English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

von Gregory Hadley
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Gregory Hadley English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory
Gregory Hadley - English for Academic Purposes in Neoliberal Universities: A Critical Grounded Theory

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The critical grounded theory presented in this book offers valuable insights on the social processes and strategies used by Blended English for Academic Purposes Professionals (BLEAPs) at higher education institutions, as they struggle to negotiate the challenges arising from a new focus on recruiting international students and hunting for other resources for their universities. Drawing from in-depth interviews with numerous research participants at over eleven higher educational institutions in the UK, Japan and the United States, this work focuses on those who have been precariously placed as middle manager at many EAP and TESOL programs. Lacking in both positional power or permanence, these 'BLEAPs' are faced with many challenges as they seek to understand  their changing role in higher educational institutions, and engage in strategies that can help them gain greater control over issues in their profession.


Gregory Hadley

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XV, 184 p. 10 illus.

Acknowledgements.- Table of Figures.- List of Tables.- Chapter 1  Setting the Stage:  Context, Concepts, and Theoretical Constructions.- 1.1 Pivotal Events.- 1.2 Why This Book?.- 1.3 Key Concepts.- 1.3.1 Neoliberal Universities.- 1.3.2 English for Academic Purposes.- 1.3.3 Blended EAP Professionals.- 1.4 Critical Grounded Theory.- 1.4.1 Beginning Stage.- 1.4.2 Intermediate Stage.- 1.4.3 Final Stage.- 1.5 Practicing Reflexivity.- 1.5.1 Research Background and Paradigmatic Position.- 1.5.2 Composition Style, Transcription, and Data Collection.- 1.6 Structure of This Book.- Chapter 2  EAP in the Third Space of Neoliberal Universities.- 2.1 Introduction.- 2.2 The Shift to Vocationalism.- 2.3 Sociopolitical and Economic Scaffolding.- 2.3.1 Globalization and Higher Education.- 2.3.2 Massification.- 2.3.3 McDonaldization.- 2.4 Institutional Manifestations and Emergent Third Spaces .- 2.4.1 Distinguishing Between Universities: An HEI Typology.- 2.4.2 Enter The Third Space.- 2.5 Reconstructing EAP into Student Processing Units (SPUs).- 2.6 Chapter Summary.- Chapter 3  The Emergence of Blended EAP Professionals.- 3.1 Introduction.- 3.2 Blended Ambiguity.- 3.3 Life as a BLEAP.- 3.3.1 Becoming a BLEAP.- 3.3.2 Typical Tasks.- 3.3.3 Types and Trajectories.- 3.5 Chapter Summary.- Chapter 4  Hunting and Gathering.- 4.1 Introduction.- 4.2 Resource Prospecting.- 4.2.1 Seeking Resource Enhancements.- 4.2.2 Securing Dependable Resource Flows.- 4.2.3 Cultivating Potential Resources.- 4.2.4 TEAP Response to Resource Prospecting.- 4.3 Investment ServicinG.- 4.4 Milking the Cash Cow.- 4.4.1 Examples of Overseas Program Milking.- 4.4.2 Role of BLEAPs.- 4.4.3 Response of TEAPs.- 4.4.4 Covariances and Conditions.- 4.5 Resource Leeching.- 4.5.1 Internal Resource Leeching.- 4.5.2 External Resource Leeching.- 4.6 Chapter Summary.- Chapter 5  Weighing and Measuring.- 5.1 Introduction.- 5.2 Contextual Factors in the Weighing & Measuring of Higher Education.- 5.2.1 External Factors.- 5.2.2 Internal Factors.- 5.3 Weighing & Measuring Tertiary EAP Programs.- 5.3.1 Challenges to the Weighing & Measuring of EAP Programs.- 5.3.2 Strategies for Weighing & Measuring EAP Programs.- 5.4 Weighing & Measuring TEAPs.- 5.4.1 Challenges to the Weighing & Measuring of TEAPs.- 5.4.2 Strategies for Weighing & Measuring TEAPs.- 5.5 Weighing & Measuring International Students.- 5.5.1 Challenges to Weighing & Measuring International Students.- 5.5.2 Strategies for Weighing & Measuring International Students.- 5.6 Weighing & Measuring BLEAPs.- 5.6.1 Challenges to the Weighing & Measuring of BLEAPs.- 5.6.2 BLEAP Strategies for Weighing & Measuring.- 5.7 Chapter Summary.- Chapter 6  Molding and Shaping from On High.- 6.1 Introduction.- 6.2 Seeing the Big Picture.- 6.2.1 BLEAPs and the Big Picture.- 6.2.2 TEAPs in Obscurity: Puzzling out a Different Picture.- 6.3 Maintaining Control.- 6.3.1 Creating Process Frameworks.- 6.3.2 Owning the Process.- 6.3.3 In-Group Consolidation.- 6.3.4 Green Zone Construction and Bunker Building.- 6.3.5 Flow Management as a Control Maintenance Strategy.- 6.4 Making an Innovative Impact.- 6.5 Consequences of Molding & Shaping for Tertiary EAP.- 6.5.1 Surviving on Administrative Patronage.- 6.5.2 Reshaping Professional Identities.- 6.5.3 Colonial Transformation.- 6.6 Chapter Summary.- Chapter 7  Mobbing, Struggling, and Managing:  A Story of Professional Disarticulation.- 7.1 Introduction.- 7.2 Professional Disarticulation.- 7.2 Potential Contributions.- 7.3 Further Implications.- 7.4 Final Thoughts.- References.

