在篤信市場機制的基礎下，世界各國政府機構也競相採用管理主義，用競爭的方式來追求卓越的績效。英國在1979年由佘契爾夫人主政後，亦明顯地採用此一策略。而從1986年起，開始評鑑各大學研究績效，稱為「研究評鑑作業」（Research Assessment Exercise, RAE），使得各大學的地位從較為獨立自由的機構轉變為受制於政府的控制。因此，本研究欲檢視此一評鑑對英國高等教育一些較負面的衝擊，並說明其新制－－「研究卓越架構」（Research Excellence Framework, REF）的變革。本研究先說明RAE實施的背景是引用企業管理的手法，針對個別教師的研究成果進行評估，做為所屬系所的研究成績，並據以為研究經費撥款的依據，之後對REF修改RAE的部分也加以比較。本研究從相關文獻來檢視其運作與各種檢討批評，得出以下五點結論：一、未全面評鑑教育學的知識和技能；二、造成對教育學門教師的不當分類；三、大學的教學被忽視，也未評估學生的學習成效；四、手段變目的，評鑑耗費巨大人力及物力；五、管理主義當道，大學的理想變質。雖然新制REF2014有所修改，但主要是增加對研究影響層面的評鑑，能否達到目的有待觀察。

Under the belief in the mechanism of marketisation, many government institutions adopt managerialism by using competition for the pursuit of excellence. Britain is one of the forerunners after the ruling of M. hatcher in 1979. Since the inception of Research Assessment Exercise (RAE) in 1986, it has changed the status of university greatly, from relative autonomy to be under the control of government. The article begins with the motivation of the adoption of RAE which is from managerialism. Individual teacher' s research outputs are evaluated and their total represents the quality of the department. Research fund are distributed also according the outcome of RAE. The differences between RAE and Research Excellence Framework (REF) are also compared. The conclusions of the study are: 1. The review does not includes all types of knowledge in the discipline of education. 2. RAE has caused inappropriate classification of university staffs. 3. University teaching has been neglected, and there is no evaluation for students' learning outcomes. 4. Means becomes end, the spending and operation of RAE is gigantic. 5. Managerialism takes the lead, the ideal of autonomy for university has gone. Although REF2014 has some revisions and added the dimension of 'impact' , it is to be seen whether REF will be more successful than RAE.