Performance indicators as conceptual technologies

被引：36
|
作者：
Barnetson, B
Cutright, M
机构：
[1] Alberta Coll & Inst Fac Assoc, Edmonton, AB T5J 1N3, Canada
[2] Johns Hopkins Univ, Baltimore, MD 21218 USA
来源：
HIGHER EDUCATION | 2000年 / 40卷 / 03期
关键词：
Canada; conceptual technology; critical theory; higher education; institutional effectiveness; performance indicators; performance funding; resource allocation;
D O I：
10.1023/A:1004066415147
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This paper posits that performance indicators (PIs) are conceptual technologies that shape what issues academics think about and how academics think about those issues by embedding normative assumptions into the selection and structure of those indicators. Exploring the assumptions embedded in Alberta's (Canada) PIs yields an initial typology of assumptions that academics can apply to performance indicators in higher education to understand, refine or critically challenge their introduction.
引用
收藏
页码：277 / 292
页数：16
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