中文部分
反思會議工作小組（編）。全球化與知識生產：反思臺灣學術評鑑。臺北：唐山。
方永泉、張天泰（2011）。過於追求「量化」與「效率」的學術評比，讓「研究」取代了「學問」。臺灣教育評論月刊，1（2），15-16。
王如哲（2008）。國際大學研究績效評鑑。臺北：財團法人高等教育評鑑中心基金會。
王如哲（2011）。我國現行學術評鑑政策對大學教師素質的影響與反思。教育資料與研究雙月刊，102，91-110。
王明珂（2012）。請正視教育部五年五百億「邁向頂尖大學計劃」造成的畸形現象：一篇在總統大選期間推出但仍未能受到當政者重視的評論文章。臺灣教育評論月刊，1（6），23-25。
白亦方（2011）。學術何價？臺灣教育評論月刊，1（2），9。
朱敬一、王汎森（記錄整理）（2002）。人文社會學門的評審原則。人文與社會科學簡訊，4（3），7-10。
朱敬一、賀陳弘、牟中原、孫以瀚（2012）。我們該如何看待「科研指標」？取自http://news.chinatimes.com/forum/11051401/112012062500384.html
何明修（2009）。投稿英文學術期刊：為何與如何。人文與社會科學簡訊，10（3），56-63。
吳明鋗、李隆盛（2009）。大學教師所為何事：提高研究產出政策下的大學教師工作特質探討。教育政策論壇，12（2），45-81。吳泉源（2003）。借來的生命撐不起在地學術！臺灣社會學會通訊，51，9-11。
吳清山（2011a）。正視臺灣學術研究評比的迷思。臺灣教育評論月刊，1（2），5-7。
吳清山（2011b）。我國高等教育革新的重要課題與未來發展之分析。長庚人文社會學報，4（2），241-280。吳靖國（2011）。大學校園中的資本主義現象。臺灣教育評論月刊，1（2），11-12。
李崗（2011）。「學術貢獻」該如何界定？臺灣教育評論月刊，1（2），13-14。
周祝瑛（2012）。大學人文社會科學指標建構有其迫切性。臺灣教育評論月刊，1（6），21-22。
林永豐（2013）。血汗大學與高等教育面對的挑戰。臺灣教育評論月刊， 2（7），頁 61-63
林明地（2011）。學術評比不應讀重SSCI、SCI等期刊文章。臺灣教育評論月刊，1（2），10。
林昱瑄（2008）。質性研究的倫理與政治課題：以一個幫派青少女研究為例。載於周平、蔡宏政（編），日常生活的質性研究（頁137-160）。嘉義，臺灣：南華教社所。
林昱瑄（2011）。建制民族誌作為揭露統治關係的途徑：以大學教師評鑑制度為例。文章發表於「2011臺灣社會研究學會年會」，取自http://web.bp.ntu.edu.tw/WebUsers/taishe/assembly2011/B6-3.pdf
邱天助（2007）。國家意志下，人文社會學術生產的再反思：Bourdieu場域分析的啟示。圖書資訊學研究，2（1），1-19。侯永琪（2006）。誰是全球第一？解讀上海交通大學世界大學排名。教育評鑑雙月刊，3，32-36。
姚美華、胡幼慧（2008）。一些質性方法上的思考：信度與效度？如何抽樣？如何收集資料、登錄與分析。載於胡幼慧（主編），質性研究：理論、方法及本土女性研究實例（二版）（頁117-132）。臺北：巨流。
姜麗娟（2012）。從價格與價值談「邁向頂尖大學計畫」。臺灣教育評論月刊，1（6），3-5。
胡幼慧（主編）（2008）。質性研究：理論、方法及本土女性研究實例（二版）。臺北：巨流。
孫于智（2012）。臺灣英語教學領域教師對SSCI現象的看法及隱性學群之探討。英語教學，36（4），79-121。徐進鈺（2011）。建構教授們的自律主體：臺灣的大學學術評鑑治理術。臺灣社會研究季刊，82，281-288。財團法人高等教育評鑑中心（2009）。績效統計簡介。取自http://www.heeact.edu.tw/ct.asp?xItem=831&;CtNode=403&;mp=2
財團法人高等教育評鑑中心基金會（2006）。95年度大學校院系所評鑑實施計畫。取自http://www.heeact.edu.tw/lp.asp?ctNode=402&;CtUnit=154&;BaseDSD=7&;mp=2
