The politics of performance assessment: Lessons for higher education?

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Abstract
Beginning with a typology of the purposes of performance assessment schemes in the public sector, the paper goes on to argue that in practice certain of these purposes have received much more political and organisational support than others. In particular, there has been a tendency in several public services for managerialist schemes to develop which place prime emphasis on economy and efficiency. This type of scheme may actually reduce the chances of achieving other kinds of objectives, particularly those concerned with effectiveness, professional development and collegiality. There has also been extensive neglect of the potential role of consumers in performance assessment. This analysis is then carried forward to a more detailed examination of different mechanisms by which assessment and appraisal schemes are implemented. Here, too, the tension between ‘top-down˚s efficiency schemes and professional development is clear. In conclusion an attempt is made to examine the implications of these schemes and mechanisms employed in other public services (and other countries) for higher education in the UK. It is suggested that, politically, the relationship between professional providers and consumers may become of even greater significance than it has been in the past.