Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study
Abstract
:1. Introduction
1.1. Background
1.2. Change in the Context of Higher Education
1.3. Balance of Work Roles
1.4. Work-Life Balance
1.5. Job Satisfaction
- (1)
- To what extent has the increase in tuition fees changed academic staffs’ day-to-day experiences of teaching and student support?
- (2)
- How do academic staff perceive that these wider contextual changes within HE to have affected their experiences?
- (3)
- To what extent has the increase in tuition fees affected academic staffs’ job satisfaction?
2. Materials and Methods
2.1. Participants and Procedure
2.2. Institutions
2.3. Agenda
- (1)
- Perceptions of students’ Higher Education expectations
- (2)
- Perceptions of institutional expectations
- (3)
- Experiences of work demands and job roles
3. Results and Discussion
3.1. Students’ Experiences
3.1.1. Approach to studying
“...it’s always traditionally... well our A-Level teachers told us everything why won’t you tell me exactly what’s on that question paper...but this year I didn’t find the first years like that...”(Participant 1)
“...the opposite has happened to what I expected...I thought they would be really demanding and obnoxious because they were telling us they were paying us, my salary whatever and I’ve not had any comments like that...it’s been very much erm...they’re here to learn and they’ve actually largely engaged completely with that...”(Participant 1)
“Yeah erm…I have noticed a difference actually, a marked difference, in the first years. Erm, in that they seem to have been more committed...”(Participant 2)
The first years, now, are already thinking about dissertations...that tells you something. Whereas I sometimes got the impression with the second year group that... it was more, almost like well I’m just here because I can be(Participant 3)
“Yeah, I think they’re more motivated…more inclined to seek help…than previously... they’re taking more responsibility for their own learning because it’s costing so much.”(Participant 2)
“...they see it as their money being spent...there’s more personal responsibility on what they’re spending now.”(Participant 3)
“...maybe it has got something to do with the money I don’t know but...a lot of them do still to be more engaged and interested in what’s going on in the university and in joining extracurricular things”(Participant 4)
3.1.2. Employability Expectations
“There’s so much emphasis on employability... I think if you ask any…fourteen year old at secondary school, they are talking about employability skills and they, they’re familiar with those kind of key buzzwords er, and I think our students definitely expect that and they expect us to be fully aware of that.”(Participant 3)
“Erm, but I think we’ve moved beyond that idea of liberal education, doing it because you’re interested in it. I think for quite some time now, it’s been erm, a sort of career led thing hasn’t it?”(Participant 2)
R: “...Do you perceive it to be very different in the last nine years, then?P2: Yeah, quite a lot different actually, you know, going back to that idea of liberal education erm, and teaching…a subject, rather than developing people professionally and to go on and do a career. Yeah, it’s, the focus has shifted considerably.”(Participant 2)
3.1.3. Expectation of Staff Accessibility
“I think they had fairly high expectations...the first years seem to…want more…they seem to expect us to be much more accessible then we are...but I have noticed a difference, yeah it’s perhaps more of an entitlement.”(Participant 2)
“I think they certainly expect certain things in terms of communication, I think we’re almost like a bank call center in some regards. They, they expect…you know I’ve paid for this service, and I want to make the most of it’ from that point of view.”(Participant 3)
“...I do think the expectations are high on staff in terms of that...we’ve got to make sure we deliver the goods because they’re paying so much money...I do notice that visibly staff are around a lot more than they used to...”(Participant 4)
3.2. Contextual Change within HE
3.2.1. Students as Consumers
“I think there’s a much higher expectation to treat students as customers and clients... everybody I work with has always treated as students with respect and...as...not customers but as colleagues as partners in learning so I find it quite frustrating...”(Participant 1)
“I think also that erm you know the goals posts have been moved and it’s up to us to step up to the mark”(Participant 4)
“I think the change in expectations is coming from staff, I think we have an expectation...we go overboard, we ask them constantly are you happy, are you ok... I think it’s the nature of the students to go I need to find a problem, they’re asking me to find a problem; therefore I’m going to find a problem...”(Participant 5)
3.2.2. Data and Targets as Drivers
“R: Do you feel pressure from the university in terms of making sure that they’re [the students are] satisfied?P1: Oh yeah, God I’ve written five reports on feedback on NSS this year, five! Five!”
“I think there was a huge preparation and drive for us to have this customer orientation...and I think we’ve wasted a lot of time worrying about stuff we already do well…like the KIS data...”(Participant 1)
3.2.3. Institutional Demands
“...our job is to see them succeed and as long as they know that is what our motivation is throughout, then the students will be fine, unfortunately...we need to tick more boxes and spend more time proving that and I think therein lies the error”(Participant 1)
“...the University pulls us in one direction, the students pull us in another and then we have our own personal goals that pull us in another...that emphasis of doing more with less…”(Participant 5)
“R: What do you think about the university’s expectations of you...what do you feel like that has changed?P: Oh yeah, yeah erm my remit will be to become more research active...but also the other responsibilities erm...you know that things like...equality and diversity...”(Participant 4)
3.2.4. Research Pressures
“I do know now, new staff erm coming in erm I wouldn’t say under pressure but I think erm maybe it is you know, that they have to be more research active, yeah...”(Participant 4)
“The role within teaching that’s changed and the role within our own teaching role has changed to one of researcher/lecturer from a lecturer/researchers…”(Participant 5)
“…but I really do feel sometimes that erm...you know that you are sort of pulled in both directions...sometimes you see things you know, not being done maybe because there’s more emphasis on output, the research...”(Participant 4)
“NSS, we are constantly told about NSS, and then in the same breath they say erm the REF has to be done...well what do you want me to do first? I can’t do it all...”(Participant 5)
“…it’s getting students to…that are traditionally 58, 2.2 students into the 62, 2.1 students they’re now not being pushed and not being seen simply because you don’t…right I’ve got an hour here do I see the student and email them if they’re ok or do I do some research, it’s do the research unfortunately…”(Participant 5)
3.2.5. Retention as Driver
“...we focus often much more on the less able students, than the gifted and talented students, and I think there’s an institutional expectation of the consequence of early retention issues.”(Participant 3)
“...the emphasis was on erm trying to keep students, keep them retain them, do everything you can to retain them, but now it’s like well do all of that plus do your research”(Participant 5)
3.3. Satisfaction
Team Support
“I don’t think I’ve ever worked anywhere and felt so much part of a team… I think that changes the whole dimension because even when your well-being is being affected you just email one of the team and say please can you help…there’s a real collegiate feel.”(Participant 1)
R: “Erm, do you think that there’s any other factors then that are contributing to your experience in your job role, so how much you enjoy it or…?P2: The team that I work with...”(Participant 2)
“I think that it is a hard job...it’s you know it’s not an easy job it’s a hard job but I think we’re...fortunate that we’ve got a nice team erm and we communicate well with each other”(Participant 4)
3.4. Limitations of the Study
4. Conclusions
Author Contributions
Conflicts of Interest
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Bates, E.A.; Kaye, L.K. Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study. Educ. Sci. 2014, 4, 229-246. https://doi.org/10.3390/educsci4040229
Bates EA, Kaye LK. Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study. Education Sciences. 2014; 4(4):229-246. https://doi.org/10.3390/educsci4040229
Chicago/Turabian StyleBates, Elizabeth A., and Linda K. Kaye. 2014. "Exploring the Impact of the Increased Tuition Fees on Academic Staffs’ Experiences in Post-92 Universities: A Small-Scale Qualitative Study" Education Sciences 4, no. 4: 229-246. https://doi.org/10.3390/educsci4040229