Subjected to Review: Engendering Quality in Higher Education

Morley, Louise (2001) Subjected to Review: Engendering Quality in Higher Education. Journal of Education Policy, 16 (5). pp. 465-478. ISSN 0268-0939

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Both feminism and quality assurance movements have attempted to deconstruct and reconstruct the academy. Both have called for more transparency in procedures, accountability from elite professional groups and the privileging of the student experience. Both are globalized systems calling for transformation. However, it is questionable as to whether these two forces for change can form strategic alliances, or whether indeed they are in oppositional relationship. As a dominant regime of power in the UK academy today, quality assurance both exposes the micropolitics of gendered power in organizations and creates its own structures and systems of power. Quality assurance is part of the modernization process of the public services. However, gender equity is not a performance indicator in UK quality audits. In this paper, I interrogate the gendered implications of quality assurance, with particular reference to the assessment of teaching and learning in the UK (the Quality Assurance Agency's Subject Review). Drawing on empirical data and conceptual critiques, I will argue that quality assurance, as a regime of power, is gendered in its conception and practice.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Depositing User: Louise Morley
Date Deposited: 06 Feb 2012 18:19
Last Modified: 22 May 2012 15:59
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