2,184
Views
21
CrossRef citations to date
0
Altmetric
Articles

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

ORCID Icon, &
Pages 627-642 | Received 29 May 2018, Accepted 25 Nov 2018, Published online: 12 Dec 2018

References

  • Ball, S. J. (2015). Education, governance and the tyranny of numbers. Journal of Education Policy, 30(3), 299–301.
  • Boden, R., & Epstein, D. (2006). Managing the research imagination? Globalisation and research in higher education. Globalisation, Societies and Education, 4(2), 223–236.
  • Bourdieu, P. (1977). Outline of a theory of practice. Cambridge: Cambridge University Press.
  • Bourdieu, P. (1986). The forms of capital. In G. R. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Press.
  • Bourdieu, P. (1988). Homo academicus. Cambridge: Polity Press.
  • Bourdieu, P. (1989). Social space and symbolic power. Sociological Theory, 7(1), 14–25.
  • Bourdieu, P. (1990). In other words: essays towards a reflexive sociology. Stanford, CA: Stanford University Press.
  • Bourdieu, P. (2000). Pascalian Meditations. Cambridge: Polity Press.
  • Brown, R., & Carasso, H. (2013). Everything for sale? The marketisation of UK higher education. London: Routledge/SRHE.
  • Cheng, J. H. S., & Marsh, H. W. (2010). National Student Survey: Are differences between universities and courses reliable and meaningful? Oxford Review of Education, 36(6), 693–712.
  • Collini, S. (2012). What are universities for? London: Penguin.
  • Committee of Vice Chancellors and Principals (CVCP). (1985). Report of the Steering Group of University Efficiency (The Jarratt Report). London: CVCP.
  • Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99–112.
  • Conway, S. (1997). The reproduction of exclusion and disadvantage: Symbolic violence and class inequalities in “parental choice” of secondary schools. Sociological Research Online, 2(4), 1–14.
  • David, M. (2016). Fabricated world class: Global university league tables, status differentiation and myths of global competition. British Journal of Sociology of Education, 37(1), 169–189.
  • Department for Business, Innovation and Skills. (2011). Higher education students at the heart of the system. London: HMSO.
  • Department for Business, Innovation and Skills. (2015). Fulfilling our potential: Teaching excellence, social mobility and student choice. London: BIS.
  • Department for Business, Innovation and Skills. (2016a). Success as a knowledge economy: Teaching excellence, social mobility and student choice. London: BIS.
  • Department for Business, Innovation and Skills. (2016b). SUMMARY OF CONSULTATION RESPONSES: Fulfilling our potential: Teaching excellence, social mobility and student choice. London: BIS.
  • Department for Education. (2017). Teaching excellence and student outcomes framework: Lessons learned from year two. London: DfE.
  • Department for Education and Skills. (2003). The future of higher education. London: DfES.
  • Enders, J. (2015). The academic arms race: International rankings and global competition for world-class universities. In A. W. Pettigrew, E. Cornuel, & U. Hommel (Eds.), The institutional development of business schools (pp. 155–175). Oxford: Oxford University Press.
  • Entman, R. M. (1993). Framing: Toward clarification of a fractured paradigm. Journal of Communication, 43(4), 51–58.
  • Espeland, W. N., & Sauder, M. (2012). The dynamism of indicators. In K. E. Davis, A. Fisher, B. Kingsbury, & S. E. Merry (Eds.), Governance by indicators. Global power through quantification and rankings (pp. 86–109). Oxford: Oxford University Press.
  • Espeland, W. N., & Sauder, M. (2016). Engines of anxiety: Academic rankings, reputation, and accountability. New York: Russell Sage Foundation.
  • Farrell, C., & Morris, J. (2004). ‘Resigned compliance’: Teacher attitudes to performance-related pay in schools. Educational Management, Administration and Leadership, 31(2), 81–104.
  • Fielden, J., & Middlehurst, R. (2017). Alternative providers of higher education: Issues forPolicymakers. London: HEPI.
  • Fischer, F. (2003). Reframing public policy: Discursive politics and deliberative practices. Oxford: Oxford University Press.
  • Fischer, F., & Gottweis, H. (Eds.). (2012). The argumentative turn revisited: Public policy as communicative practice. Duke: Duke University Press.
  • Forstenzer, J. (2016). The teaching excellence framework: What’s the purpose? The sir Bernard crick centre university of sheffield. Retrieved from http://www.crickcentre.org/wp-content/uploads/2016/01/TEF-Whats-the-Purposebooklet-Josh-Forstenzer.pdf.
