Performance indicators as conceptual technologies

Bob Barnetson, Marc Cutright

Research output: Contribution to journalJournal Articlepeer-review

37 Citations (Scopus)

Abstract

This paper posits that performance indicators (PIs) are conceptual technologies that shape what issues academics think about and how academics think about those issues by embedding normative assumptions into the selection and structure of those indicators. Exploring the assumptions embedded in Alberta's (Canada) PIs yields an initial typology of assumptions that academics can apply to performance indicators in higher education to understand, refine or critically challenge their introduction.

Original languageEnglish
Pages (from-to)277-292
Number of pages16
JournalHigher Education
Volume40
Issue number3
Publication statusPublished - 2000

Keywords

  • Canada
  • Conceptual technology
  • Critical theory
  • Higher education
  • Institutional effectiveness
  • Performance funding
  • Performance indicators
  • Resource allocation

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