Could Distributed Peer Review Better Decide Grant Funding?
The landscape of academic grant funding is notoriously competitive and plagued by lengthy, bureaucratic processes, exacerbated by difficulties in finding willing reviewers. Distributed […]
New Teaching Excellence Framework Shows the Power of Marketing
The UK’s proposed Teaching Excellence Framework focuses strongly on ‘value for money,’ which, argues our Daniel Nehring, further elides the intellectual dimensions of scholarship and replaced it with the reduction of academics’ labor to the production of a skilled labor force.
The Value Added by Universities Exceeds Their Constituent Services
Academics do not simply teach and do research: they are teacher-researchers, notes Steve Fuller. In reviewing the UK spending review, he says, it is the value added to society by nurturing this complex role that should be at the forefront of the state’s thinking about the criteria used to fund universities.
Measuring Impact Via Influence, Not Bank Balance
A new project from the British Academy sets down the calculator in the latest attempt to tot up the value of the social sciences and humanities.
A Modest Proposal to Improve Value for Money at Universities
King’s College London’s Alexandre Afonso looks at the so-called marketization of higher education with disdain–not because of its advent but because it hasn’t gone far enough.
‘Value for Money’ Is Not the Same as Quality in Higher Ed
In the past 15 years and across successive governments in the United Kingdom, the concept of value for money has been internalized throughout higher education. Here, the author of “Consuming Higher Education: Why Learning Can’t Be Bought” outlines why it is a problem to use student choice and value for money as a means of holding universities to account.
“Don’t look to the Ivy League”
In an essay published in the London Review of Books, Howard Hotson analyses the THE-QS World University Rankings and concludes that market […]