財團法人高等教育評鑑中心基金會（2011）。100年度校務評鑑實施計畫。取自http://www.heeact.edu.tw/lp.asp?ctNode=1370&;CtUnit=843&;BaseDSD=7&;mp=2
張小虹（2003）。學術國際在地化與學科差異。人文與社會科學簡訊，5(1),12-14。
張芬芬（2002）。質性研究的評鑑規準：各派主張與發展趨勢。初等教育學刊，12，301-352。張芬芬（2010）。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35（4），87-120。張茂桂（2003）。SSCI與學術「認可」的問題。人文與社會科學簡訊，5(1), 5-11。
張笠雲（2003）。審查的隨想：舞權弄利？公益服務？臺灣社會學會通訊，51，5-6。
教育部（2011）。邁向頂尖大學計畫（報院修正版1000729修正）。取自http://140.113.40.88/edutop/modules/catalog_1/edutop_about/upload/20111130192552. pdf
畢恆達（2001）。社會研究的研究者與倫理。載於嚴祥鸞（主編），危險與秘密—研究倫理（頁31-91）。臺北：三民。郭育誠（2010）。失衡的控制：評鑑制度對大學教師勞動過程的影響（未出版碩士論文）。國立政治大學，臺北。
郭明政（2005）。以SSCI及TSSCI為名的學術大屠殺—廢文棄法的文化大革命。載於反思會議工作小組（編），全球化與知識生產：反思臺灣學術評鑑（頁153-178）。臺北：唐山。
陳光華（2009）。引文索引與臺灣學術期刊之經營。人文與社會科學簡訊，10（3），68-81。
陳光興、錢永祥（2005）。新自由主義全球化下之學術生產。載於反思會議工作小組（編），全球化與知識生產：反思臺灣學術評鑑（頁3-29）。臺北：唐山。陳向明（2002）。社會科學質的研究。臺北：五南。陳伯璋（2005）。學術資本主義下臺灣教育學門學術評鑑制度的省思。載於反思會議工作小組（編），全球化與知識生產：反思臺灣學術評鑑（頁205-234）。臺北：唐山。
陳伯璋（2012）。追求卓越之後。臺灣教育評論月刊，1（6），26-27。
陳怡如（2009）。臺灣高等教育改革對大學新進女性教師之影響。教育政策論壇，12（2），113-150。陳麗華（2011）。一片哀（I）號，所為何來？評大學教師學術研究成果評鑑。臺灣教育評論月刊，1（2），17-18。
彭明輝（2012）。評國科會「我們該如何看待『科研指標』一文」。取自http://mhperng.blogspot.tw/2012/06/blog-post_27.html
彭森明（2012）。我所仰慕的頂尖大學。臺灣教育評論月刊，1（6），6-12。
曾憲政（2012）。國際化與全英語授課的迷思。臺灣教育評論月刊，1（6），39。
游家政（2011）。社會領域學術評比不應獨尊SSCI。臺灣教育評論月刊，1（2），21-22。
湯志傑（2003）。邁向理想的評鑑制度：編者導言。臺灣社會學會通訊，51，3-4。
發展國際一流大學集頂尖研究中心計畫。取自http://www.edu.tw/files/list/B0039/%E9%99%84%E4%BB%B6-1%E7%99%BC%E5%B1%95%E5%9C%8B%E9%9A%9B%E4%B8%80%E6%B5%81%E5%A4%A7%E5%AD%B8%E5%8F%8A%E9%A0%82%E5%B0%96%E7%A0%94%E7%A9%B6%E4%B8%AD.pdf
黃光國（1989）。人情與面子：中國人的權力遊戲。載於黃光國（編），中國人的權力遊戲（頁7-56）。臺北：巨流。黃厚銘（2005）。SSCI、TSSCI與台灣社會科學學術評鑑制度。圖書館學與資訊科學，31（1），34-44。黃政傑（2010）。破除大學國際化的迷思。師友，515，0-4。
黃政傑（2011）。路走錯、快回頭—談大學教師學術評比。臺灣教育評論月刊，1（2），1-4。
黃瑞琴（1994）。質的教育研究方法。臺北，心理。
黃嘉雄（2011）。大學和教育部應更積極導正過度重視量化學術評比觀念之現象。臺灣教育評論月刊，1（2），25-27。
