Overview
- Adds specificity and critique to theorizations of educational governance
- Offers an analytical approach to the study of data and indicators in educational governance
- Brings together literature from various fields in relation to quantification in public governance
Part of the book series: Educational Governance Research (EGTU, volume 19)
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Table of contents (9 chapters)
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Front Matter
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Quantification Practices: Human Capital and the Value of Higher Education
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Front Matter
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Governance Practices: Indicators, Hierarchical Pressures, and Temporal-Affective Effects
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Front Matter
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Data Reception: Subjectivities and Amplified Resource Inequalities
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Front Matter
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Conclusion
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Front Matter
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Keywords
- educational data
- quantification practices of the metrics
- educational subjectivities
- educational development
- human capital configuration
- Danish higher education policy
- diffractive readings
- quantifying higher education utility
- sociology of quantification concepts
- the Danish utility metrics
- Graduate unemployment statistics
- resource allocation in educational governance
- public choice instruments
- utility data produced by metrics
- educational subjectivities
- extracurricular transition activities
- quality assurance literature
- Sociology of Quantification
- performance management
- governance and public administration
About this book
This book addresses governing by numbers and human capital policy in higher education by asking how higher education is quantified, how the quantitative information is used in educational governance, and how the information is perceived by students, teachers, managers, and policymakers, and affects decision-making. It also thematically discusses how human capital theory affects the quantification practices and, thereby, their effects. Based on these analyses, the book asks whether governing by numbers and human capital in education policy are necessarily neoliberal practices, and thus questions the theory of global convergence in educational governance.
The book provides a thorough analysis of the quantification of graduate outcomes based on the philosophical framework of Agential Realism, thus offering a novel analytical approach to the study of data and indicators in educational governance. The book draws on a comprehensive ethnographic case study from Danish higher education,and relates the findings from this case study to empirical cases in other countries and international research in the field. The book brings together literature from various fields, including political science, accounting, education, and sociology of quantification, in order to provide a comprehensive account of how quantification practices affect education.
Authors and Affiliations
About the author
Miriam Madsen, Ph.D. is an Assistant Professor in the Administration of Public Education at the Danish School of Education, Aarhus University. She is leading the Nordic exploratory network Governing educational pasts, presents, and futures with data, funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) and including 18 scholars from Denmark, Norway, Finland, and Estonia. She is furthermore running the postdoctoral project The performative effects of budgets in higher education: A cultural-studies account of how education ideas and designs are built into budget numbers, funded by The Independent Research Fund, Denmark. As part of this project, she is affiliated with London School of Economics and Political Science as a Visiting Scholar. Her research revolves around quantification in higher education governance and administration, including studies on performance measurement, quality assurance, budgeting and accounting, and higher education policy, with a special focus on the effects of quantification practices on educational design and modes of governance. The studies are inspired by New Materialist philosophy, bringing a novel perspective on the study of quantification practices to the research field. This novelty has already lead to several important journal publications.
Bibliographic Information
Book Title: Governing by Numbers and Human Capital in Education Policy Beyond Neoliberalism
Book Subtitle: Social Democratic Governance Practices in Public Higher Education
Authors: Miriam Madsen
Series Title: Educational Governance Research
DOI: https://doi.org/10.1007/978-3-031-09996-0
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-031-09995-3Published: 04 September 2022
Softcover ISBN: 978-3-031-09998-4Published: 05 September 2023
eBook ISBN: 978-3-031-09996-0Published: 03 September 2022
Series ISSN: 2365-9548
Series E-ISSN: 2365-9556
Edition Number: 1
Number of Pages: XIV, 213
Number of Illustrations: 3 b/w illustrations, 5 illustrations in colour
Topics: Educational Policy and Politics, Higher Education, Sociology of Education, Public Administration