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Interpreting the process of change in higher education: the case of the research assessment exercises

Interpreting the process of change in higher education: the case of the research assessment exercises
Interpreting the process of change in higher education: the case of the research assessment exercises
Given that the current Research Assessment Exercise (RAE 2001) has been completed, it is an appropriate time to explore the impact of the RAEs upon the character of British higher education. This timeliness is reinforced by the earlier publication of HEFCE’s own ‘Review of Research’ (September 2000), the report from the House of Commons’ Select Committee on Science and Technology Committee (April 2000), with a report due in April 2003 from the Joint Funding Bodies (under the auspices of Gareth Roberts).We are therefore in a period of review and consultation, which may culminate in a new assessment regime or, as its severest critics would hope, even its demise. While our analysis genuflects to these contemporary developments, it is constructed within a framework that interprets the RAE process as constituting a continuous struggle for the control of the production of high-status knowledge.
0951-5224
4-23
Tapper, Ted
21b71ec2-daeb-4338-b8aa-4b798b3a8987
Salter, Brian
db1536c6-ec50-490c-a59d-d664f1b15599
Tapper, Ted
21b71ec2-daeb-4338-b8aa-4b798b3a8987
Salter, Brian
db1536c6-ec50-490c-a59d-d664f1b15599

Tapper, Ted and Salter, Brian (2003) Interpreting the process of change in higher education: the case of the research assessment exercises. Higher Education Quarterly, 57 (1), 4-23. (doi:10.1111/1468-2273.00232).

Record type: Article

Abstract

Given that the current Research Assessment Exercise (RAE 2001) has been completed, it is an appropriate time to explore the impact of the RAEs upon the character of British higher education. This timeliness is reinforced by the earlier publication of HEFCE’s own ‘Review of Research’ (September 2000), the report from the House of Commons’ Select Committee on Science and Technology Committee (April 2000), with a report due in April 2003 from the Joint Funding Bodies (under the auspices of Gareth Roberts).We are therefore in a period of review and consultation, which may culminate in a new assessment regime or, as its severest critics would hope, even its demise. While our analysis genuflects to these contemporary developments, it is constructed within a framework that interprets the RAE process as constituting a continuous struggle for the control of the production of high-status knowledge.

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Published date: January 2003
Organisations: Lifelong & Work-Related Learning

Identifiers

Local EPrints ID: 45924
URI: http://eprints.soton.ac.uk/id/eprint/45924
ISSN: 0951-5224
PURE UUID: eeacc1cb-9e6a-4ace-a5df-2c24bcf38657

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Date deposited: 26 Apr 2007
Last modified: 15 Mar 2024 09:14

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Contributors

Author: Ted Tapper
Author: Brian Salter

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