#Studytalk in marketised higher education: student influencers as emerging support providers
Studies in Higher Education, ISSN: 1470-174X, Page: 1-13
2024
- 2Citations
- 15Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
Within the marketised higher education context, where traditional support systems are strained, student influencers on platforms like TikTok, Instagram, and YouTube have emerged as unexpected providers of academic and emotional support for their peers. Utilising a Foucauldian framework and drawing on 13 in-depth interviews with UK-based #studytalk creators, this study investigates the construction of student influencer subjectivity and their strategies for navigating this complex space. Findings reveal how these individuals leverage their success as academically high-achieving students and digital acumen to build legitimacy, negotiate ethical boundaries within the influencer market, and even resist the pervasive toxicity of certain study cultures. We show that these students do not just thrive to be influencers, but they engage with forms of ethical reflection to set certain parameters for their practice. Through this analysis, we contribute to a nuanced understanding of how students negotiate support and self-making in a marketised context while offering theoretical insights into the subjectification processes within the burgeoning influencer economy. By doing so, the article extends the dominant scholarly understandings of student support that often position support provision as the domain of universities. Instead, the findings show that students themselves are highly resourceful in developing and delivering peer support, and their practices intersect with wider student and youth experiences in the digital age.
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