Abstract

In this essay we explore whether and how we should use bibliometrics in hiring, promoting, and granting in the academy. We suggest a Deweyan-Hickmanian pragmatist approach to reflecting on the technology of bibliometrics as a resource for inherently qualitative judgements in these deliberations. We begin with a literature review of current work evaluating the role and use of bibliometrics in the academy, from advocating for them to questioning their construct validity and assessing their limitations and/or dangerous consequences. In the next section, we take a step back and provide a Deweyan philosophical analysis of the validity and practical use of qualitative assessment. In our conclusion we reflect on what pragmatism can teach about recent algorithmic tools used for faculty evaluation.