Home > Research > Publications & Outputs > Practising in an evaluative culture

Research

Electronic data

Links

Text available via DOI:

View graph of relations

Practising in an evaluative culture: An autoethnographic study of pedagogical practice in higher education

Research output: Contribution to Journal/Magazine › Journal article › peer-review

E-pub ahead of print

Standard

Practising in an evaluative culture: An autoethnographic study of pedagogical practice in higher education. / Pye, Jane.
In: Teaching in Higher Education, 20.01.2025, p. 1-18.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Pye, J 2025, 'Practising in an evaluative culture: An autoethnographic study of pedagogical practice in higher education', Teaching in Higher Education, pp. 1-18. https://doi.org/10.1080/13562517.2025.2449648

APA

Pye, J. (2025). Practising in an evaluative culture: An autoethnographic study of pedagogical practice in higher education. Teaching in Higher Education, 1-18. Advance online publication. https://doi.org/10.1080/13562517.2025.2449648

Vancouver

Pye J. Practising in an evaluative culture: An autoethnographic study of pedagogical practice in higher education. Teaching in Higher Education. 2025 Jan 20;1-18. Epub 2025 Jan 20. doi: 10.1080/13562517.2025.2449648

Author

Pye, Jane. / Practising in an evaluative culture : An autoethnographic study of pedagogical practice in higher education. In: Teaching in Higher Education. 2025 ; pp. 1-18.

Bibtex

@article{f6218ce96de34e07bf63336418cfbc2e,
title = "Practising in an evaluative culture: An autoethnographic study of pedagogical practice in higher education",
abstract = "The prevailing culture in UK higher education is one of evaluation and performativity (Ball 2012). This study uses an autoethnographic approach to explore how working in an evaluative culture influences the pedagogical practices of a teaching-focussed lecturer. Data were generated in the form of memory data, self-observation/reflections and professional conversations with three colleagues. Social practice theory is used as a theoretical and analytical framework. Findings suggest that overtime, my academic identity has become characterised by resistance, a desire to be creative and work with autonomy to counteract the evaluative culture of higher education. I suggest that academic identity is significant in understanding and shaping pedagogical practice in university settings.",
author = "Jane Pye",
year = "2025",
month = jan,
day = "20",
doi = "10.1080/13562517.2025.2449648",
language = "English",
pages = "1--18",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Practising in an evaluative culture

T2 - An autoethnographic study of pedagogical practice in higher education

AU - Pye, Jane

PY - 2025/1/20

Y1 - 2025/1/20

N2 - The prevailing culture in UK higher education is one of evaluation and performativity (Ball 2012). This study uses an autoethnographic approach to explore how working in an evaluative culture influences the pedagogical practices of a teaching-focussed lecturer. Data were generated in the form of memory data, self-observation/reflections and professional conversations with three colleagues. Social practice theory is used as a theoretical and analytical framework. Findings suggest that overtime, my academic identity has become characterised by resistance, a desire to be creative and work with autonomy to counteract the evaluative culture of higher education. I suggest that academic identity is significant in understanding and shaping pedagogical practice in university settings.

AB - The prevailing culture in UK higher education is one of evaluation and performativity (Ball 2012). This study uses an autoethnographic approach to explore how working in an evaluative culture influences the pedagogical practices of a teaching-focussed lecturer. Data were generated in the form of memory data, self-observation/reflections and professional conversations with three colleagues. Social practice theory is used as a theoretical and analytical framework. Findings suggest that overtime, my academic identity has become characterised by resistance, a desire to be creative and work with autonomy to counteract the evaluative culture of higher education. I suggest that academic identity is significant in understanding and shaping pedagogical practice in university settings.

U2 - 10.1080/13562517.2025.2449648

DO - 10.1080/13562517.2025.2449648

M3 - Journal article

SP - 1

EP - 18

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

ER -