A Power-Critique of Academic Rankings: Beyond Managers, Institutions, and Positivism

Autor/in	Welsh, John
Titel	A Power-Critique of Academic Rankings: Beyond Managers, Institutions, and Positivism
Quelle	In: Power and Education, 13 (2021) 1, S.28-42 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Welsh, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743820986173
Schlagwörter	Reputation; Institutional Evaluation; Best Practices; Governance; Criticism; Critical Theory; Audits (Verification); Power Structure; Political Influences; Social Change; Social Systems; Universities; Higher Education; Neoliberalism + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Kritik; Kritische Theorie; Political influence; Politischer Einfluss; Sozialer Wandel; Social system; Soziales System; University; Universität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus
Abstract	The bulk of research on academic rankings is policy-oriented, preoccupied with 'best practices', and seems incapable of transcending the normative discourse of 'governance'. To understand, engage, and properly critique the operation of power in academic rankings, the rankings discourse needs to escape the gravity of 'police science' and embrace a properly "political" science of ranking. More specifically, the article identifies three pillars of the extant research from which a departure would be critically fruitful -- "positivism," "managerialism," "institutionalism" -- and then goes on to outline three aspects of rankings that a critical political analysis should explore, integrate, and develop into future research from the discourses of critical theory -- "arkhè," "dispositif," and "dialectik." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01