黃慕萱（2007）。Essential Science Indicators簡介。取自http://www.heeact.edu.tw/public/Data/93301722571.pdf
黃毅志（2010）。當前國內教育學術期刊編審制度之檢討：教育學者如何在良性學術互動中集體成長？教育研究學報，4（1），1-20。黃毅志、曾世杰（2008）。教育學術期刊高退稿率的編審制度、惡質評審與評審倫理。台東大學教育學報，19（2），183-196。楊瑩（1993）。英國高等教育改革對我國高等教育之啟示。國立臺灣大學中山學術論叢，11，111-153。楊瑩（2005）。在追求卓越發展下，台海兩岸高等教育政策之檢視。教育政策論壇，8（1），43-64。楊瑩（2010）。兩岸四地高等教育評鑑制度。臺北：財團法人高等教育評鑑中心基金會。
葉啟政（2003）。臺灣社會學的知識—權力遊戲。政治大學社會學報，35，1-34。
葉啟政（2004）。進出「結構—行動」的困境—與當代西方社會學理論論述對話（二版）。臺北：三民。葉啟政（2005）。缺乏現實感的指標性評鑑迷思。載於反思會議工作小組（編），全球化與知識生產：反思臺灣學術評鑑（頁111-126）。臺北：唐山。甄曉蘭（2011）。學術評鑑下的學術夢工廠。臺灣教育評論月刊，1（2），8。
管中閩（2003）。學術國際化與學術進步。人文與社會科學簡訊，5(1),1-4。
劉蔚之（2013）。弘揚大學精神抑或是經營血汗工廠。臺灣教育評論月刊，2（7），53-54。
潘慧玲（2003）。社會科學研究典範的流變。教育研究資訊，11（1），115-143。蕭如容（2007）。WOS論文統計拔尖篇。取自http://www.heeact.edu.tw/public/Data/922411482871.pdf
賴鼎銘（2005）。量化指標並非學術評鑑的萬靈丹：以國外幾種代表性的學術評鑑為例。圖書館學與資訊科學，31（1），14-33。戴伯芬（2012）。學術工廠中的新工會主義：高教工會的經驗省思。取自http://cc.shu.edu.tw/~atss1/Seminar/20120905/D1/D1-1.pdf戴曉霞（2006）。世界一流大學之卓越與創新。臺北：高等教育。謝國雄（主編）（2007）。以身為度，如是我做：田野工作的教與學。臺北：群學。
嚴祥鸞（1997）。訪談的倫理和政治—女性主義社會學者的自我反思。婦女兩性學刊，8，199-220。顧忠華（2004）。大學評鑑的顯性與隱性功能。當代，203，28-37。
英文部分
Altbach, P. (1980).The crisis of the professoriate. The Annals of the American Academy,448, 1-14.
Altbach, P. (2003). The costs and benefits of world-class universities. International Higher Education, 33 (Fall), 5-8.
Altbach, P., &;Teichler, U. (2001).Internationalization and exchanges in a globalized university.Journal of Studies in International Education, 5(1), 5-25.
Anderson, D., Johnson, R., &; Saha, L. (2002.). Changes in academic work: Implications for universities of the changing age distribution and work roles of academic staff. Canberra, Australia: Department of Education, Science and Technology.
Archer, L. (2008a). The new neoliberal subjects? Young/er academics’ construction of professional identity. Journal of Education Policy, 23(3), 265-285.
