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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Education 2018, available online: https://www.tandfonline.com/doi/full/10.1080/09500782.2018.1505905

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The genre regime of research evaluation: Contradictory systems of value around academics' writing

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The genre regime of research evaluation : Contradictory systems of value around academics' writing. / Tusting, Karin Patricia.

In: Language and Education, Vol. 32, No. 6, 2018, p. 477-493.

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@article{7edb005d480649fd8b93b36e70d1adec,
title = "The genre regime of research evaluation: Contradictory systems of value around academics' writing",
abstract = "This paper addresses how academics navigate different kinds of prestige and different systems of value around what 'counts' in academic writing, focusing particularly on the impact of the genre regime associated with research evaluation in the UK Research Excellence Framework (REF). It draws on data from an ESRC-funded project working with academics across different disciplines and different institutions in England. We interviewed people about their writing practices several times, exploring their practices, life histories, institutional contexts, and the tools and resources they draw on as they write. Academics' research writing is framed within explicit institutional and departmental strategies around the numbers and publication venues of research outputs, driven by institutions{\textquoteright} need to succeed in the national competitive research evaluation system. Such institutional strategies do not always map well onto other values systems in which academics have been trained and within which they locate themselves. The paper analyses the interviews we carried out, exploring how academics negotiate tensions between these systems of value and considering the implications of this for what is considered to be important in academic work and, therefore, what it means to be an academic.",
author = "Tusting, {Karin Patricia}",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Education 2018, available online: https://www.tandfonline.com/doi/full/10.1080/09500782.2018.1505905",
year = "2018",
doi = "10.1080/09500782.2018.1505905",
language = "English",
volume = "32",
pages = "477--493",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - The genre regime of research evaluation

T2 - Contradictory systems of value around academics' writing

AU - Tusting, Karin Patricia

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Education 2018, available online: https://www.tandfonline.com/doi/full/10.1080/09500782.2018.1505905

PY - 2018

Y1 - 2018

N2 - This paper addresses how academics navigate different kinds of prestige and different systems of value around what 'counts' in academic writing, focusing particularly on the impact of the genre regime associated with research evaluation in the UK Research Excellence Framework (REF). It draws on data from an ESRC-funded project working with academics across different disciplines and different institutions in England. We interviewed people about their writing practices several times, exploring their practices, life histories, institutional contexts, and the tools and resources they draw on as they write. Academics' research writing is framed within explicit institutional and departmental strategies around the numbers and publication venues of research outputs, driven by institutions’ need to succeed in the national competitive research evaluation system. Such institutional strategies do not always map well onto other values systems in which academics have been trained and within which they locate themselves. The paper analyses the interviews we carried out, exploring how academics negotiate tensions between these systems of value and considering the implications of this for what is considered to be important in academic work and, therefore, what it means to be an academic.

AB - This paper addresses how academics navigate different kinds of prestige and different systems of value around what 'counts' in academic writing, focusing particularly on the impact of the genre regime associated with research evaluation in the UK Research Excellence Framework (REF). It draws on data from an ESRC-funded project working with academics across different disciplines and different institutions in England. We interviewed people about their writing practices several times, exploring their practices, life histories, institutional contexts, and the tools and resources they draw on as they write. Academics' research writing is framed within explicit institutional and departmental strategies around the numbers and publication venues of research outputs, driven by institutions’ need to succeed in the national competitive research evaluation system. Such institutional strategies do not always map well onto other values systems in which academics have been trained and within which they locate themselves. The paper analyses the interviews we carried out, exploring how academics negotiate tensions between these systems of value and considering the implications of this for what is considered to be important in academic work and, therefore, what it means to be an academic.

U2 - 10.1080/09500782.2018.1505905

DO - 10.1080/09500782.2018.1505905

M3 - Journal article

VL - 32

SP - 477

EP - 493

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 6

ER -