No time for improvement? The chronopolitics of quality assurance

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Quality in Higher Education Pub Date : 2023-03-28 DOI:10.1080/13538322.2023.2189454

Oliver Vettori

引用次数: 0

Abstract

Abstract Time is an omnipresent key dimension in everyone’s life, yet academic time has only recently found scholarly attention. The temporal aspects of quality assurance, in particular, are basically unchartered territory. Taking a chronopolitical perspective, this article aims to close the gap, by critically examining how temporalities are firmly embedded in many quality assurance schemes and routines. Using various examples from internal and external quality assurance, the author demonstrates and discusses how such mechanisms are not only binding time but regulating and governing it, imposing temporal norms regarding tempo, rhythm, time-spans, time-scales and time ownership on higher education institutions and the people working and learning there. Concludingly, the article advocates a more reflective approach towards the notion of time in quality assurance, as latent temporalities appear to be far more consequential for the effectiveness of quality assurance than methodological micro-differences.

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没有时间改进?质量保证的时代性

时间是每个人生活中无所不在的关键维度，但学术时间直到最近才引起学术界的关注。特别是质量保证的时间方面，基本上是未知的领域。从时间政治的角度来看，本文旨在通过批判性地研究时间如何牢固地嵌入许多质量保证计划和惯例来缩小差距。作者利用内部和外部质量保证的各种例子，论证和讨论了这些机制如何不仅约束时间，而且调节和管理时间，对高等教育机构和在那里工作和学习的人施加关于速度、节奏、时间跨度、时间尺度和时间所有权的时间规范。最后，本文提倡对质量保证中的时间概念采取一种更深思熟虑的方法，因为潜在的时间性似乎比方法上的微小差异对质量保证的有效性更为重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Quality in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

14.30%

发文量

期刊介绍： Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education. The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups. Papers that have empirical research content are particularly welcome. The editor especially wishes to encourage papers on: reported research results, especially where these assess the impact of quality assurance systems, procedures and methodologies; theoretical analyses of quality and quality initiatives in higher education; comparative evaluation and international aspects of practice and policy with a view to identifying transportable methods, systems and good practice; quality assurance and standards monitoring of transnational higher education; the nature and impact and student feedback; improvements in learning and teaching that impact on quality and standards; links between quality assurance and employability; evaluations of the impact of quality procedures at national level, backed up by research evidence.