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Titlebook: Governing by Numbers and Human Capital in Education Policy Beyond Neoliberalism; Social Democratic Go Miriam Madsen Book 2022 The Editor(s)

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發(fā)表于 2025-3-21 18:39:02 | 只看該作者 |倒序瀏覽 |閱讀模式
書目名稱Governing by Numbers and Human Capital in Education Policy Beyond Neoliberalism
副標(biāo)題Social Democratic Go
編輯Miriam Madsen
視頻videohttp://file.papertrans.cn/388/387649/387649.mp4
概述Adds specificity and critique to theorizations of educational governance.Offers an analytical approach to the study of data and indicators in educational governance.Brings together literature from var
叢書名稱Educational Governance Research
圖書封面Titlebook: Governing by Numbers and Human Capital in Education Policy Beyond Neoliberalism; Social Democratic Go Miriam Madsen Book 2022 The Editor(s)
描述.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 scie
出版日期Book 2022
關(guān)鍵詞educational data; quantification practices of the metrics; educational subjectivities; educational deve
版次1
doihttps://doi.org/10.1007/978-3-031-09996-0
isbn_softcover978-3-031-09998-4
isbn_ebook978-3-031-09996-0Series ISSN 2365-9548 Series E-ISSN 2365-9556
issn_series 2365-9548
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl
The information of publication is updating

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Quantifying Higher Education with Graduate Outcome Metricsre shown to also draw on neoliberal thinking, promoting a differentiation of higher education based on educational ideas founded in economics. The chapter finds that Danish graduate outcome quantification practices differentiate the higher education sector according to area of study, in contrast to
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Subjectivizing Effects of Graduate Outcome Dataeffects are conditioned by the educational-economic theorizations embedded in the data, by the governance instruments in which the data are deployed in specific practices, by the aesthetics and visualizations of the data, and by the stratifications enacted by graduate outcome metrics. Importantly, n
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Governance Hybridity and Its Implications for Education and Research on Educational Governancewith skills that are relevant for the labor market has been seen as an important tool in achieving a democratic and equitable society. The chapter discusses whether the emphasis on national governance traditions, rather than global trends, is better theorized through the notion of hybridity than the
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Graduate Outcome Metrics and the Economization of Education
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