  • Frankham, J. (2017). Employability and higher education: The follies of the ‘productivity challenge’ in the teaching excellence framework. Journal of Education Policy, 32(5), 638–641.
  • Gibbons, S., Neumayer, E., & Perkins, R. (2015). Student satisfaction, league tables and university applications: Evidence from Britain. Economics of Education Review, 48(2), 148–164.
  • Harney, S., & Moten, F. (2013). The undercommons: Fugitive planning and black study. Singapore: Research Collection Lee Kong Chian School of Business.
  • Heaney, C., & Mackenzie, H. (2017). The teaching excellence framework: Perpetual pedagogical control in postwelfare capitalism. Compass: Journal of Learning and Teaching, 10, 2.
  • James, D. (2015). How Bourdieu bites back: Recognising misrecognition in education and educational research. Cambridge Journal of Education, 45(1), 97–112.
  • Keep, E., & Mayhew, K. (2014). Inequality–‘Wicked problems’, labour market outcomes and the search for silver bullets. Oxford Review of Education, 40(6), 764–781.
  • Lauder, H., Young, M., Daniels, H., Balarin, M., & Lowe, J. (2012). Educating for the knowledge economy? London: Routledge.
  • March, J. G. (1996). Continuity and change in theories of organizational action. Administrative Science Quarterly, 41(2), 278–287.
  • Marginson, S. (2013). The impossibility of capitalist markets in higher education. Journal of Education Policy, 28(3), 353–370.
  • Molesworth, M., Nixon, E., & Scullion, R. (2009). Having, being and higher education: The Marketisation of the university and the transformation of the student into consumer. Teaching in Higher Education, 14(3), 277–287.
  • Naidoo, R. (2016). The competition fetish in higher education: Varieties, animators and consequences. British Journal of Sociology of Education, 37(1), 1–10.
  • Naidoo, R., Shankar, A., & Veer, E. (2011). The consumerist turn in higher education: Policy aspirations and outcomes. Journal of Marketing Management, 27(11–12), 1142–1162.
  • Naidoo, R., & Williams, J. (2015). The neoliberal regime in English higher education: Charters, consumers and the erosion of the public good. Critical Studies in Education, 56(2), 208–223.
  • National Committee of Inquiry into Higher Education. (1997). Report for the National Committee of Inquiry into Higher Education: Higher Education in the Learning Society. London: DfES.
  • Neary, M., & Winn, J. (2009). The student as producer: Reinventing the student experience in higher education. In L. Bell, M. Neary, & H. Stevenson (Eds.), The future of higher education: Policy, pedagogy and the student experience (pp. 126–138). London: Continuum.
  • Porter, T. M. (1995). Trust in numbers: The pursuit of objectivity in science and public life. Princeton: University of Princeton Press.
  • Rowlands, J. (2015). Turning collegial governance on its head: Symbolic violence, hegemony and the academic board. British Journal of Sociology of Education, 36(7), 1017–1035.
  • Sabri, D. (2010). Absence of the academic from higher education policy. Journal of Education Policy, 25(2), 191–205.
  • Schimank, U. (2005). ‘New public management’ and the academic profession: Reflections on the German situation. Minerva, 43(4), 361–376.
  • Scott, J. (1990). Domination and the arts of resistance. New Haven, CT: Yale University Press.
  • Sellar, S., & Lingard, B. (2013). The OECD and the expansion of PISA: New global modes of governance in education. British Educational Research Journal, 28(5), 710–725.
  • Toshalis, E. (2010). From disciplined to disciplinarian: The reproduction of symbolic violence in pre-service teacher education. Journal of Curriculum Studies, 42(2), 183–213.
  • Van Gorp, B. (2005). Where is the Frame? European Journal of Communication, 20(4), 484–507.
  • Weaver, R. (1986). The politics of blame avoidance. Journal of Public Policy, 6(4), 371–398.
  • Williams, J. (2013). Consuming higher education: Why learning can’t be bought. London: Bloomsbury.
  • Winn, J. (2015). The co-operative university: Labour, property and pedagogy. Power and Education, 7(1), 39–55.
  • Wright, S., & Greenwood, D. J. (2017). Universities run for, by, and with the faculty, students and staff: Alternatives to the neoliberal destruction of higher education. Learning and Teaching, 10(1), 42–65.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.