Count me in: how quantification shapes knowledge politics in contemporary higher education
Count me in: how quantification shapes knowledge politics in contemporary higher education
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Le séminaire "Enseignement supérieur et recherche" de Sciences Po est organisé par le CSO sous la co-responsabilité de Jérôme Aust et de Christine Musselin. Il a pour objectif de permettre la présentation et la discussion de recherches menées en France, mais aussi en Europe et dans d'autres régions du monde, sur l'enseignement supérieur et la recherche.
Il s'adresse et est ouvert à tous les experts, praticiens, chercheurs, enseignants-chercheurs, doctorants, intéressés par ces questions. Les séances sont configurées autour d'un seul intervenant, français ou étranger, laissant ainsi une large place aux échanges.
Webinaire 19 novembre 2024 de 12h30 à 14h - Lien pour vous inscrire
Juan Pablo Pardo-Guerra, Professor in sociology at the University of California, San Diego.
"Count me in: how quantification shapes knowledge politics in contemporary higher education"
Abstract:
How is knowledge organized in higher education? In recent decades, the adoption of market-oriented logics within institutions of research and higher education had notable implications on how the pursuit of knowledge is shaped and rewarded. As documented by a number of authors, for example, the "commercialization of science" had consequences on the quality of knowledge produced in particular research setting. Backed by distinct cultures of quantification and tied to concrete devices measurement and commensuration, the broader audit cultures that embed modern research effectively shape what we know and can know. In this talk, I explore instances of these cultures by looking into the role of research assessments and budget models as mechanisms for shaping and regulating how universities structure their instructional and research operations. Focusing on recent models of research evaluation and budgeting, this talk shows how several techniques of quantification become important for implementing change in higher education with long-lasting consequences for the distribution of knowledge, the organization of the sciences, and the structure of the public sphere.
