Ranking Regimes and the Production of Knowledge in Academia: (Re)shaping Faculty Work?

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Abstract

In this integrated review of literature, we address a powerful movement among interrelated organizations that we call the “ranking regime.” We argue that the ostensive purpose of this regime is to identify “world class” universities, and thus to organize post-secondary education into a competitive transnational market. Although extant research has addressed how rankings are reshaping the field of higher education, there is little work that addresses the influence of rankings on the evaluation of faculty work and the production of knowledge. Thus, we review existing studies that have focused on the intersection of this ranking regime, faculty work, and faculty evaluation in order to assess the implications of the ranking regime for the production of knowledge within academia and for faculty evaluation.  We argue that the ranking regime affects the production and evaluation of knowledge by promoting individualism, standardization, commodification, and homogenization. We offer policy and practice implications as well as directions for future research.

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How to Cite
Gonzales, L. D., & Núñez, A.-M. (2014). Ranking Regimes and the Production of Knowledge in Academia: (Re)shaping Faculty Work?. Education Policy Analysis Archives, 22, 31. https://doi.org/10.14507/epaa.v22n31.2014
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The Future of Educational Research Journals
Author Biographies

Leslie D Gonzales, Clemson University

Leslie D. Gonzales is an Assistant Professor of Higher Education in the Educational Leadership Program at Clemson University. Gonzales’s research agenda revolves around the study of legitimacy within academia and higher education, more broadly, with a specific focus on faculty evaluation and faculty careers within striving universities. 

Anne-Marie Núñez, University of Texas at San Antonio College of Education Department of Educational Leadership and Policy Studies

Anne-Marie Núñez is an Associate Professor of Higher Education in the Educational Leadership and Policy Studies Department at the University of Texas at San Antonio. Her research focuses on how to promote equity in postsecondary access and success, particularly for underrepresented groups.