A comparative study examining the teaching excellence framework as a form of external audit and how it has affected pre- and post-1992 universities

Beetles, Andrea 2026. A comparative study examining the teaching excellence framework as a form of external audit and how it has affected pre- and post-1992 universities. EdD Thesis, Cardiff University. Item availability restricted.

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Abstract

This thesis investigates the impact of the Teaching Excellence Framework (TEF) on professionalism within UK higher education, examining how TEF has reshaped university logic, academic identity, and gendered experiences. Through a comparative study of a pre 1992 research intensive university and a post 1992 teaching focused university, the work draws on 47 semi structured interviews. The analysis is grounded in Freidson’s (2001) theorisation of The Third Logic, Evetts’ (2009) model of occupational vs organisational professionalism and institutional theory (Shields and Watermeyer, 2020). Findings show that TEF prompted significant “regearing” at university level, particularly within the pre 1992 university, which developed new managerial structures, quality assurance functions, and data driven accountability mechanisms. These shifts signify a movement away from collegial, autonomous academic culture towards organisational professionalism. By contrast, the post 1992 university experienced TEF as a continuation of established bureaucratic practices rather than a disruptive change. At individual level, most ‘jobbing academics’ remained distant from, or indifferent to, TEF. Middle and senior managers, however, experienced substantial role transformation as TEF intensified expectations around monitoring, reporting, and responding to performance data. TEF’s influence on curriculum was most visible in practice based subjects, where employability driven metrics aligned with strategic priorities. In contrast, staff in the humanities and social sciences reported pressure to reshape curricula around metrics that did not meaningfully reflect disciplinary values. The study identifies gendered patterns in professional work. Women were disproportionately represented in TEF related administrative roles, while men remained insulated through research focused positions aligned with REF driven prestige. Although TEF created spaces for some women to exercise leadership and reprofessionalise teaching related work, research continued to dominate university status hierarchies. Overall, the thesis concludes that TEF has strengthened organisational professionalism and data driven governance in higher education, while leaving longstanding gendered and structural inequalities largely intact.

Item Type:	Thesis (EdD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Social Sciences (Includes Criminology and Education)
Date of First Compliant Deposit:	17 September 2026
Last Modified:	17 Sep 2026 09:52
URI:	https://orca.cardiff.ac.uk/id/eprint/189698

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