Archer, L. (2008b). Younger academics’ construction of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education, 33(4), 385-403.
Ball, S. (2003). The teacher’s soul and terrors of performativity. Journal of Education Policy, 18(2), 215-228.
Ball, S. (2010). Performativities and fabrication in the education economy: Towards the performative society. Australian Educational Researcher, 17(3), 1-24.
Ball, S. (2012). Performativity, commodification and commitment: An I-spy guide to the neollberal university'. British Journal of Educational Studies 60 (1), 17-28
Barnett, R. (2008). Being an academic in a time-impoverished age. In A. Amaral, I. Bleiklie, &; C. Musselin(Eds.), From governance to identity (pp.7-18). Dordrecht, The Nerderland: Springer.
Bauer, M. W. &; Aarts, B. (2000). Corpus construction: A principle for qualityative data collection. In M. W. Bauer &; G. Gaskell(Eds.), Qualitative researching with text, image and sound(pp.19-37). London, UK: Sage.
Becher, T. (1984). The cultural view. In Clark, P. R. (ed.), Perspective on higher education: Eight disciplinary and comparative views(pp.165-198). Berkely, CA: University of California Press.
Becher, T. (1993). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Bristol, PA: Open University Press.
Blackburn, R. T. &; Lawrence, J. H. (1995). Faculty at work: Motivations, expectation, satisfaction. Baltimore, MD: Johns Hopkins University Press.
Bourdieu, P. &; Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Cambridge, UK: Polity Press.
Bourdieu, P. (1971). Intellectual field and creative project. In M. F. D. Young (Ed), Knowledge and control: New directions for the sociology of education(pp.161-188).London, UK: Collier-Macmillan.
Bourdieu, P. (1977a). Reproduction in education, society and culture. Beverly Hills, CA: Sage.
Bourdieu, P. (1977b). Outline of a theory of practice. (Nice, R. Trans.)Cambridge: Cambridge University Press.
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. Trans. by N. Richard. Cambridge: Harvard University Press.
Bourdieu, P. (1986). The Forms of Capital, in Richardson, J.G.(ed.), Handbook of theory and research for the sociology of education(pp.241-258). New York: Greenwood Press.
Bourdieu, P. (1990). The logic of practice. (Nice, R. Trans.)California: Stanford University Press.
Bourdieu, P. (1996). The state nobility: Elite schools in the field of power. Cambridge: Polity Press.
Bourdiue.P. (1988).Homo Academicus. Cambridge: Polity Press.
Briggs, C. L. (1986). Learning how to ask: A sociolinguistic appraisal of the role of the interview in social science research. Cambridge, England: Cambridge University Press.
Burawoy, M. (1979).Manufacturing consent: Changes in the labor process under monopoly capitalism. Chicago, IL: The University of Chicago Press.
Burawoy, M. (2012). Manufacturing dissent. In M. Burawoy &; K. van Holt, Conversations with Bourdieu (pp.175-209). Johannersburg, South Africa: Wits University Press.
Byun, K., &; Kim, M. (2011). Shifting patterns of the government’s policies for the internationalization of Korean higher education. Journal of Studies in International Education, 15(5), 467–486.
Byun, K., Jon, J-E, &; Kim, M. (2013). Quest for building world-class universities in South Korea: outcomes and consequences. Higher Education, 65, 645-659.
Cave, M. &; Hanny, S. (1992). Performance indicators. In B. R. Clark &; Neave G. (Eds.), The encyclopedia of higher education v.2 (pp.1411-1423). New York, NY: Pergamon.
Chen, D. I-Y. (2008). Managerialism and its impact on female academics in Taiwan. Journal of Asian Public Policy, 3(1), 328-345.
Chou, C. P. &; Ching, G. S. (2012). Taiwan education at the crossroad: When globalization meets localization (International and Development Education). New York, NY: Palgrave Mcmillian.
