Doing things with numbers: The Danish National Audit Office and the governing of university teaching. Issue 1 (March 2015)

• Record Type: Journal Article
• Authors: Triantafillou, Peter
• Is Part Of: Policy & society. Volume 34:Issue 1(2015:Mar.)
• Page Start: 13
• Page End: 24
• Publication Date: 2015-03
• Subjects: Policy sciences -- Periodicals; Social policy -- Periodicals; Economic policy -- Periodicals; International relations -- Periodicals; Sciences de la politique -- Périodiques; Politique sociale -- Périodiques; Politique économique -- Périodiques; Relations internationales -- Périodiques; Australia -- Politics and government -- 1945- -- Periodicals; Australia -- Economic conditions -- 1945- -- Periodicals; Pacific Area -- Politics and government -- Periodicals; Pacific Area -- Economic conditions -- Periodicals; Australie -- Politique et gouvernement -- 1945- -- Périodiques; Australie -- Conditions économiques -- 1945- -- Périodiques; Pacifique, Région du -- Politique et gouvernement -- Périodiques; Pacifique, Région du -- Conditions économiques -- Périodiques; 320.605
• DOI: 10.1016/j.polsoc.2015.03.002
• Languages: English
• ISSNs: 1449-4035

Abstract

Abstract: Like the Supreme Audit Institutions of many other OECD countries, the Danish National Audit Office has stepped up its performance auditing of public administrations and agencies in order to ensure that they provide value for money. But how do performance audits contribute to making state institutions change their conduct? Based on the case of the Danish National Audit Office's auditing of the quality of teaching at Danish universities, this paper seeks to show, first, that the quantification and, by the same token, simplification of the practices subjected to performance auditing are key to understand how SAIs render complex activities amenable to assessment. Secondly, the paper seeks to show how the quantification of the quality of university teaching contributed to make academic staff and universities, groups that have a large room of professional autonomy, viewing, assessing and, ultimately, govern their teaching activities differently.