ABSTRACT
The Master discourse is the foundation discourse from which all other didactical discourses are derived in Lacanian theory. The Master discourse did not initially characterise didactics at university; it is, however, likely that both the Politician's discourse and Master discourse became prevalent with time. Performance is the final stage of the strategies developed for learning on the part of the student in the Master discourse, it has been argued previously. Strategies for leadership discussed in this chapter involve those promoted by Deslandes (self-knowledge) with an aim of considering the risk for students (e.g. of promoting image instead of content) if expectations on students are set too high or alternatively if students are not managing their studies efficiently. The challenges posed by modern technology to the Master discourse involves the desire to be looked at and to 'look' at, and the importance of 'image' building.
