The Teaching Excellence Framework: symbolic violence and the measured market in higher education

ABSTRACT

In English higher education, the Teaching Excellence Framework represents a very significant recent policy lever in the continued operation of a measured market in the sector. Conceived as a policy to enhance and make further transparent the quality of teaching, it utilises a variety of key measurements to establish sets of related outcomes upon which effective teaching can be assessed. Drawing upon Bourdieu’s concept of symbolic violence and adopting policy framing as an analytical approach, we illustrate how the Teaching Excellence Framework and its related discursive techniques are significant in (re)producing the institutional conditions which enable market policy to operate effectively. The article focuses specifically on three core pillars of the marketisation project of English higher education that are strongly affirmed: the further enactment of students as consumers and universities as producers, the related pre-occupation with graduates’ employability and future returns and the uncritical application of metrics to signify institutions’ performance value. We show how misrecognition operates by a market policy cloaking itself under the guise of student empowerment and quality, and call for academic and political practices that forge acts of resistance.

KEYWORDS:

• Higher education
• marketisation
• symbolic violence
• policy framing
• Teaching Excellence Framework

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No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Notes on contributors

Michael Tomlinson

Michael Tomlinson is an Associate Professor at the Southampton Education School at the University of Southampton, UK. His research interests are in higher education policy, the sociology of higher education and the HE-work relationship.

Jürgen Enders

Jürgen Enders is Professor of Higher Education Management at the University of Bath, UK, specialising in governance, policy and organisational forms within HE. He was previously a director for the Centre for Higher Education Policy Studies at Twente University, the Netherlands.

Rajani Naidoo

Rajani Naidoo is Professor of Higher Education Management at the University of Bath, UK. Her research interests include public sector markets and new public management; trans-national higher education and global governance; higher education and international development and the changing identity and nature of student participation in higher education.