NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1156250
Record Type: Journal
Publication Date: 2017-Oct
Pages: 32
Abstractor: As Provided
ISSN: EISSN-1740-2743
Teaching Excellence Framework (TEF): Re-Examining Its Logic and Considering Possible Systemic and Institutional Outcomes
Rudd, Tim
Journal for Critical Education Policy Studies, v15 n2 p59-90 Oct 2017
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.
Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A