Includes bibliographical references and index.

Preliminary Material / Tina A.C. Besley -- Introduction / Tina (A.C.) Besley -- Neoliberalism, performance and the assessment of educational research quality: Comparing United Kingdom, Australia and New Zealand / Tina (A.C.) Besley and Michael A. Peters -- Internationalization and the assessment of research quality in education / Fazal Rizvi -- Research governance by evaluation / Chris L.S. Coryn -- Assessing the quality of research in higher education / David Bridges -- Standardisation and versatility in the assessment of education research in the United Kingdom / Alis Oancea -- Quality and impact in educational research / Geoff Whitty and Emma Wisby -- Ambiguities in assessing higher education research in Hong Kong: Critical reflections / Kokila Roy Katyal and Colin W. Evers -- Tertiary Education and Research Policy in New Zealand / Brian J. Opie -- Becoming PBRF-able / Sue Middleton -- The quality and impact problematic in Australia / Lyn Yates -- Feeling the quality and weight of research accountability in Australian universities / Jill Blackmore -- Higher education research in South Africa / Yusef Waghid -- Assessing the quality of educational research / Torill Strand and Tone Kvernbekk -- Narratives on educational research evaluations in Sweden / Rita Foss Lindblad , Sverker Lindblad and Thomas S. Popkewitz -- Educational research and knowledge policy: the case of Denmark / Palle Rasmussen -- Assessing the quality of educational research in the Netherlands / Bas Levering and Paul Smeyers -- Innovations in pedagogy and educational research in France / Roxana Bobulescu and Sophie Reboud -- Research quality, bibliometrics and the republic of science / Michael A. Peters -- Notes on Contributors / Tina A.C. Besley -- Author Index / Tina A.C. Besley -- Subject Index / Tina A.C. Besley.

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Tina Besley has edited this collection which examines and critiques the ways that different countries, particularly Commonwealth and European states, assess the quality of educational research in publicly funded higher education institutions. Such assessment often ranks universities, departments and even individual academics, and plays an important role in determining the allocation of funding to support university research. Yet research is only one aspect of academic performance alongside teaching and service or administration components. The book focuses on the theoretical and practical issues that accompany the development of national and international systems of research assessment, particularly in the field of education. In our interconnected, globalised world, some of the ideas of assessment that have evolved in one country have almost inevitably travelled elsewhere especially the UK model. Consequently the book comprises an introduction, eighteen chapters that discuss the situation in ten countries, followed by a postscript. It gathers together an outstanding group of twenty-five prominent international scholars with expertise in the field of educational research and includes many with hands-on experience in the peer review process. The book is designed to appeal to a wide group of people involved as knowledge workers and knowledge managers—academics, students and policy makers - in higher education and interested in assessment and accountability mechanisms and processes.