by Roland Bloch and Catherine O’Connell
The changing shape of higher education and consequent changes in the nature of academic labour, employment conditions and career trajectories were significant Continue reading
The changing shape of higher education and consequent changes in the nature of academic labour, employment conditions and career trajectories were significant Continue reading →
The article below is reposted from the original piece published at the LSE Impact of Social Sciences blog It is reposted under Creative Commons 3.0.
Susan Wright, Bruce Curtis, Lisa Lucas & Susan Robertson provide a basic outline of their working paper on how performance-based research assessment frameworks in different countries operate and govern academic life. They find that assessment methods steer academic effort away from wider purposes of the university, enhance the powers of leaders, propagate unsubstantiated myths of meritocracy, and demand conformity. But the latest quest for ‘impact’ may actually in effect unmask these operations and diversify ‘what counts’ across contexts.
Our working paper Research Assessment Systems and their Impacts on Academic Work in New Zealand, the UK and Denmark arises from the EU Marie Curie project ‘Universities in the Knowledge Economy’ (URGE) and specifically from its 5th work package, which examined how reform agendas that aimed to steer university research towards the ‘needs of a knowledge economy’ affected academic research and the activities and conduct of researchers. This working paper has focused on Performance-Based Research Assessment systems (PBRAs). PBRAs in the UK, New Zealand and Denmark now act as a quality check, a method of allocating funding competitively between and within universities, and a method for governments to steer universities to meet what politicians consider to be the needs of the economy. Drawing on the studies reported here and the discussions that followed their presentation to the URGE symposium, four main points can be highlighted. Continue reading →