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Humanities 2015, 4(1), 118-130; doi:10.3390/h4010118

Clashing Concepts and Methods: Assessing Excellence in the Humanities and Social Sciences

UCL Institute of Education, 20 Bedford Way, London WC1H 0AL, UK
Academic Editor: Cinzia Ferrini
Received: 4 November 2014 / Revised: 2 December 2014 / Accepted: 3 December 2014 / Published: 4 February 2015
View Full-Text   |   Download PDF [189 KB, uploaded 4 February 2015]


The humanities are going through a period of exceptional vitality characterised by the proliferation of novel interpretative frameworks, methodologies and perspectives. Yet they—and, to a lesser extent, the social sciences—feel threatened by the rising tide of research assessment which appear to be predominantly derived from the needs and experience of the physical and natural sciences and depend on the application of standardized assessment tools. This position paper intends to contribute to the debate on the current criteria of evaluation and measures for excellence in the Humanities by casting light on their conceptual implications and methodological assumptions. It argues that decisions about their relative weight are not simply technical but also reflect underlying value systems. View Full-Text
Keywords: research assessment; peer review; metrics; excellence research assessment; peer review; metrics; excellence
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Scott, P. Clashing Concepts and Methods: Assessing Excellence in the Humanities and Social Sciences. Humanities 2015, 4, 118-130.

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