At the beginning of the twenty-first century, the Australian
Universities Quality Agency (AUQA) audited Australian universities.
At the same time, universities were increasingly using online
learning technologies. Little has been written about how these two
significant changes in teaching and learning might be acting and
interacting at a time of increasing focus by universities on the
educational marketplace. This book investigates the AUQA audits of
three Australian universities which had different locations in the
Australian higher education marketplace and had different
approaches to the use of online technologies. Reid uses Critical
Discourse Analysis (CDA) to analyse a wide range of artefacts by
and about the universities. It is argued that AUQA's audits do not
support institutions' various market positionings, but rather
provide the imprimatur of 'brand Australia' by producing
representations of each institution that are safe and amenable to
the audit process. The bounding and limiting effect of the 'quality
university' discourse over the outward reaching 'online university'
discourse resulted in the three universities being represented in
increasingly isomorphic ways.
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