Hayes, AM and Cheng, J (2020) Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity. Teaching in Higher Education, 25 (4). pp. 493-509.

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Abstract

The paper critiques key international teaching excellence and higher education outcomes frameworks for their lack of attention to epistemic equality. It subsequently argues that adequate ‘datafication’ of these frameworks, to demonstrate the extent to which universities offer teaching experiences which promote intellectual equivalence of all ‘knowers’ could advance present understandings of teaching excellence beyond benchmarked performativity. The paper theorises the philosophical basis of a changed ‘datafication’ process under selected national and supra-national frameworks for measuring teaching excellence at universities and shows, by statistically modelling selected national data, how a ‘metric’ evaluating universities on epistemic equality could work in practice.

Item Type: Article
Additional Information: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at https://www.tandfonline.com/loi/cthe20. Please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: teaching excellence, TEF, AHELO, CLA, CALOHEE, international students, epistemic equality
Subjects: L Education > L Education (General)
Divisions: Faculty of Humanities and Social Sciences > School of Social, Political and Global Studies
Depositing User: Symplectic
Date Deposited: 04 Nov 2019 11:51
Last Modified: 21 May 2020 08:25
URI: http://eprints.keele.ac.uk/id/eprint/7122

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