“‘Improving Ratings’: Audit in the British University System”, 1997-07-01 (; similar):
This paper gives an anthropological comment on what has been called the ‘audit explosion’, the proliferation of procedures for evaluating performance. In higher education the subject of audit (in this sense) is not so much the education of the students as the institutional provision for their education. British universities, as institutions, are increasingly subject to national scrutiny for teaching, research and administrative competence. In the wake of this scrutiny comes a new cultural apparatus of expectations and technologies. While the metaphor of financial auditing points to the important values of accountability, audit does more than monitor—it has a life of its own that jeopardizes the life it audits. The runaway character of assessment practices is analysed in terms of cultural practice. Higher education is intimately bound up with the origins of such practices, and is not just the latter day target of them.
…When a measure becomes a target, it ceases to be a good measure. The more a 2.1 examination performance becomes an expectation, the poorer it becomes as a discriminator of individual performances. Hoskin describes this as ‘Goodhart’s law’, after the latter’s observation on instruments for monetary control which lead to other devices for monetary flexibility having to be invented. However, targets that seem measurable become enticing tools for improvement. The linking of improvement to commensurable increase produced practices of wide application. It was that conflation of ‘is’ and ‘ought’, alongside the techniques of quantifiable written assessments, which led in Hoskin’s view to the modernist invention of accountability. This was articulated in Britain for the first time around 1800 as ‘the awful idea of accountability’ (Ref. 3, p. 268)