22 października (czwartek) o godz. 13:00 odbędzie się w formie zdalnej pierwsze w roku akademickim 2020/2021 seminarium. Wystąpienie „Why do we believe in rankings? The global institutionalization of university rankings and its discontents” wygłosi Jelena Brankovic (Uniwersytet Bielefeldzki). Pierwszy głos w dyskusji zabierze Adam Płoszaj (EUROREG UW).
Spotkanie ma charakter otwarty i odbędzie się w języku angielskim na platformie ZOOM w godzinach 13:00-15:00 (Meeting ID: 986 9792 408). Osoby zainteresowane udziałem prosimy o kontakt z organizatorami w celu uzyskania hasła (e-mail: firstname.lastname@example.org lub email@example.com).
Dr. Jelena Brankovic is a postdoctoral researcher at the Faculty of Sociology, Bielefeld University (Germany). Her current research focuses on the role rankings and other forms of comparison in the institutional dynamics within and across sectors, with a particular attention to the higher education sector. Her interests also extend to the practice of theorizing, academic writing, peer learning, and cats (even though she has none, unfortunately). Jelena is also Books Editor at Higher Education and a Joint Lead Editor of the ECHER Blog.
Dr Adam Płoszaj is an assistant professor at the Centre for European Regional and Local Studies EUROREG, University of Warsaw. My primary area of expertise is regional and local development, R&D policy, science of science, and policy evaluation, including evaluation of European Union programmes and projects.
Przed seminarium zachęcamy do zapoznania się z artykułem:
Academic rankings have been around for more than a century, yet only recently have we started paying attention to them. Although not exclusive to academic establishments, rankings in the higher education sector have rapidly proliferated since the turn of the century—a trend which could be accounted for, at least in part, by developments beyond higher education. The rise of metrics, proliferation of evaluative practices, marketization, scientization, and globalization in the broadest sense, are some of the often recognized drivers of this trend. At the same time, rankings are also highly contested. However, despite the unremitting challenge to their legitimacy and the controversy which clouds them, the idea that rankings are “here to stay” seems to have sunk in with scholars, decision makers, and practitioners alike. How can we, then, account for what this seeming paradox?