NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787600
Record Type: Journal
Publication Date: 2008-Mar
Pages: 12
Abstractor: Author
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0142-5692
Research Assessment as a Pedagogical Device: Bernstein, Professional Identity and Education in New Zealand
Middleton, Sue
British Journal of Sociology of Education, v29 n2 p125-136 Mar 2008
Recent restructuring of research funding for New Zealand's higher education institutions is "outputs-driven." Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed "research active") or "R" ("Research Inactive"). Despite its relatively high number of A and B rated individuals, Education's collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing "official" external identities. I overview Bernsteinian concepts, historicise Education's changing official identities and illustrate how these enabled and constrained participants' self-definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand