The Value of Quality: Capital, Class, and Quality Assessment in the Re-making of Higher Education in the United State, the United Kingdom, and Ontario
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Notice bibliographique
Résumé
This dissertation examines the utility of quality assessment (QA) in higher education as a means of measuring and improving qualitative excellence. It also tracks the emergence and development of QA in the United States, the United Kingdom, and Ontario. I find that QA neither measures nor helps to produce anything that could meaningfully be described as being of high “quality”. Rather, QA is effective in helping to reproduce commercially oriented but hardly ground-breaking research and a more “flexploitable” labour force. \n\tThe precursors to contemporary forms of QA first appeared in United States during the early part of the 20th century. To serve the interests of a burgeoning capitalism, corporate America organized independently and under the aegis of the American state to develop and control a national system of higher education. To that end, the captains of industry developed an extensive program of measurement and evaluation as a basis to rationalize funding for university teaching and research. Over time, that system of measurement and assessment developed into what today appears as a massive network of procedures and metrics that aid in the reproduction of a stratified system of higher education that efficiently puts out the kinds of knowledge and workers that can in turn aid in the reproduction of neoliberal capitalism. \n\tSince 1980, successive governments in both the United Kingdom and Ontario have developed systems of QA in the hope of reproducing the kinds of results achieved in America. QA has been seen as a way to install a price-type signaling system, and thereby a market, in what are subsidized and public systems of higher education. In other words, systems of QA were developed to evaluate the exchange-value of new knowledge and graduates within the context of neoliberal capitalism. Accordingly, QA makes it possible for firms and the state to rationalize funding in a manner that disciplines those within and around the university – increasingly by consent - to produce a particular form of value, namely that which can help corporations to secure larger profits, irrespective of the social, political, economic, or ecological consequences.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle