education: preparing for the jobs of the future US Senate Joint Economic Committee, April 2012. Retrieved from: http://www.jec.senate.gov/public/index.cfm?p=Reports1&ContentRecord_id=92c8daf4-47c8-416a-bfa4-984cc8b6525a
Victoria University of Wellington: Draft Business Case for the Establishment of a Bachelor of Engineering 2005, Victoria University of Wellington (2005)
Victoria University of Wellington, Business Case for Introduction of Bachelor of Engineering 2006, Victoria University of Wellington (2006)
Thornton, P.H., Ocasio, W.: Institutional logics and the historical contingency of power in organizations: Executive succession in the higher education publishing industry, 1958–1990. Am. J. Soc. 105(3), 801–843 (1999)
New Zealand Government: Education Amendment Act, Section 161: inserted, on 23 July 1990, by section 36 of the Education Amendment Act 1990 (1990 No. 60), 1990, Retrieved from: http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM183665.html
Email Correspondence with: K. H. Rabel, Victoria University of Wellington, Manager, Institutional Analysis, Tuesday, 24 May 2016, 9:31 a.m. and Angela Hannah, New Zealand Government, Tertiary Education Commission, 24 May 2016, 09:23
Victoria University of Wellington, The Programme and Course Design Handbook (AB15/60-2) (2015). Retrieved from: http://www.victoria.ac.nz/documents/policy/governance/programme-and-course-design-handbook.pdf
Edwards, R., Usher, R.: Postmodernism and education: Different voices, different worlds, Routledge, 1994, this ed., 2002
New Zealand Government: Tertiary Education Commission, Performance Based Research Fund, Retrieved from: http://www.tec.govt.nz/Funding/Fund-finder/Performance-Based-Research-Fund-PBRF-/
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer International Publishing AG
About this paper
Cite this paper
Watterson, C., Knewstubb, B., Carnegie, D., Wilson, M. (2017). Who Owns the Teaching and Learning Environment?. In: Auer, M., Guralnick, D., Uhomoibhi, J. (eds) Interactive Collaborative Learning. ICL 2016. Advances in Intelligent Systems and Computing, vol 544. Springer, Cham. https://doi.org/10.1007/978-3-319-50337-0_27
Download citation
DOI: https://doi.org/10.1007/978-3-319-50337-0_27
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-50336-3
Online ISBN: 978-3-319-50337-0
eBook Packages: EngineeringEngineering (R0)