These metrics are not simply benign and have serious implications for academics whose labour is being evaluated along new and unforeseen dimensions. For instance, they must now privilege the potential popularity of a subject before proposing to teach it. They must justify both new and current courses on the grounds of ‘employability’. And so, innovation in teaching and research is determined by appeals to economic value and the capricious choices of 18-year olds, rather than by the advance of knowledge or professional judgement of academics.
Morrish notes that the UK government uses “providers” in place of “universities”.