Governing by narratives: REF impact case studies and restrictive storytelling in performance measurement

Performance assessment is permeating increasingly diverse domains of higher education, even in areas previously perceived to be too complex and idiosyncratic quantify. The UK’s attempts assess ‘research impact’ within the Research Excellence Framework (REF) are illustrative this trend being closely monitored by several other countries. A fundamental rationale for employing narrative case studies impact REF, rather than taking a (less resource intensive) quantified approach, was that would allow variation, complexity idiosyncrasy inherent research impact. This paper considers whether promise flexibility has been realised, analysing combination REF study reports interviews focus group discussions with actors involved production. Informed analysis, our central argument very quality which allows narratives govern their ability standardise performance (albeit whilst retaining degree flexibility). proposes position as technologies governance ways restrict ‘plot line’ belie far more accounts held those working achieve partly because, becomes institutionalised universities’ measurement infrastructures, education institutions become gatekeepers, filtering out deemed overly or insufficiently persuasive, while perpetuating particular approaches recounting tales likely perform well. Crucially, these not only describe but actively construct it an auditable phenomenon.