Clark, B. R. (1998). Creating entrepreneurial universities: Organizational pathways of transformation. . Oxford, UK: International Association of Universities and Elsevier Science Ltd
Clegg, S. (2005). Theorising the mundane: The significance of agency. International Studies in Sociology of Education, 15(2), 149-163.
Clegg, S. (2008). Academic identities under threat? British Educational Research Journal, 34(3), 329-345.
Creswell, J. C. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
Culter, T. &; Waine, B. (2000). Managerialism reformed? New Labour and public sector management. Social Policy and Administration, 34(3), 318-332.
Davies, B. &; Bansel, P. (2010). Governmentality and academic work: Shaping the hearts and minds of academic workers. Journal of Curriculum Theorizing, 26(3), 5-20.
Davies, B. &; Petersen, E. B. (2005). Neo-liberal discourse in the academy: The forestalling of (collective) resistance. Learning and Teaching in the Social Science, 2(2), 77-98.
Davies, B. (2003). Death to critique and dissent? The policies and practices of new managerialism and of ‘evidence-based practice.’ Gender and Education, 15(1), 91-103.
Davies, B., Gottsche, M. &; Bansel, P. (2006). The rise and fall of the neo-liberal university. European Journal of Education, 41(2), 305-319.
Davies, P. (2004). Systematic reviews and the Campbell collaboration. In G. Thomas &; R. Pring(Eds.), Evidence-based practice in Education (pp.21-33). Maidenhead, UK: Open University.
Deem, R. &; Brehony, K. T. (2005). Management as ideology: The case of ‘New Managerialism’ in higher education. Oxford Review of Education, 31(2), 217-235.
Deem, R. &; Lucas, L. (2007). Research and teaching cultures in two contrasting UK policy contexts: Academic life in Education Departments in five English and Scottish universities. Higher Education, 54, 115-133.
del Favero, M. (2003). Faculty research and scholarship, assessment of. In Guthrie, J. W. (Ed.), Encyclopedia of education v.3 (2nd ed.)(pp.786-789). New York, NY: Thomson Gale.
deMarrais, K. (2004). Qualitative interview studies: Learning through experience. In K. deMarrais &; S. D. Lapan(Eds), Foundations for research(pp.51-68). Mahwah, NJ: Erlbaum.
Denzin, N. K. &; Lincoln, Y. S. (2005). Introduction: The discipline and practice of qualitative research. In N. K. Denzin &; Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.)(pp.1-32). Thousand Oaks, CA: Sage.
Denzin, N. K. (1989). The research act: A theoretical introduceation to socialical methods (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
Denzin, N. K. (1994). The art and politics of interpretation, In N. K. Denzin &; Lincoln, Y. S. (Eds.), Handbook of qualitative research (pp.500-515). London, UK: Sage.
Dills, D. (2010). Quality assurance in higher education- practice and issues. In P. Peterson, Backer, E. &; McGaw, B. (Eds.), International encyclopedia of education v.4 (3rd ed.) (pp. 377-383). New York, NY: Elsevier.
Dworkin, A. G. &; Tobe, P. F. (forthcoming). The effect of standards based school accountability on teacher burnout and trust relationships: A longitudinal analysis. In D. van Maele, P. B. Forsyth, and M. van Hotte (eds.), Trust Relations and School Life. New York, NY: Springer.
Dworkin, A. G. (2013). Globalization and education: Social control within systems of neo-liberal accountability. In Conference handbook of the 19th Taiwan Forum on sociology of education and ISA-RC04 2013 Midterm conference (pp.27-43).
Eveline, J. (2005). Women in the ivory tower: gendering feminised and masculinized identities. Journal of Organizational Change Management. 18(6), 641-658.
Fantana, &; Frey, (2005). The interview: From neutral stance to political involvement. In N. K. Denzin &; Lincoln, Y. S. (Eds.), The Sage handbook of qualitative research (3rd ed.) (pp.695-728). Thousand Oaks, CA: Sage.
Foucault, M. (1979). Discipline and punishment: The birth of the prison. New York: Vintage Books.
Garfinkel, H. (1964). Studies of the routine grounds of everyday activities. Social Problem, 11(3), 225-250.
