Higher Education

, Volume 40, Issue 3, pp 277–292

Performance indicators as conceptual technologies


    • Alberta Colleges & Institutes Faculties Association
  • Marc Cutright
    • The Johns Hopkins University

DOI: 10.1023/A:1004066415147

Cite this article as:
Barnetson, B. & Cutright, M. Higher Education (2000) 40: 277. doi:10.1023/A:1004066415147


This paper posits that performance indicators (PIs)are conceptual technologies that shape what issuesacademics think about and how academics think aboutthose issues by embedding normative assumptions intothe selection and structure of those indicators.Exploring the assumptions embedded in Alberta's(Canada) PIs yields an initial typology of assumptionsthat academics can apply to performance indicators inhigher education to understand, refine or criticallychallenge their introduction.

Canadaconceptual technologycritical theoryhigher educationinstitutional effectivenessperformance indicatorsperformance fundingresource allocation

Copyright information

© Kluwer Academic Publishers 2000