Editorial: Quantifying Higher Education: Governing Universities and Academics by Numbers.

Autor/inn/en	Hillebrandt, Maarten; Huber, Michael
Titel	Editorial: Quantifying Higher Education: Governing Universities and Academics by Numbers.
Quelle	In: Politics and governance, 8 (2020) 2, S. 1-5 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2463
DOI	10.17645/pag.v8i2.2585
Schlagwörter	Bildungspolitik; Steuerung; Hochschulbildung; Universität; Hochschule; Leistung; Qualitätssicherung; Quantitative Daten; Deutschland
Abstract	Over the past decades, 'governing by numbers' has taken a flight in the higher education sector. Performance-based budgeting and quality assurance schemes orient universities to new objectives, while rankings have globalised the metrified observation of higher education at large. Where previously no indicators existed, they are being introduced; where indicators already existed, they are being standardised for purposes of comparison. This thematic issue aims to work towards a more comprehensive understanding of the growing diversity of quantification-based instruments in higher education sectors in three European countries. The effects of quantification are noticed at all levels of the higher education system, from policy makers at the top of the regulatory pyramid down to students and academic staff. Yet even quantifiers outside of the regulatory system, such as ranking and metrics organisations, may have an important bearing on the operation of the university organisation and the sector at large. Thus, an entire governance landscape emerges in which actors at various levels turn to numbers for guidance. The articles in this thematic issue analyse the life cycle of such numbers, from their origins, through to their production and finally, their consequences. This editorial outlines the central questions and overarching issues addressed by the thematic issue and introduces its various contributions.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2022/3