A Foucauldian discourse analysis of unit coordinators' experiences of consensus moderation in an Australian university

• Published in: Assessment and evaluation in higher education Vol. 47; no. 8; pp. 1289 - 1300
• Main Authors: Mason, Jaci, Roberts, Lynne, Flavell, Helen
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 2022; Taylor & Francis Ltd
• Subjects: Collaboration; College Faculty; Compliance (Psychology); consensus moderation; Data Analysis; Discourse Analysis; Educational Quality; Faculty Development; Focus Groups; Foreign Countries; Foucauldian discourse analysis; Higher education; Leadership Role; neoliberal universities; Neoliberalism; Quality Assurance; Quality Control; Teacher Attitudes; Teacher Collaboration; Teamwork; Time Management; unit coordinators; Urban Universities; Australia
• ISSN: 0260-2938; 1469-297X
• DOI: 10.1080/02602938.2022.2064970

Consensus moderation, where collaboration and discussion take place to reach an agreement on mark allocation, is a frequently used approach to quality assurance in higher education. Unit coordinators play a vital role in facilitating consensus moderation, yet limited research has focused on their role in moderation practices. This study explored unit coordinators' perceptions and experiences of consensus moderation in Australian higher education through five focus groups. Using Foucauldian discourse analysis, data analysis identified three discursive constructions of consensus moderation situated in the wider discourse of the neoliberal university: a truly collaborative process, an illusion, and a process to manage markers. Unit coordinators in this study were positioned as either supportive, compliant but ineffective, or powerful. In contrast, markers were positioned as helpful and compliant although inexperienced and needing support; uncooperative, resistant, troublesome and demanding; or inexperienced and malleable. This paper has identified varied knowledge and understanding of consensus moderation processes and practice. These findings can inform moderation policy and practices and unit coordinator professional development.