Catherine O’connell
Biographic Data
| ID | 3941691 |
|---|---|
| NAME | Catherine O’connell |
| GIVEN NAMES | Catherine |
| FAMILY NAME | O’connell |
| SIGNATURE | O’CONNELL C |
| AFFILIATIONS | Liverpool Hope University |
| ORCID | 0000-0002-2552-2484 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
True-belief, pragmatism or alienation: A study of HE academics’ response orientations to metrics-based evaluations
While much has been written about the impact of metrics in higher education, less is known about the variety of response orientations that individual academics may adopt in reaction to the increasing metricization of academia. Taking the English higher education sector as a case study, this research surveyed the views of academics from Education and Economics departments in England regarding the impact of teaching and research metrics on their ac…
English and German academics’ perspectives on metrics in higher education: Evaluating dimensions of fairness and organisational justice
Academic perspectives on metrics: Procedural Justice as a Key Factor in Evaluations of Fairness
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
Examining differentiation in academic responses to research impact policy: Mediating factors in the context of educational research
This article examines responses to a new impact indicator introduced to the UK Research Excellence Framework (REF). While analysts have pointed to opportunities in impact policy for educational research as a field, the requirement to demonstrate impact beyond the academy poses challenges for research relating to higher education. The study illustrates forms of research used to demonstrate impact in, and on, HE. Through narratives of respondents e…
An object-oriented approach to education policy research: Deepening the analysis through an activity-theoretical and critical discourse analytic framework
Reading between the lines: Identity issues in Kanak narratives and the agency of the storyteller
The repeal of l’indigénat in 1946 gave the Kanak all the rights associated with French citizenship. However, for many years afterwards, there was growing unrest that came to a head with les événements of the 1980s, when the proindependence groups clashed violently with government forces. This violence led to the signing, first, of the Matignon Accords in 1988 and the Noumea Accord in 1998. The Noumea Accord has set in motion the gradual and irrev…
Academic perspectives on metrics: Procedural Justice as a Key Factor in Evaluations of Fairness
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
Reading between the lines: Identity issues in Kanak narratives and the agency of the storyteller
The repeal of l’indigénat in 1946 gave the Kanak all the rights associated with French citizenship. However, for many years afterwards, there was growing unrest that came to a head with les événements of the 1980s, when the proindependence groups clashed violently with government forces. This violence led to the signing, first, of the Matignon Accords in 1988 and the Noumea Accord in 1998. The Noumea Accord has set in motion the gradual and irrev…
An object-oriented approach to education policy research: Deepening the analysis through an activity-theoretical and critical discourse analytic framework
Examining differentiation in academic responses to research impact policy: Mediating factors in the context of educational research
This article examines responses to a new impact indicator introduced to the UK Research Excellence Framework (REF). While analysts have pointed to opportunities in impact policy for educational research as a field, the requirement to demonstrate impact beyond the academy poses challenges for research relating to higher education. The study illustrates forms of research used to demonstrate impact in, and on, HE. Through narratives of respondents e…
Academic perspectives on metrics: Procedural Justice as a Key Factor in Evaluations of Fairness
The research literature emphasises the emergence – in the English context particularly – of performative accountabilities associated with metrics-based evaluation. Recent studies observe uneven effects of such evaluations at organisational level. This UK-based study examines academics’ perceptions of the fairness of organisational accountabilities, drawing on organisational studies literature to identify dimensions of organisational justice. A cl…
English and German academics’ perspectives on metrics in higher education: Evaluating dimensions of fairness and organisational justice
True-belief, pragmatism or alienation: A study of HE academics’ response orientations to metrics-based evaluations
While much has been written about the impact of metrics in higher education, less is known about the variety of response orientations that individual academics may adopt in reaction to the increasing metricization of academia. Taking the English higher education sector as a case study, this research surveyed the views of academics from Education and Economics departments in England regarding the impact of teaching and research metrics on their ac…
Political science (6 works) · Sociology (6 works) · Public relations (4 works) · Higher education (3 works) · Law (3 works) · Accountability (2 works) · Computer Science (2 works) · Economic Justice (2 works) · Epistemology (2 works) · Evaluation and Performance Assessment (2 works)