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This Open Access book analyses the interplay between governing,
evaluation and knowledge with an empirical focus on Swedish higher
education. It investigates the origins, logics, and mechanisms of
evaluation and quality assurance reforms and their dynamic
interactions with institutional, national and European policy
contexts. The chapters report findings from extensive empirical
studies that offer detailed insight into the work of governing in
higher education, by giving voice to actors at various levels and
positions including the ministry, national agency and University
employees. Central themes include the influence of European policy,
changing system designs, media relations and quality assurance
enactments in University institutions. The book also explores the
ways in which an emerging professional cadre, labelled qualocrats,
enacts and mediates evaluation and quality assurance policy and
practice. Taken together, the expanding evaluation machinery in
Swedish higher education highlights the pivotal role of knowledge
as a governing resource, and points to special features of
evaluation as a particular form of practice that makes knowledge
work for governing.
This Open Access book analyses the interplay between governing,
evaluation and knowledge with an empirical focus on Swedish higher
education. It investigates the origins, logics, and mechanisms of
evaluation and quality assurance reforms and their dynamic
interactions with institutional, national and European policy
contexts. The chapters report findings from extensive empirical
studies that offer detailed insight into the work of governing in
higher education, by giving voice to actors at various levels and
positions including the ministry, national agency and University
employees. Central themes include the influence of European policy,
changing system designs, media relations and quality assurance
enactments in University institutions. The book also explores the
ways in which an emerging professional cadre, labelled qualocrats,
enacts and mediates evaluation and quality assurance policy and
practice. Taken together, the expanding evaluation machinery in
Swedish higher education highlights the pivotal role of knowledge
as a governing resource, and points to special features of
evaluation as a particular form of practice that makes knowledge
work for governing.
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