Reference : The RAE/REF have engendered evaluation selectivity and strategic behaviour, reinforce...

	Document type :	Diverse speeches and writings : Article for general public
	Discipline(s) :	Social & behavioral sciences, psychology : Sociology & social sciences
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/34688

Title :	The RAE/REF have engendered evaluation selectivity and strategic behaviour, reinforced scientific norms, and further stratified UK higher education
Language :	English
Author, co-author :	Marques, Marcelo [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Powell, Justin J W [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Zapp, Mike [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Biesta, Gert [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	13-Feb-2018
Journal title :	The London School of Economics and Political Science - LSE Impact Blog
Peer reviewed :	No
Audience :	International
Abstract :	[en] The UK’s periodic research assessment exercise has grown larger and more formalised since its first iteration in 1986. Marcelo Marques, Justin J.W. Powell, Mike Zapp and Gert Biesta have examined what effects it has had on the submitting behaviour of institutions, considering the intended and unintended consequences in the field of education research. Findings reveal growing strategic behaviour, including high selectivity of submitted staff, the reinforcement of scientific norms with respect to the format and methodological orientation of submitted research outputs, and an explicit concentration of funding.
Research centres :	Education, Culture, Cognition & Society (ECCS) > Institute of Education & Society (InES)
Funders :	University of Luxembourg - UL
Name of the research project :	R-AGR-0221 > EDRESGOV > 01/09/2014 - 31/08/2017 > POWELL Justin J W
Permalink :	http://hdl.handle.net/10993/34688
Other URL :	http://blogs.lse.ac.uk/impactofsocialsciences/2018/02/13/the-raeref-have-engendered-evaluation-selectivity-and-strategic-behaviour-reinforced-scientific-norms-and-further-stratified-uk-higher-education/

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	Fulltext file(s): File Commentary Version Size Access Open access blogs.lse.ac.uk-The RAEREF have engendered evaluation selectivity and strategic behaviour reinforced scientific norms.pdf Publisher postprint 263.43 kB View/Open

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