Neoliberal Ideologies, Governmentality and the Academy: An Examination of Accountability through Assessment and Transparency

Autor/inn/en	Jankowski, Natasha; Provezis, Staci
Titel	Neoliberal Ideologies, Governmentality and the Academy: An Examination of Accountability through Assessment and Transparency
Quelle	In: Educational Philosophy and Theory, 46 (2014) 5, S.475-487 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2012.721736
Schlagwörter	Accountability; Neoliberalism; College Administration; Governance; Institutional Autonomy; Higher Education; Political Attitudes; Competition; Commercialization; Educational Change; Educational Philosophy + Suchen Sie Ihr Suchwort? Verantwortung; Neo-liberalism; Neoliberalismus; College administrators; Hochschulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Institutionelle Autonomie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Political attitude; Politische Einstellung; Wettkampf; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Colleges and universities exist within a political arena where external demands for accountability materialize within a market-driven environment. As a result, government agencies pressure colleges and universities to rely on assessment and transparent reporting to become more market-driven assuming that the competition within the market, led by public choice and institutional selection, will drive improvements in learning and will also self-govern the institutions. This article explores how Foucault informs our conception of neoliberal governmentality through political rationality and technologies of self-governance in order to inform our understanding of accountability in higher education and to challenge institutions to develop a counter dialogue which meets institutional obligations to the public and market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10