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dc.contributor.authorAshwin, Paul
dc.contributor.authorSmith, Karen
dc.date.accessioned2015-06-02T10:51:06Z
dc.date.available2015-06-02T10:51:06Z
dc.date.issued2015-06-01
dc.identifier.citationAshwin , P & Smith , K 2015 , ' Researcher creations? The positioning of policy texts in higher education research ' , Higher Education , vol. 69 , no. 6 , pp. 1007-1018 . https://doi.org/10.1007/s10734-014-9819-9
dc.identifier.issn0018-1560
dc.identifier.otherPURE: 8334349
dc.identifier.otherPURE UUID: e785de40-22b8-4b7a-957f-36ec7251993c
dc.identifier.otherScopus: 84929120956
dc.identifier.urihttp://hdl.handle.net/2299/15983
dc.descriptionThis document is the Accepted Manuscript version. The final publication is available at Springer via https://doi.org/10.1007/s10734-014-9819-9.
dc.description.abstractIn 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.en
dc.language.isoeng
dc.relation.ispartofHigher Education
dc.rightsEmbargoed
dc.subjectHigher education policy;
dc.subjectpolicy texts
dc.subjecthigher education research
dc.titleResearcher creations? : The positioning of policy texts in higher education researchen
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.description.statusPeer reviewed
dc.date.embargoedUntil2015-10-15
dc.relation.schoolSchool of Education
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2015-06-01
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1007/s10734-014-9819-9
rioxxterms.licenseref.startdate2015-10-15
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.date.embargo2015-10-15
herts.rights.accesstypeEmbargoed


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