This thesis views Higher Education in the UK through the ‘lens’ of Learning Development (LD) as a field of practice. The research is underpinned by theoretical work deriving from Foucault and the empirical data is constructed from interviews, observations and reflexive autoethnographic sources. The analytical thrust employs sociolinguistic tools from Critical Discourse Analysis. The result is a case study of identity, offering insights into the field of LD itself and an original focus upon the production of relationships, and their effects within HE in the UK in the early 21st century, through policy enactment at that time.
Association for Learning Development in Higher Education