Target-setting, early-career academic identities and the measurement culture of UK higher education

Early-career academics are subject to a barrage of formal measurements when they secure a first academic post in a UK university. To support this process, guidance is provided by universities on what is measured, though this can lack disciplinary nuance. This article analyses the perceptions of a sample of social scientists of the process of target-setting during their academic probationary periods, showing that the perceived surveillance regime legitimates particular academic identities. I show how, for those who took part in this study, the currently instantiated competitive UK measurement culture can produce conformative subjects who frustrate institutional rhetoric.