ABSTRACT
The ‘worldwide excellence movement’ marches on – affecting education in not only developed countries but also in nations with different forms of government and economic circumstances (Iannaccone, 1989; McDonald, 1990; Fritzberg, 2000). This movement is closely associated with educational reform processes sweeping the globe, informed by managerialist, market-driven and performative policies and discourses (Ball, 2003). Excellence is so potent because it brings together a range of neo-conservative and neo-liberal interests. It offers a way in which the seemingly contradictory goals of expansion, efficiency, choice, the maintenance of standards, economic relevance and meeting individual needs through specialization can all be brought together under a common banner. It also provides a way in which the move to mass and ‘universal’ systems of higher education can be managed under conditions of reduced funding, since excellence shifts responsibility away from the state to enthusiastic and self-regulating individuals, teams and institutions.
