Postdigital Perspectives on the McPolicy of Measuring Excellence

Hayes, Sarah

doi:10.1007/s42438-020-00208-2

Cited by 18 publications

(8 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Still there has been a persistent pattern of many universities selecting a set of individual words that are published as their shared core values. These have in some cases also been engraved onto the windows of university buildings as visible icons that reinforce selected principles like ‘excellence’, ‘impact’, or ‘ambition’ (Hayes, 2021:129). Despite the similarity of the words that are chosen to represent each value, there is often an accompanying claim by university policymakers that these values together will make their institution distinctive.…”

Section: Examples Of Embedded University Values That Are Expected To ...mentioning

confidence: 99%

“…For example, what if HE slogans and frameworks that are aimed at human behaviour and experience simply omit any reference to the postdigital and biodigital interventions that now intervene in almost all human activity? If this is the case, then we perceive there to be a deeply problematic disconnect between assumptions in HE policy that ‘static principles of inclusive practice can be embedded’ in universities without also considering the dynamic ‘postdigital positionality’ (Hayes, 2021) of the individuals that these principles concern.…”

Section: Some Epistemic Implicationsmentioning

confidence: 99%

“…Much has been written about the problem of measurement (see Hayes 2021 for an overview). What we see as excellent research or teaching directly links to epistemic changes in understandings of the university (Peters and Jandrić 2018).…”

Section: Slogans At the Intersections Of Biology Information And Societymentioning

confidence: 99%

“…Teaching is increasingly being measured through standardised testing and/or student satisfaction. These two very different ways of measuring are burdened by their own separate sets of epistemic problems, yet they are both clearly linked to the marketplace (Hayes 2021). Research is increasingly funded through competitive projects outside of the university.…”

Section: Slogans At the Intersections Of Biology Information And Societymentioning

confidence: 99%

See 3 more Smart Citations

From slogans to frameworks: Embedded values or postdigital positionality?

Hayes

Jandrić

2022

Policy Futures in Education

Self Cite

View full text Add to dashboard Cite

This article explores ways in which higher education (HE) slogans, together with related frameworks and policies, increasingly invade the personal, cultural and positional values of individual staff and students. After a quick exploration of examples of embedded university values that are expected to be ‘lived’, the article outlines some epistemic implications in areas including epistemic positioning, epistemic injustice, epistemic space, data epistemologies, epistemic dominance and epistemic violence. Concluding that epistemologies are always lived, the article explores slogans at the intersections of biology, information and society using the case of excellence. Finally, the article briefly opens up the question of consent. Slogans, frameworks and policy texts exist as all other data assemblages that are subject to regulation. Should they also need to conform to such, or similar, regulations?

show abstract

Section: Examples Of Embedded University Values That Are Expected To ...mentioning

confidence: 99%

Section: Some Epistemic Implicationsmentioning

confidence: 99%

Section: Slogans At the Intersections Of Biology Information And Societymentioning

confidence: 99%

Section: Slogans At the Intersections Of Biology Information And Societymentioning

confidence: 99%

See 2 more Smart Citations

From slogans to frameworks: Embedded values or postdigital positionality?

Hayes

Jandrić

2022

Policy Futures in Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Situated within the neoliberal marketplace, policymakers, managers, and technology developers have focused on solutions which can be easily implemented, measured, and evaluated. This approach makes a lot of sense in policy papers, reports, and company budgets, yet its consequences are heavily contested (Hayes 2021a) 2 . With all its bells and whistles, the 'old normal' of teaching and learning had been anything but egalitarian, just, and sustainable.…”

Section: Technological Determinism and Instrumentalismmentioning

confidence: 99%

The postdigital turn: Philosophy, education, research

Jandrić

Knox

2021

Policy Futures in Education

View full text Add to dashboard Cite

This article develops a post-determinist and a post-instrumentalist understanding of education and educational research through the lens of postdigital theory. We begin with historicizing current postdigital research by showing its intellectual ancestry and recognizing its rapidly changing nature. We move on to current state of the art, which we present in three wide themes. The first theme is the great convergence of various lower-level techno-scientific convergences, such as analogue–digital, physics–biology, and biology–information, which results in new epistemologies, ontologies and practices. The second theme is some consequences of the great convergence for education and pedagogy, which result in new postdigital ecopedagogies. The third theme is postdigital research, which is reconfigured by the great convergence towards a closer collaboration between traditional scientific fields and disciplines. We briefly outline four such reconfigurations (multidisciplinary, interdisciplinarity, transdisciplinarity, and antidisciplinarity) and their implications. The article concludes with a brief list of directions for future work in the field.

show abstract