Abstract
For this special issue on Navigating in a Measurable Epistemic Landscape we invited contributions from scholars with various disciplinary backgrounds to debate the measurable epistemic values, logics and practices of educational institutions such as school and university. Hence, we further the discussion of Confero’s first issue Managing by Measuring: Academic Knowledge Production under the Ranks (Nylander et al., 2013) by highlighting the measurable epistemic landscape of the broader educational system.
Highlights
Policy instruments such as indicators and the whole audit and performance-monitoring nexus have become a significant element of the shift from government to the governance of national education systems through new institutional forms (...)
The kind of knowledge preferred within this epistemic landscape places results, performance and effectiveness at the forefront of educational objectives in educational institutions
The matter of institutional practices and logics in academia was highlighted in Conferos first issue (Nylander, Aman, Hallqvist, Malmqvist & Sandberg, 2013)
Summary
Policy instruments such as indicators and the whole audit and performance-monitoring nexus have become a significant element of the shift from government to the governance of national education systems through new institutional forms (...). D uring the last decades, measurability has become a governing element in educational institutions through changes in the epistemic landscape. The kind of knowledge preferred within this epistemic landscape places results, performance and effectiveness at the forefront of educational objectives in educational institutions.
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