The RAE/REF have engendered evaluation selectivity and strategic behaviour, reinforced scientific norms, and further stratified UK higher education

“The UK’s periodic research assessment exercise has grown larger and more formalised since its first iteration in 1986. Marcelo Marques, Justin JW Powell, Mike Zapp and Gert Biesta have examined what effects it has had on the submitting behaviour of institutions, considering the intended and unintended consequences in the field of education research …” (more)

[LSE Impact Blog, 13 February]

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