Researcher creations? The positioning of policy texts in higher education research
In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in hig...
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| Published in | Higher education Vol. 69; no. 6; pp. 1007 - 1018 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Dordrecht
Springer Science+Business Media B. V
01.06.2015
Springer Netherlands Springer Springer Nature B.V |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0018-1560 1573-174X |
| DOI | 10.1007/s10734-014-9819-9 |
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| Abstract | In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in higher education and policy journals in 2011, we argue that whilst these criticisms do appear to be valid, there is a bigger problem with the ways that policy texts are analysed and used in higher education research. This is that rather than subjecting particular policy texts to a sustained analysis, the majority of articles appear to focus on having an impact on policies that are very broadly conceived. We explore the implications of this and conclude by calling for more sustained, in-depth, analytical and critical research into the development and impact of higher education policies on higher education practices. |
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| AbstractList | In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in higher education and policy journals in 2011, we argue that whilst these criticisms do appear to be valid, there is a bigger problem with the ways that policy texts are analysed and used in higher education research. This is that rather than subjecting particular policy texts to a sustained analysis, the majority of articles appear to focus on having an impact on policies that are very broadly conceived. We explore the implications of this and conclude by calling for more sustained, in-depth, analytical and critical research into the development and impact of higher education policies on higher education practices. In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in higher education and policy journals in 2011, we argue that whilst these criticisms do appear to be valid, there is a bigger problem with the ways that policy texts are analysed and used in higher education research. This is that rather than subjecting particular policy texts to a sustained analysis, the majority of articles appear to focus on having an impact on policies that are very broadly conceived. We explore the implications of this and conclude by calling for more sustained, in-depth, analytical and critical research into the development and impact of higher education policies on higher education practices. Reprinted by permission of Springer In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in higher education and policy journals in 2011, we argue that whilst these criticisms do appear to be valid, there is a bigger problem with the ways that policy texts are analysed and used in higher education research. This is that rather than subjecting particular policy texts to a sustained analysis, the majority of articles appear to focus on having an impact on policies that are very broadly conceived. We explore the implications of this and conclude by calling for more sustained, in-depth, analytical and critical research into the development and impact of higher education policies on higher education practices. (HRK / Abstract übernommen). |
| Audience | Higher Education Postsecondary Education Academic |
| Author | Ashwin, Paul Smith, Karen |
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| Cites_doi | 10.1080/03075070802457090 10.1080/17508480902859441 10.3102/0013189X08318050 10.1080/03075079.2010.538472 10.1080/00131910701427231 10.1080/03075079.2011.557426 10.1080/14748460.2013.840986 10.1332/1744264052703203 10.1111/j.1468-4446.2009.01307.x 10.1080/00131910600747952 10.1080/01411920600568919 10.1332/1744264053730806 10.1332/1744264054851568 10.1080/09518398.2012.762480 10.1007/s10734-005-2429-9 10.1163/9789087908317 |
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| Snippet | In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested... |
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| SubjectTerms | Analysis Criticism Education Education policy Educational assessment Educational Development Educational evaluation Educational Policy Educational research Educational Researchers Forschung Higher Education Hochschule Periodicals Policy implementation R&D Research & development Researchers Scholarly publishing Staat Subject Wissenschaft |
| Subtitle | The positioning of policy texts in higher education research |
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| Title | Researcher creations? |
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