Political and Ethical Implications of Institutional Practices and Internationalisation in UK Higher Education

Abstract

Conflicts can arise within UK higher education institutions, as widening participation and an encouragement of internationalisation brings a range of different expectations and backgrounds into the scene of postgraduate study.  Factors such as cultural differences, market-oriented education and different reasons for enrolling on courses can mean that tutors, staff members and students find themselves unsure about what their priorities should be, how they should conceptualise their role or position, or what they should most usefully be doing during their involvement with postgraduate study. In this context, assumptions may be made about ‘best practice’ which may alternatively be viewed as social defence mechanisms defending against uncertainty and anxiety.  This psychoanalytically informed qualitative study investigates the political and ethical implications of institutional practices and internationalisation in UK higher education.  Data from group discussions involving staff and students respectively, and documentary evidence, are analysed and compared to reveal issues which may otherwise go unnoticed, particularly in terms of positioning of students and staff.  One assumption behind this project is that in making things visible rather than making truth claims, the researcher and the audience may gain self knowledge in a way which ultimately brings more transformative potential than would be brought by presenting finished statements.  This is considered to be a more ethical, or at least less unethical, way of being. Please feel free to contact the author if you would be interested in discussing this project further.