Giroux, H. (1985). Teaching and the role of the transformative intellectual. In S. Aronowitz &; H. Giroux(Eds.), Education under siege: The conserveative, liveral, and radical debate over schooling(pp.23-46). New York, NY: Bergin &; Garvey.
Giroux, H. (2004). Public pedagogy and the politics of neo-liberalism: Making the political more pedagogical. Policy Futures in Education, 2(3&;4), 494-503.
Glaser, B. G. &; Strauss, A. L. (1967). Discovery grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
Goffmann, E. (1967). Interaction Ritual: Essays on Face-to-Face Behaviour(pp. 1-45). New York: Pantheon.
Guba, E. G. &; Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin &; Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.)(pp.191-216). Thousand Oaks, CA: Sage.
Huang, C-C. (2009). A personal view of the evaluation of the humanities and social sciences in higher education. Taiwan Journal of General Education, 3, 9-21.
Huang, H-M. (2009). Science as ideology: SSCI, TSSCI and the evaluateon system of social sciences in Taiwan. Inter-Asia Cultural Studies, 10(2), 282-291.
Knight, J. (2011).Five myths about internationalization.International Higher Education, 62, 14-15.
Kuzel, A. (1999). Sampling in qualitative inquiry. In Crabtree, B. F. &; Miller, W. L. (Eds.), Doing qualitative research (2nd ed.)(pp.33-45). Thousand Oaks, CA: Sage.
Kvale, S. (2007). Doing interviews. Los Angeles, CA: Sage.
Lautour, B. &; Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. Beverly Hills, CA: Sage.
Lin, A. (2009). Local interpretation of global management discourses in higher education in Hong Kong: Potential impact on academic culture. Inter-Asia Cultural Studies, 10(2), 260-274.
Lincoln, Y. S. &; Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.
Lincoln, Y. S. (1995). Emerging criteria for quality in qualitative and interpretive research. Qulitative Inquiry, 1(3), 275-289.
Lucas, L. (2006). The research game: a sociological study of academic research work in two universities. New York, NY: Open University Press.
Luttrell, W. (2000). “Good enough” methods for ethnographic research. Harvard Educational Review, 70(4), 499-523.
Marginson, S. &; der Wende, M. (2007). To rank or to be ranked: The impact of global rankings in higher education. Journal of Studies in International Education, 11(3/4), 306-329.
Marshall, C. &; Rossman, G. B. (2011). Designing qualitative research (5th ed). Newbury Park, CA: Sage.
Marshall, J. (1981). Making sense as personal processs. In P. Reason &; J. Rowan (Eds), Human inquiry: A sourcebook of new paradigm research (pp.395-399). New York, NY: Wiley.
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Thousand Oaks, CA: Sage.
Meek, V. L. (1997). Sociology of higher education. In Saha, L. J. (Ed.), International encyclopedia of the sociology of education (pp.173-187). Oxford : New York : Pergamon.
Mendoza, P., Kuntz, A., &; Berger, J. (2012).Bourdieu and academic capitalism: Faculty ‘habitus’ in materials science and engineering. The Journal of Higher Education, 83(4), 558-581.
Mercer, J. (2007). The challenges of insider research in educational institutions: Wielding a double-edged sword and resolving delicate dilemmas. Oxford Review of Education, 33(1), 1-17.
Merriam, S. (1998).Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass
Merton, R. K. (1973). The normative structure of science. In R. K. Merton &; N. W. Storer(Eds.), The sociology of science: Theoretical and empirical investigations(pp.267-278). Chicago, IL: The University of Chicago Press. (Original publish 1942)
Miles, M. B. &; Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.).Thousand Oaks, CA: Sage.
Mills, C. W. (1959). The sociological imagination. New York, NY: Penguin Books.
Mishler, E. G. (1986). Research interviewing. Cambridge, MA: Harvard University Press.
Mok, K. H. (2007). Questing for internationalization of universities in Asia: Critical reflections. Journal of Studies in International Education, 11(3–4), 433–454.
