AFTER ON-SITE TRAINING. Assignment C
Dear course participants,
After our experience in Joensuu we are ready to share the results of some follow up assignments or activities which will increase our awareness of the topics explored during the training. They are listed as assignments C1 and C2.
C1. PLACES ADDING VALUE TO YOUR UNIVERSITY.
In connection with assignment B2. Places worth a visit near your university, it will be interesting for you to share some pictures and video links of one or two places that may add value to your university together with a few comments on what is special of that place. In other words, where would you bring us and our students if we go and visit you?
We will be doing this assignment in the group discussion section so that everybody can see the results. Thanks and enjoy!!
C2. INSTITUTIONAL AND INTERPERSONAL COMMUNICATION.
THE POTENTIAL EFFECT OF OUR WORDS. THE TYPICAL CASE OF REQUESTS.
Requests are very frequent speech acts in institutional and interpersonal communication. They are produced when we want another speaker to carry out an action in our benefit (even if the benefit is for the good flow of tasks needed for the institution. Requests are different from offers “Would you like some tea?” in that offers invite an action in the benefit of the addressee.
These are examples of requests:
- “Could you, please, send us this form filled in as soon as possible?”
- “Could you, please, upload the activities before the deadline?”
Administrators and teachers need to produce many requests in order for their work to be done.
Requests are considered face threatening acts, i.e. acts that threaten individuals’ needs to be free from imposition by Brown and Levinson (1987, : 65-66). This is so because requests are acts that put pressure on the addressee to carry out an action. (See the presentation for learning session 2, slides 23-25)
Think for a minute:
Could you please think of a request you would normally do in your work environment that frequently causes any of these emotions:
Please write one or two examples (include the exact wording whenever possible, especially if you can copy text from a mail message). Please, discuss briefly if this activity helps you to gain awareness on the following:
- The potential effect of face threatening acts
- The importance of choosing words that mitigate the potential negative effect of face threatening acts
C3. STUDENTS AS CONSUMERS
This activity is connected to PRELIMINARY READING 2:
Furedi, Frank. “Introduction to the Marketisation of Higher Education and the Student as Consumer.” The Marketisation of Higher Education and the Student as Consumer, 2010, 1–8.
As part of the activities in this preliminary reading, we discussed the interesting topic of The Marketisation of Higher Education and the Student as Consumer
Could you think of real situations in your daily activities that show that students are increasingly positioned as consumers and institutions working to improve the extent to which they meet ‘consumer demands’?
Eg. students who complain that they want their degree dissertations to be checked for spelling by teachers, due to the cost of registration of the dissertation.
Please give some examples and discuss briefly.
Carmen Santamaría-García for the activities