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dc.contributor.authorMiddleton, Sue
dc.date.accessioned2008-11-18T02:20:25Z
dc.date.available2008-11-18T02:20:25Z
dc.date.issued2008-03
dc.identifier.citationMiddleton, S. (2008). Research assessment as a pedagogical device: Bernstein, professional identity and Education in New Zealand. British Journal of Sociology of Education, 29(2), (125 – 136).en_US
dc.identifier.urihttps://hdl.handle.net/10289/1375
dc.description.abstractRecent restructuring of research funding for New Zealand's higher education institutions is 'outputs-driven'. Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed 'research active') or 'R' ('Research Inactive'). Despite its relatively high number of A and B rated individuals, Education's collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing 'official' external identities. I overview Bernsteinian concepts, historicise Education's changing official identities and illustrate how these enabled and constrained participants' self-definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries.en_US
dc.language.isoen
dc.publisherRoutledgeen_NZ
dc.relation.urihttp://www.informaworld.com/smpp/content~content=a791159075~db=all~order=pageen_US
dc.subjecteducationen_US
dc.subjectPBRF
dc.subjectNew Zealand
dc.titleResearch assessment as a pedagogical device: Bernstein, professional identity and Education in New Zealanden_US
dc.typeJournal Articleen_US
dc.identifier.doi10.1080/01425690701835152en_US
dc.relation.isPartOfBritish Journal of Sociology of Educationen_NZ
pubs.begin-page125en_NZ
pubs.elements-id32840
pubs.end-page136en_NZ
pubs.issue2en_NZ
pubs.volume29en_NZ


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