Rank Hypocrises: The Insult of the REF

Sayer, Derek

doi:10.4135/9781473910270

Cited by 52 publications

(28 citation statements)

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“…This approach has not been without problems. Sayer [96], for instance, argues that the disciplinary focus of review panels is unsuited to judging interdisciplinary work. He also contends that the selection of "star" researchers as representatives of each department is problematic since it can lead to inferiority complexes and hierarchies.…”

Section: Increasing the Co-creative Potential Of The University: Potementioning

confidence: 99%

Implementing Sustainability Co-Creation between Universities and Society: A Typology-Based Understanding

et al. 2017

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Universities are under mounting pressure to partner with societal stakeholders and organizations to collaboratively create and implement sustainability-advancing knowledge, tools, and societal transformations. Simultaneously, an increasing number of societal organizations are reaching out to partner with universities to achieve organizational objectives and increase the effectiveness of strategies to further societal sustainability. Using a conceptual framework of "sustainability co-creation", this study empirically examines the historical and ongoing experiences of five organizations in Japan that actively partner with universities to enhance sustainability activities and strategies to transform society. We examine motivations for partnering with universities, innovative models of practice, factors hampering the co-creative potential of the university, and desired changes to overcome these. Our empirical study leads to the proposal of a typology that might assist in categorizing and understanding key attributes of differing types of sustainability co-creation. We build our typology from two perspectives: First, in terms of the primary objective of the co-creation (ranging from knowledge production to the transformation of society), and second, in terms of the approach taken (ranging from either socially or technologically-centered). We then reflect on the organizations' experiences to offer several strategies that could increase the effectiveness of the university when partnering with stakeholders in sustainability co-creation. We also highlight several factors effecting the university's capacity to move beyond knowledge production towards implementation measures to transform society with external stakeholders.

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Section: Increasing the Co-creative Potential Of The University: Potementioning

confidence: 99%

Implementing Sustainability Co-Creation between Universities and Society: A Typology-Based Understanding

et al. 2017

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“…Research groups that perform below their universities' expectations may be candidates to be pulled out of the next E&E UOA (Johnston and Reeves 2017). One of the consequences of performing less well than expected may be a cut in funding or, very likely, no funding at all (Lee et al 2013;Sayer 2015). Unfortunately, it is very difficult for an outside observer to know the expected rating for any given university.…”

Section: Resultsmentioning

confidence: 99%

“…the shift in emphasis away from publications to measures of 'impact' assessment is seen by critics as an attempt to tie the research efforts of universities more closely to the needs of the economy. Sayer (2015) maintains that the inadequate composition and mode of operation of some of the assessment committees means that they may fail to evaluate accurately the outputs put before them. Good research may be classified as bad, and bad as good.…”

Section: Introductionmentioning

confidence: 99%

An investigation into the role played by research assessment in the socio-geographic fragmentation of undergraduate economics education in the UK

Johnston

Reeves

2018

High Educ

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This study charts the socio-geographic fragmentation of the economics discipline in the UK. It is revealed that the marriage of economics teaching and research is now limited to elite institutions located mainly in the south of the UK. None of the UK's new (post-1992) universities submitted to the Economics and Econometrics (E&E) unit of assessment (UOA) in 2014, the UK's most recent research evaluation exercise (REE). Lower REE scores are shown to be associated with higher withdrawal rates from the next E&E UOA and subsequent undergraduate economics programme closure. Universities that exit the E&E UOA moving to the Business and Management (B&M) UOA appear to benefit in the form of higher REE scores. Though restricted to the experience of one academic discipline in one country, the lessons from this study yield important insights into how the results of REEs can be a principal driver of change in higher education.

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“…The neo-liberalisation of higher education has huge implications on how academics are measured and audited, as well as on how they perform (Evans, 2005, The Edu-factory Collective, 2009Gill, 2009;Ball, 2012;Freedman and Bailey, 2011;Holmwood 2011Holmwood , 2016). There is indeed a sub-field on academic performativity and audit trails Wright 1999, 2015;Strathern, 2000;Kenny, 2017;Sayer, 2015). The entrepreneurial spirit of neo-liberalism impedes relations between and across universities, journals, funding, networks, modes of measurement and academic scenes in general (Minca, 2000;Yeung 2002b).…”

Section: Performativitymentioning

confidence: 99%

Puzzlement of a déjà vu: Illuminaries of the global South

Puwar

2019

The Sociological Review

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The act of decentring established Euro-North American sites and flows of knowledge as longstanding geopolitical anchors of epistemological authority presents déjà vu scenarios, involved in centre-staging processes. The very position of being a messenger from the ‘North’ of knowledge and theory from the ‘South’ can reproduce the same patterns the undertaking seeks to unsettle. The context in which academic performativity is shaped is integral to both the making and taking of space in intellectual circuits of production and circulation. This article considers how centre-staging in academia performatively involves particular features. As a case in point, the focus is on the centre-staging of Boaventura de Sousa Santos (epistemology of the South) and Raewyn Connell (Southern Theory), who have become globally known for insisting on bringing knowledge from the South to the North. The wider ecology of the global circuits of academia, as well as their own performative dramaturgy, constitutes points of observation. A self-enterprising ownership of big global conceptual programmes places them high in the decentring of knowledge. There is a leap frogging over former stocks of published academic knowledge, as well as a centre-staging of knowledge projects, whereby it is they who become the flag bearers of this enterprise. Within this process it is important to recognise who is illuminated. Bibliographic tracks become traced over, in the very ways in which fields are mapped in order to produce a point of intervention.

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Rank Hypocrises: The Insult of the REF

Cited by 52 publications

References 0 publications

Implementing Sustainability Co-Creation between Universities and Society: A Typology-Based Understanding

Implementing Sustainability Co-Creation between Universities and Society: A Typology-Based Understanding

An investigation into the role played by research assessment in the socio-geographic fragmentation of undergraduate economics education in the UK

Puzzlement of a déjà vu: Illuminaries of the global South

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