The Configurative Agency of Metrics in Education: A Research Agenda Involving a Different Engagement with Data

Autor/in	Madsen, Miriam
Titel	The Configurative Agency of Metrics in Education: A Research Agenda Involving a Different Engagement with Data
Quelle	In: Journal of Education Policy, 36 (2021) 1, S.64-83 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Madsen, Miriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2019.1682679
Schlagwörter	Measurement; Evaluation Methods; Qualitative Research; Data Analysis; Data Use; Higher Education; Employment Potential; College Graduates; Foreign Countries; Outcomes of Education; Data Collection; Labor Market; Student Characteristics; Salaries; Employment Level; Racial Differences; Ethnicity; Denmark + Suchen Sie Ihr Suchwort? Messverfahren; Qualitative Forschung; Auswertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Hochschulabsolvent; Hochschulabsolventin; Ausland; Lernleistung; Schulerfolg; Data capture; Datensammlung; Labour market; Arbeitsmarkt; Entlohnung; Gehalt; Beschäftigungsgrad; Rassenunterschied; Ethnizität; Dänemark
Abstract	The increased use of quantitative education data is often regarded by scholars as evidence of the emergence of 'governing by numbers'. These scholars ascribe major stakeholders such as the OECD and nation states agency as they produce, distribute and consume data, and respond to these with policy and management initiatives. This paper argues that metrics themselves have a configurative agency that affects education in terms of educational ideas and designs. The paper illustrates this point by analysing two cases of graduate employability metrics, each of which configures education differently, and discusses how the configurative agency of metrics can become the focal point of a different research agenda using distinct analytical concepts drawn from the sociology of quantification and new materialism. The paper concludes that such a research agenda can enable actors involved in the design and development of education to enter into a professional dialogue and engagement with education data, rather than merely dismissing it. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01