Although much has been written about the impact of neoliberalism and neoconservatism, (together referred to as the ‘new right’) there is relatively little analysis of their impact on teaching and learning quality. This paper is concerned with the way in which the two forces of ‘new right’ have influenced our understandings and expectations of quality teaching and learning in the tertiary context in Australia. We utilise the framework developed by Biggs which proposes that teaching and learning occur in a system which consists of presage, process and product stages. We focus on the presage stage where the learning environment is shaped by both the teaching context and the student expectations. Systems such as that described by Biggs function within a network of inter-related organisational systems. Decisions are made by administrators who may not be directly involved in teaching, yet their decisions affect the learning system. In turn, learning systems also operate within, and are influenced by, wider economic, social and political movements such as the ‘new right’.

Published in: World Congress on Education (WCE-2018)

  • Date of Conference: 15-18 July 2018
  • DOI: 10.2053/WCE.2018.0071
  • ISBN: 978-1-908320-91-9
  • Conference Location: Dublin, Ireland