Minimum expectations are no way to value the arts, humanities, and social sciences

The UK government recently announced its intention to reduce funding for ‘low value’ degrees in the arts, humanities and social sciences. Drawing on her research into the history of higher education policy, Zoe Hope Bulaitis argues that current government demands for courses to demonstrate value fail on their own limited terms and that like previous debates around minimum expectations reflect questions of resource allocation, rather than value

Value and the Humanities

Tracing the shift from liberal to neoliberal education from the nineteenth century to the present day, this open access book provides a rich and previously underdeveloped narrative of value in higher education in England. Value and the Humanities draws upon historical, financial, and critical debates concerning educational and cultural policy. Rather than writing a singular defence of the humanities against economic rationalism, Zoe Hope Bulaitis constructs a nuanced map of the intersections of value in the humanities, encompassing an exploration of policy engagement, scientific discourses, fictional representation, and the humanities in public life. The book articulates a kaleidoscopic range of humanities practices which demonstrate that although recent policy encourages higher education to be entirely motivated by outcomes, fiscal targets, and the acquisition of employability skills, the humanities continue to inspire and aspire beyond these limits. This book is a historically-grounded and theoretically-informed analysis of the value of the humanities within the context of the market

Articulations of Value in the Humanities: The Contemporary Neoliberal University and Our Victorian Inheritance

This thesis traces the shift from liberal to neoliberal education from the nineteenth century to the present day, in order to provide a rich and previously underdeveloped narrative of value in higher education in England. Rather than attempting to justify the value of the humanities within the presiding economic frameworks, or writing a defence against market rationalism, this thesis offers an original contribution through an immersion in historical, financial, and critical debates concerning educational policy. Drawing upon close reading and discursive analysis, this thesis constructs a nuanced map of the intersections of value in the humanities. The discussion encompasses an exploration of policymaking practices, scientific discourse, mediated representations, and public cultural life. The structure of the thesis is as follows. The introductory chapter outlines the overarching methodology by defining the contemporary period of this project (2008-14), establishing relevant scholarship, and drawing out the correspondences between the nineteenth century and the present day. Chapter one establishes a history of the Payment by Results approach in policymaking, first established in the Revised Code of Education (1862) and recently re-introduced in the reforms of the Browne Report (2010). Understanding the predominance of such short-term and quantitative policy is essential for detailing how value is articulated. Chapter two reconsiders the two cultures debate. In contrast to the misrepresentative, yet pervasive, perception that the sciences and the humanities are fundamentally in opposition, I propose a more nuanced history of these disciplines. Chapter three addresses fictional representations of the humanities within literature in order to establish a vantage point from which to assess alternative routes for valuation beyond economic narratives. The final chapter scrutinises the rise of the impact criterion within research assessment and places it within a wider context of market-led cultural policy (1980-90s). This thesis argues that reflecting on Victorian legacies of economism and public accountability enables us to reconsider contemporary valuation culture in higher education. This analytical framework is of benefit to future academic studies interested in the marketisation and valuation of culture, alongside literary studies that focus on the relationship between higher education, the individual, and the state

Better Societal Impact Evaluation of Research. ENRESSH Brief: Societal Impact

Societal impact has not often been systematically included in research evaluation procedures. Where societal impact is included in research evaluation, it is often defined in a restrictive way relating exclusively to directly measurable economic returns. This limitation is especially important for research, which does not aim to generate direct profits but interacts with, adds value to, and makes sense of, society. This policy brief presents ten recommendations for the evaluation of societal impact with a special focus on how its evaluation can better facilitate research. These recommendations are based on the findings of a long-term multi-country project examining the interactions and roles of research and society across Europe with a special focus on the social sciences and humanities (SSH). Country case studies, conceptual analyses, and policy perspectives are presented in the edited volume “Accountability in Academic Life: European Perspectives on Societal Impact Evaluation” (Edward Elgar, 2023)

Impact, innovation, and the public humanities:evaluating the societal impact of research in the United Kingdom

This chapter addresses two interrelated terms - “impact” and “innovation”. The chapter argues that understanding the effects and influences of these terms is vital in capturing a contemporary picture of the evaluation of the societal relevance of SSH within the UK higher education system. First, in analysing the REF’s implementation of the impact criterion, the chapter illuminates how the mundane operations of research evaluation are directly implicated in systemic valuation of SSH research. Second, in addressing the rise of innovation, the chapter describes an emerging eco-system of business engagement and entrepreneurialism within the contemporary British university. Taking the case study of creative industries research, this chapter details the growing body of academic research engaged with triple-helix models of knowledge creation. Examining current flagship research projects reveals how national funding bodies are encouraging and incentivising SSH scholars to adopt new professional identities. I conclude with an alternative model, introducing the field of the public humanities

Value and the Humanities

Tracing the shift from liberal to neoliberal education from the nineteenth century to the present day, this open access book provides a rich and previously underdeveloped narrative of value in higher education in England. Value and the Humanities draws upon historical, financial, and critical debates concerning educational and cultural policy. Rather than writing a singular defence of the humanities against economic rationalism, Zoe Hope Bulaitis constructs a nuanced map of the intersections of value in the humanities, encompassing an exploration of policy engagement, scientific discourses, fictional representation, and the humanities in public life. The book articulates a kaleidoscopic range of humanities practices which demonstrate that although recent policy encourages higher education to be entirely motivated by outcomes, fiscal targets, and the acquisition of employability skills, the humanities continue to inspire and aspire beyond these limits. This book is a historically-grounded and theoretically-informed analysis of the value of the humanities within the context of the market

BACLS 2018 ‘What Happens Now?’ Conference Report

BACLS 2018 ‘What Happens Now?’ Conference Repor