Morley, L. (2003). Quality and power in higher education. Maidenhead, UK: Open University Press.
Musselin, C. (2008). Towards a sociology of academic work. In A. Amaral, I. Bleiklie, &; C. Musselin(Eds.), From governance to identity (pp.47-56). Dordrecht, The Netherland: Springer.
Naidoo, R. (2004). Fields and institutional strategy: Bourdieu on the relationship between higher education, inequality and society. British Journal of Sociology of Education, 24(4), 457-471.
Newman, L. (2006). Social research methods: Qualitative and quantitative approaches (6th ed.). Boston, MA: Allyn &; Bacon.
O’Meara, K. (2012). Inside the panopticon: Studying academic reward systems. In Smart, J. C. &; Paulsen, M. B. (Eds), Higher education handbook of theory and research v26(pp.161-206). New York, NY: Springer
Park, S. M. (1996). Research, teaching, and service: Why shouldn’t women’s work count? Journal of Higher Education, 67(1), 46-84.
Patton, M. Q. (1980). Qualitative research and evaluation methods. Beverly Hills, CA: Sage.
Patton, M. Q. (1990). Qualitative research and evaluation methods (2nd ed.). Thousand Oaks, CA: Sage.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Reed, M. (2002). New managerialism, professional power and organizational governance in UK universities: A review assessment. In A. Amaral, G. A. Jobes, &; b. Karseth(Eds.), Governing higher education: National perspectives on institutional governance(pp. 163-186). Dordrecht, The Netherlands, Kluwer Academic Publishers.
Rice, R. (1986). The academic profession in transition: Towards a new social fiction. Teaching Sociology, 14, 12-23.
Seidman, I. (2006). Interviewing as qualitative research: A guide for researcher in education and social sciences. New York, NY: Teachers College Press.
Shin, J. C. (2009). Classifying higher education institutions in Korea: A performance-based approach. Higher Education, 57, 247-266.
Shore, C. &; Wright, S. (1999). Audit culture and anthropology: neo-liberalism in British higher education. The Journal of the Royal Anthropological Institute, 5(4), 557-575.
Sizer, J. (1992). Accountability. In B. R. Clark &; Neave G. (Eds.), The encyclopedia of higher education v.2 (pp.1305-1313). New York, NY: Pergamon.
Slaughter, S. &; Leslie, L. L. (1997). Academic capitalism: Politics, policies, and the entrepreneurial university. Philadelphia, PA: Open University Press.
Snow, C. P.(1959). The two cultures. Cambridge, UK: Cambridge University Press.
Spradley, J. S. (1979). The ethnographic interview. New York, NY: Rinehart &; Winston.
Strauss, A.L. &; Corbin, J.M. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (2nded.). Thousand Oaks: Sage.
Swartz, D. (1997). Power &; culture: The sociology of Pierre Bourdieu. Chicago, IL: The University of Chicago Press.
Torres, C. A. (2009). Globalizations and education: Collected essays on class, race, gender, and the state. New York, NY: Teachers College Press.
Trowler, P. (1997). Beyond the Robbins trap: Reconceptualising academic responses to change in higher education (or… quiet flows the Don?). Studies in Higher Education, 22(3), 301-318.
Trowler, P. (1998). What managerialists forget: Higher education credit frameworks and managerialist ideology. International Studies in Sociology of education, 8(1), 91-110.
Turner, R. S. &; Gamble, A. (2007. Neoliberalism. In J. A. Scholte &; R. Robertson (Eds.), Encyclopedia of globalization v.3(pp.865-867). New York, NY: Routledge.
Vaira, M. (2004). Globalization and higher education organizational change: A framework for analysis. Higher Education, 48, 483-510.
Willis, P. (2000). The ethnographic imagination. Cambridge, UK: Polity.
Winefield, A. H., Gillespie, N., Stough, C., Dua, J., Hapuarachchi, J. &; Boyd, C. (2003). Occupational stress in Australian university staff: Results from a national survey. International Journal of Stress Management, 10(1), 51-63.