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        Practice-Focused, Constructivist Grounded Theory Methodology In Higher Education Leadership Research

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        PRACTICE_FOCUSED_CONSTRUCTIVIST_GROUNDED_THEORY_METHODOLOGY_IN_HIGHER_EDUCATION_LEADERSHIP_RESEARCH.pdf (PDF, 751Kb)
        Author
        Jarvis, Sally
        Attention
        2299/21944
        Abstract
        A growing body of education research considers practices, however there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.
        Publication date
        2018-11-12
        Published in
        Theory and Method in Higher Education Research
        Published version
        https://doi.org/10.1108/S2056-375220180000004012
        Other links
        http://hdl.handle.net/2299/21944
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