Teaching Excellence Framework (TEF): Re-Examining Its Logic and Considering Possible Systemic and Institutional Outcomes

Autor/in	Rudd, Tim
Titel	Teaching Excellence Framework (TEF): Re-Examining Its Logic and Considering Possible Systemic and Institutional Outcomes
Quelle	In: Journal for Critical Education Policy Studies, 15 (2017) 2, S.59-90 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Educational Practices; Higher Education; Neoliberalism; Educational Policy; Context Effect; Criticism; Teaching Methods; Instructional Effectiveness; Standard Setting; Evaluation Criteria; Organizational Change; Program Implementation; Risk Assessment; Professional Autonomy; Teacher Motivation; Creativity; Economic Impact; Institutional Characteristics; Educational Development; Educational Innovation; Educational Change; Change Strategies + Suchen Sie Ihr Suchwort? Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Standardisierung; Organisationswandel; Risikoabschätzung; Berufsfreiheit; Kreativität; Ökonomische Determinanten; Bildungsentwicklung; Instructional innovation; Bildungsinnovation; Bildungsreform; Lösungsstrategie
Abstract	This paper offers conceptual and theoretical insights relating to the Teaching Excellence Framework (TEF), highlighting a range of potential systemic and institutional outcomes and issues. The paper is organised around three key areas of discussion that are often under-explored in debates. Firstly, after considering the TEF in the wider context of recent reforms, the paper offers a critical assessment, highlighting a broad range of flaws, issues and weaknesses in its design and execution. Counter to many "common assumptions", it is argued that such weaknesses may mean the TEF is unlikely to pass smoothly or unopposed into policy and practice, and moreover it may result in a range of unexpected outcomes and "refractions". The paper then attempts to offer conceptual insights into possible institutional responses to the TEF, and the implications these may have for institutions and across the sector as a whole. Finally, it is argued that the TEF should be considered in its wider context, as a landmark initiative that is designed to further embed a neoliberal audit and monitoring culture into Higher Education, and one that is unlikely to bring about the proclaimed teaching excellence. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01