Governmentality in higher education : a critical analysis of the National Survey of Student Engagement (NSSE)

In this dissertation, the National Survey of Student Engagement (NSSE) serves as a nodal point through which to examine the power relations shaping the direction and practices of higher education in the twenty-first century. Theoretically, my analysis is informed by Foucault’s concept of governmentality, briefly defined as a technology of power that influences or shapes behavior from a distance. This form of governance operates through apparatuses of security, which include higher education. Foucault identified three essential characteristics of an apparatus—the market, the milieu, and the processes of normalization—through which administrative mechanisms and practices operate and govern populations. In this project, my primary focus is on the governance of faculty and administrators, as a population, at residential colleges and universities. I argue that the existing milieu of accountability is one dominated by the neoliberal assumption that all activity—including higher education—works best when governed by market forces alone, reducing higher education to a market-mediated private good. Under these conditions, what many in the academy believe is an essential purpose of higher education—to educate students broadly, to contribute knowledge for the public good, and to serve as society’s critic and social conscience (Washburn 227)—is being eroded. Although NSSE emerged as a form of resistance to commercial college rankings, it did not challenge the forces that empowered the rankings in the first place. Indeed, NSSE data are now being used to make institutions even more responsive to market forces. Furthermore, NSSE’s use has a normalizing effect that tends to homogenize classroom practices and erode the autonomy of faculty in the educational process. It also positions students as part of the system of surveillance. In the end, if aspects of higher education that are essential to maintaining a civil society are left to be defined solely in market terms, the result may be a less vibrant and, ultimately, a less just society.

REVIEW OF FACTORS AFFECTING SUSTAINABILITY IN THE UNIVERSITIES

Purpose – The focus of this research is to find out a meaningful relationship between adopting sustainability practices and some of the characteristics of institutions of higher education (IHE). IHE can be considered as the best place to promote sustainability and develop the culture of sustainability in society. Thus, this research is conducted to help developing sustainability in IHE which have significant direct and indirect impact on society and the environment. Design/methodology/approach – First, the sustainability letter grades were derived from “Greenreportcard.org” which have been produced based on an evaluation of each school in nine main categories including: Administration, Climate Change & Energy, Food & Recycling, etc. In the next step, the characteristics of IHE as explanatory variables were chosen from “The Integrated Postsecondary Education Data System” (IPEDS) and respective database was implemented in STATA Software. Finally, the “ordered-Probit Model” is used through STATA to analyze the impact of some IHE’s factor on adopting sustainability practices on campus. Finding - The results of this analysis indicate that variables related to “Financial support” category are the most influential factors in determining the sustainability status of the university. “The university features” with two significant variables for “Selectivity” and “Top 50 LA” can be classified as the second influential category in this table, although the “Student influence” is also eligible to be ranked as the second important factor. Finally, the “Location feature” of university was determined with the least influential impact on the sustainability of campuses. Originality/value – Understanding the factors which influence adopting sustainability practices in IHE is an important issue to develop more effective sustainability’s methods and policies.