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Academic pedagogies, quality logics and performative universities : evaluating teaching and what students want
Universities have focused on teaching and learning at a time when quality has become the marker of distinction in international higher education markets. Education markets have meant pedagogical relations have become contractualised with a focus on student satisfaction, exemplified in consumer-oriented generic evaluations of teaching. This article argues, by analysing one example, that generic evaluations are more about accountability and marketing than about improvement of teaching and learning. Furthermore, what students want is not the only criterion for judging teaching. Rather, professionals require, as do academics, a capacity for critical judgement about what constitutes valued knowledge in the pedagogical relationship between teacher and student.
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Journal
Studies in higher educationVolume
34Issue
8Pagination
857 - 872Publisher
RoutledgeLocation
London, EnglandPublisher DOI
ISSN
0307-5079eISSN
1470-174XLanguage
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2009, Taylor & FrancisUsage metrics
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