Becoming PBRF-able: Research assessment and education in New Zealand
Middleton, S. (2009). Becoming PBRF-able: Research assessment and education in New Zealand. In T. Besley (Ed). Assessing the Quality of Educational Research in Higher Education – International Perspectives.(pp.193-208). Rotterdam, the Netherlands: Sense Publishers.
Permanent Research Commons link: https://hdl.handle.net/10289/2133
It seems ironic that, designed as they are to quantify, evaluate and reward the research quantum of academic institutions, departments and individuals, research assessment exercises have themselves become objects of their research and critique. As many in this volume and elsewhere attest, the impact of research assessment runs deeper than mere measurement of “what is already there”: such processes are productive, or formative (Henkel, 2005, McNay, 2003; Sikes, 2006). Of course bringing about change is intended in the sense of increasing research quantity, enhancing its quality, etc. However, there are suggestions that by changing the conditions of knowledge production, research assessment exercises may also alter the shape and direction of disciplines by diverting and channelling researchers’ intellectual attention and political engagement, influencing what they study, how they do it, and how they report and write (Beck and Yong, 2005; Bernstein, 2000).
This article has been published in the book: Assessing the Quality of Educational Research in Higher Education – International Perspectives. ©2009 Sense Publishers. Used with permission.
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