Academic Perceptions of Higher Education Assessment Processes in Neoliberal Academia

Autor/in	Raaper, Rille
Titel	Academic Perceptions of Higher Education Assessment Processes in Neoliberal Academia
Quelle	In: Critical Studies in Education, 57 (2016) 2, S.175-190 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2015.1019901
Schlagwörter	Neoliberalism; Educational Change; Higher Education; Power Structure; College Faculty; Discourse Analysis; Foreign Countries; Quality Assurance; Student Evaluation; Governance; Teacher Attitudes; Evaluation Methods; Accountability; Educational Policy; Academic Freedom; Educational Theories; United Kingdom + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Diskursanalyse; Ausland; Qualitätssicherung; Schulnote; Studentische Bewertung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrerverhalten; Verantwortung; Politics of education; Akademische Freiheit; Educational theory; Theory of education; Bildungstheorie; Großbritannien
Abstract	Neoliberal higher education reforms in relation to quality assurance, managerialist practices, accountability and performativity are receiving increasing attention and criticism. In this article, I will address student assessment as part of the technologies that increasingly govern academics and their work in universities. I will draw on Foucault's theories of governmentality and subjectification, and discourse analysis that have framed the research conducted with 16 academics in one university in the UK. While academics in the study expressed frustration with neoliberal reforms in general, and assessment policies in particular, they tended not to demonstrate overt resistance within their university systems. The reasons for this will be questioned and analysed in relation to a neoliberal mode of government where power relations shaping academic subjectivities are diffuse and pervasive. I will discuss the ways in which academics understand and act within these power relations, and I will also demonstrate a variety of covert practices that academics tend to apply when coping with the neoliberal technologies of government such as assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01