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In recent decades, governing practices in education have become
highly contradictory: deregulation and decentralisation are
accompanied by re-regulation and increased centralisation,
contributing to considerable governing tensions in and across
different national systems and within the emergent European
education policy space. On the one hand there is the persistence of
performance monitoring through target-setting, indicators and
benchmarks, and on the other, the promotion of self-evaluation and
light touch regulation that express a softer governance turn, and
promote self-regulation as the best basis for constant
improvement.
Drawing on research undertaken into three national systems, this
edited volume explores the attempts to manage these tensions in
Europe through the development of inspection as a governing
practice. Inspectorates and inspectors offer key locations for the
exploration of governing tensions, positioned as they are between
the international, the national, and the local and institutional,
and with responsibility for both regulation and development. All
three national systems offer contrasting approaches to inspection,
all of which have changed considerably in recent years. "
Governing by Inspection" positions inspection in the framework
of changing education policy and politics, and in a period of
intensive policy development and exchange in Europe. It will be key
reading for academics, researchers and postgraduate students in the
fields of education, political science and social policy."
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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