Governing by numbers and human capital in education policy beyond neoliberalism : social democratic governance practices in public higher education / Miriam Madsen.
Madsen, Miriam, author.
2022
LB2328.6
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Title Governing by numbers and human capital in education policy beyond neoliberalism : social democratic governance practices in public higher education / Miriam Madsen.
Author Madsen, Miriam, author.
ISBN 9783031099960 (electronic bk.)
3031099966 (electronic bk.)
9783031099953
3031099958
DOI https://doi.org/10.1007/978-3-031-09996-0
Published Cham : Springer, [2022]
Copyright ©2022
Language English
Description 1 online resource (xiv, 213 pages) : illustrations (some color).
Item Number 10.1007/978-3-031-09996-0 doi
Call Number LB2328.6
Dewey Decimal Classification 378/.05
Summary 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.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed September 16, 2022).
Series Educational governance research ; v. 19. 2365-9556
Available in Other Form Print version: 9783031099953
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Part 1. Introduction
Chapter 1. The rise of outcome indicators in educational governance
Chapter 2. Methodological approaches: Studying graduate outcome metrics and educational governance
Part 2. Quantification practices: Human capital and the value of higher education
Chapter 3. Quantifying higher education with graduate outcome metrics
Chapter 4. Graduate outcome metrics and the economization of education
Part 3. Governance practices: Indicators, hierarchical pressures, and temporal-affective effects
Chapter 5. Calculative governance instruments
Chapter 6. The governing properties of numbers
Part 4. Data reception: Subjectivities and amplified resource inequalities
Chapter 7. Subjectivizing effects of graduate outcome data
Chapter 8. Educational development effects of graduate outcome metrics
Part 5. Conclusion
Chapter 9. Governance hybridity and its implications for education and research on educational governance.

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