Conceptions of the value of higher education in a measured market
Conceptions of the value of higher education in a measured market
A critical analysis is developed of the dominant meanings of value in marketised higher education. In policy terms, this has become informed by the logics of the measured market whereby value has become synonymous with economic return and institutional accountability. The notion of value is one which permeates many discussions on the purpose of higher education and the perceived benefits it confers onto individuals and society as a whole. This, however, remains largely implicit and unearthing the specific meaning of value (and values) clearly presents challenges. This article critically examines a variety of concepts relevant to discussion of the value of higher education, including the relationship between value and quality, consumerism, goods and performativity. In each case, it unpacks their meanings and implications for the relationship between students and institutions, particularly at a time when this is seen to be increasingly transactional. It then outlines an alternative value framing to the utilitarian ‘value for money’ so prevalent in much market-driven policy.
policy, value, quality, performativity, goods
711-727
Tomlinson, Michael
9dd1cbf0-d3b0-421e-8ded-b3949ebcee18
1 April 2018
Tomlinson, Michael
9dd1cbf0-d3b0-421e-8ded-b3949ebcee18
Tomlinson, Michael
(2018)
Conceptions of the value of higher education in a measured market.
Higher Education, 75 (4), .
(doi:10.1007/s10734-017-0165-6).
Abstract
A critical analysis is developed of the dominant meanings of value in marketised higher education. In policy terms, this has become informed by the logics of the measured market whereby value has become synonymous with economic return and institutional accountability. The notion of value is one which permeates many discussions on the purpose of higher education and the perceived benefits it confers onto individuals and society as a whole. This, however, remains largely implicit and unearthing the specific meaning of value (and values) clearly presents challenges. This article critically examines a variety of concepts relevant to discussion of the value of higher education, including the relationship between value and quality, consumerism, goods and performativity. In each case, it unpacks their meanings and implications for the relationship between students and institutions, particularly at a time when this is seen to be increasingly transactional. It then outlines an alternative value framing to the utilitarian ‘value for money’ so prevalent in much market-driven policy.
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Dominant Conceptions of Value June 17
- Accepted Manuscript
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Tomlinson 2018 Article Conceptions of the Value of Higher Education
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More information
Accepted/In Press date: 15 June 2017
e-pub ahead of print date: 13 July 2017
Published date: 1 April 2018
Keywords:
policy, value, quality, performativity, goods
Organisations:
Centre for Education Policy
Identifiers
Local EPrints ID: 411750
URI: http://eprints.soton.ac.uk/id/eprint/411750
ISSN: 0018-1560
PURE UUID: 0a1648d2-de33-458d-b793-3d8060df9d68
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Date deposited: 23 Jun 2017 16:31
Last modified: 16 Mar 2024 05:28
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