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Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity.

Hayes; Cheng

Authors



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.

Journal Article Type Article
Acceptance Date Nov 2, 2019
Publication Date Apr 29, 2020
Publicly Available Date Mar 28, 2024
Journal Teaching in Higher Education
Print ISSN 1356-2517
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 25
Issue 4
Pages 493-509
DOI https://doi.org/10.1080/13562517.2019.1689387
Keywords teaching excellence, TEF, AHELO, CLA, CALOHEE, international students, epistemic equality
Publisher URL https://doi.org/10.1080/13562517.2019.1689387