Marketisation Vs Marginalisation: The tension between institutions and academics.

In this theme the research identifies and investigates the notion that many organisations now view ethnically diverse students primarily from the perspective of financial viability. In the view of this research it is apparent that funding is replacing the quality of teaching as a priority, such a policy suggests that the discourse around the current higher education (HE) market promotes a mode of existence where students seek to ‘have a degree’ rather than ‘be learners’ (Molesworth et al., 2009).
This view is also supported by Marginson & Considine, (2002) who argue that for many universities a key strategy in developing competitive advantage involves creating universal, generic and commodified mass education programmes, which are driven, supported and financed by market forces with an emphasis on cost minimisation. In the view of Welch (2002) and Kinman & Jones (2003) this kind of strategic approach cannot adequately serve the diverse needs of international student groups. Schapper and Mayson (2004) argue that the effect of these changes on academic work is profound. Academic autonomy, control and support is lost or marginalised as courses are developed and marketed centrally with little thought or foresight about the actual student experience.