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A prize for a price? Higher education marketisation and the question of value

A prize for a price? Higher education marketisation and the question of value
A prize for a price? Higher education marketisation and the question of value
Assessing the value of higher education has now become embroiled in discussions of its functions and outputs in the context of increased marketisation. Much of this is based on a fairly crude value framing concerning the economic impact, return value, and increasingly, measured performance, derived from higher education. This article explores the concept of value associated with the work of Dewey and applies this to current market principles and dynamics in higher education, particularly the distinctions he draws between value means and ends in the process of valuation. As well as examining the tensions and possible interplays between intrinsic and instrumental value, and ways of bridging this tension, the article analyses the implications this has for HE in its current market form. It critically engages with the characteristic ways in which dominant measurement and markers of value are applied in assessing the value generated by institutions and discusses the implications for market-orientated higher education systems.
value; marketisation; appraisal; Dewey; ends-and-means
1477-8785
351-367
Tomlinson, Michael
9dd1cbf0-d3b0-421e-8ded-b3949ebcee18
Kelly, Paul
e371a6be-25a2-47c9-a96d-396fe440ac70
Tomlinson, Michael
9dd1cbf0-d3b0-421e-8ded-b3949ebcee18
Kelly, Paul
e371a6be-25a2-47c9-a96d-396fe440ac70

Tomlinson, Michael and Kelly, Paul (2018) A prize for a price? Higher education marketisation and the question of value. Theory and Research in Education, 16 (3), 351-367. (doi:10.1177/1477878518810915).

Record type: Article

Abstract

Assessing the value of higher education has now become embroiled in discussions of its functions and outputs in the context of increased marketisation. Much of this is based on a fairly crude value framing concerning the economic impact, return value, and increasingly, measured performance, derived from higher education. This article explores the concept of value associated with the work of Dewey and applies this to current market principles and dynamics in higher education, particularly the distinctions he draws between value means and ends in the process of valuation. As well as examining the tensions and possible interplays between intrinsic and instrumental value, and ways of bridging this tension, the article analyses the implications this has for HE in its current market form. It critically engages with the characteristic ways in which dominant measurement and markers of value are applied in assessing the value generated by institutions and discusses the implications for market-orientated higher education systems.

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TRE_Prize_081018 - Accepted Manuscript
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More information

Accepted/In Press date: 12 October 2018
e-pub ahead of print date: 7 December 2018
Keywords: value; marketisation; appraisal; Dewey; ends-and-means

Identifiers

Local EPrints ID: 425946
URI: https://eprints.soton.ac.uk/id/eprint/425946
ISSN: 1477-8785
PURE UUID: 626c3e17-fcbe-4b8f-8b82-85bc0a75e9f9
ORCID for Paul Kelly: ORCID iD orcid.org/0000-0002-3031-4452

Catalogue record

Date deposited: 14 Nov 2018 17:30
Last modified: 20 Jul 2019 04:05

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