Offers a new perspective on social processes affecting English for Academic Purposes management in Higher Education

Juxtaposes existing theories with an empirical study of the practices in English for Academic Purposes units at universities

Offers an action-based framework that will help teachers and new managers gain greater understanding of and control over issues in their profession

Critically analyses common management strategies in EAP units in order to encourage good practices

Buch gebunden
Springer International Publishing

"Hadley's methods are detailed, systematic, and are sure to appeal to those interested in grounded theory research. With phrases such as 'resource leaching' and 'milking the cash cow', the concepts vividly illustrate theory in a way that is a welcome departure from the hedged and objectivized language common in ELT literature. ... the book does a masterful job in linking contextual factors to changes happening in EAP." (Colin Walker, RELC Journal, Vol. 49 (03), December, 2018)

"Gregory Hadley's book draws on fields such as management theory, organizational culture, organizational behaviour and policy studies as well as the more familiar sociolinguistic terrain that we would expect to see in research of this nature. As such, the book will be of interest to anyone in an EAP management position, or to any EAP practitioner who aspires to a managerial role. ... Hadley's book is a must-read, in other words, for EAP practitioners in neoliberal universities everywhere." (Terri Edwards, Journal of English for Academic Purposes, September, 2017)

"The book's organization follows standard research reporting, containing chapters on the study's concepts, methodology, context and results. This book will undoubtedly be of most interest to so-called BLEAPs, being one of the first to look at the effects of neoliberalisation in the EAP context means that this book makes a substantial and unique contribution to helping all of us who work in the field ... ." (Gemma Campion, OnCUE Journal, Vol. 9 (1), 2016)

"Hadley's book provides a thorough analysis of EAP in universities. It can aid individuals in this area to improve their teaching and learning environments, to chart suitable career paths, and to strive for a better approach to funding and operating universities than a neoliberalist one. Altogether, this ambitious book serves as an excellent primer for the use of grounded theory in educational research, and a rare and compelling description of the roles of teachers and supervisors in EAP." (Gregory Strong, System, Vol. 51, July, 2015)

"This volume is an important and ambitious attempt to address the ways in which English for academic purposes (EAP) programs at the tertiary level have been subject to the ongoing neoliberalization of universities in many countries in the past 40 years ... . this book is an important contribution to the debate needed on the future of not only EAP programs but also on the mission of our public universities in this era of ongoing neoliberal privatization of public funds." (Christian W. Chun, tesol Quarterly, Vol. 51 (4), December, 2017)



Buch Gebunden
10. November 2014
0.239 x 0.155 x 0.018 m; 0.431 kg
€ 90,94
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