Miriam Madsen – författare

This book addresses governing by numbers and human capital policy in higher education by asking how higher education is quantified, how the quantitative information is used in educational governance, and how the information is perceived by students, teachers, managers, and policymakers, and affects decision-making. It also thematically discusses how human capital theory affects the quantification practices and, thereby, their effects. Based on these analyses, the book asks whether governing by numbers and human capital in education policy are necessarily neoliberal practices, and thus questions the theory of global convergence in educational governance.The book provides a thorough analysis of the quantification of graduate outcomes based on the philosophical framework of Agential Realism, thus offering a novel analytical approach to the study of data and indicators in educational governance. The book draws on a comprehensive ethnographic case study from Danish higher education,and relates the findings from this case study to empirical cases in other countries and international research in the field. The book brings together literature from various fields, including political science, accounting, education, and sociology of quantification, in order to provide a comprehensive account of how quantification practices affect education.

This book addresses governing by numbers and human capital policy in higher education by asking how higher education is quantified, how the quantitative information is used in educational governance, and how the information is perceived by students, teachers, managers, and policymakers, and affects decision-making. It also thematically discusses how human capital theory affects the quantification practices and, thereby, their effects. Based on these analyses, the book asks whether governing by numbers and human capital in education policy are necessarily neoliberal practices, and thus questions the theory of global convergence in educational governance.

The book provides a thorough analysis of the quantification of graduate outcomes based on the philosophical framework of Agential Realism, thus offering a novel analytical approach to the study of data and indicators in educational governance. The book draws on a comprehensive ethnographic case study from Danish higher education,and relates the findings from this case study to empirical cases in other countries and international research in the field. The book brings together literature from various fields, including political science, accounting, education, and sociology of quantification, in order to provide a comprehensive account of how quantification practices affect education.

 

This book addresses governing by numbers and human capital policy in higher education by asking how higher education is quantified, how the quantitative information is used in educational governance, and how the information is perceived by students, teachers, managers, and policymakers, and affects decision-making. It also thematically discusses how human capital theory affects the quantification practices and, thereby, their effects. Based on these analyses, the book asks whether governing by numbers and human capital in education policy are necessarily neoliberal practices, and thus questions the theory of global convergence in educational governance.The book provides a thorough analysis of the quantification of graduate outcomes based on the philosophical framework of Agential Realism, thus offering a novel analytical approach to the study of data and indicators in educational governance. The book draws on a comprehensive ethnographic case study from Danish higher education,and relates the findings from this case study to empirical cases in other countries and international research in the field. The book brings together literature from various fields, including political science, accounting, education, and sociology of quantification, in order to provide a comprehensive account of how quantification practices affect education.

Education and the politics of time: temporal governance in teaching and learning explores how time—its organization, regulation, and lived experience—structures education across diverse contexts.Organized into four thematic sections, the book’s 17 chapters offer critical analyses and vivid empirical accounts that expose the politics of time in education. The first section, the national and transnational politics of time, shows how reforms and policy agendas impose particular temporal logics on education systems. The second, the politics of institutional time, investigates how preschools, schools, and universities govern everyday life through calendars, timetables, and institutional rhythms. The third, the politics of teachers’ time, examines how temporal pressures shape professional work, identity, and wellbeing. The fourth, the politics of students’ time, traces how temporal expectations regulate students’ learning trajectories, aspirations, and everyday experiences.Taken together, these chapters reveal how the politics of time shape educational practices in contested ways and toward different ends. With contributions from scholars based in Denmark, Sweden, Finland, Australia, Kenya, Chile, and the USA, the volume situates local cases within wider global dynamics.Rather than treating time as neutral, the book insists on its political character, showing how temporal norms structure identities, possibilities, and inequalities—and how they might be reimagined.