My argument begins by introducing key conceptual tools, applying them to the formative years of Education as a university subject. Second, I sketch a brief history of the subject in New Zealand in the 1980s and 1990s, emphasising its contradictory mandates as both academic and
professional/clinical discipline. Third, I explore interviewees’ experiences and perspectives during and immediately after the quality evaluation process (Middleton, 2005a). The conclusion suggests ways the evaluation model might change to support (not penalise) Education’s dual mandate to enhance research capacity and outputs and to produce good practitioners for the teaching professions
