Index
Theory and Method in Higher Education Research
ISBN: 978-1-83867-842-5, eISBN: 978-1-83867-841-8
ISSN: 2056-3752
Publication date: 7 October 2019
This content is currently only available as a PDF
Citation
(2019), "Index", Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 5), Emerald Publishing Limited, Leeds, pp. 225-232. https://doi.org/10.1108/S2056-375220190000005014
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Ableism
, 20–21, 24, 27, 31
Actor-network theory (ANT)
, 210, 211–212, 213, 218–219
Advocacy coalitions
, 6, 12
Agenda-setting
, 5, 12
Agential realism
, 38–39, 40–42, 44–47, 50
AIME. See An Inquiry into Modes of Existence (AIME)
Americans with Disabilities Act
, 30
Analytical pluralism
, 175, 177, 180–181, 182, 183–184, 186
Anarchism
, 185–186
An Inquiry into Modes of Existence (AIME)
, 210–212, 214, 216–217, 218–219, 220
ANT. See Actor-network theory (ANT)
Augmented inverse propensity weighted estimator
, 135, 144–145, 146
Autoethnography
, 43, 48–49
Automated quantitative content analysis
, 6–7
Average treatment effect
, 132–133
Axiological neutrality
, 78
‘Bag of words’ approach
, 6–8
Barad, Karen
, 38–39, 41–42, 43, 44–45, 47, 48, 49, 50
Becoming a Professional Through Distributed Learning: a Sociomaterial Ethnography
, 207–208
Berlin Principles on Ranking Higher Education Institutions
, 61
Business Europe
, 8, 9
Caliper matching
, 134
Capitalism
, 39
Category mistakes
, 211–215
Cause-and-effect relationships
, 132
CDT. See Critical disability theory (CDT)
Colonialism
, 95
Color-blindness
, 98–99
Color-evasiveness
, 98–99
Complementarism
, 177
Constructivist whiteness qualitative research methods, critiques of
, 95–96
Context awareness
, 184
Control-function approach
, 135–136, 145–146, 147
Critical disability studies. See Critical disability theory (CDT)
Critical disability theory (CDT)
, 23–25
higher education researchers, considerations for
, 24–25
language and definitions
, 23–24
Critical race methodologies (CRM)
, 99, 100
Critical race theory (CRT)
, 93, 99, 100
Critical realism
, 25–28, 179–180, 188
higher education researchers, considerations for
, 27–28
language and definitions
, 26–27
principles of
, 25
Critical whiteness methodology (CwM)
, 91
Critical whiteness studies (CwS)
, 92, 93–94, 99, 100
core theories
, 97–99
empirical studies of
, 96–97
praxis
, 101–102
Critique
, 156
Critique of Everyday Life
, 154–155
CRM. See Critical race methodologies (CRM)
Crossings
, 211–215
CRT. See Critical race theory (CRT)
Cultural Disability Studies. See Critical disability theory (CDT)
Currere
, 43
Curriculum
, 37
Curriculum design
, 43–45
Cut
, 41, 44
CwM. See Critical whiteness methodology (CwM)
CwS. See Critical whiteness studies (CwS)
Cyclical rhythms
, 155, 157
Deaf epistemologies
, 28–31
higher education researchers, considerations for
, 30–31
language and definitions
, 29–30
Deaf Gain
, 27–28
Decoupling
, 59–60, 61
Detachment
, 95–96
Diffraction
, 38–39, 40–42
Disability
, 19
definition of
, 21, 23–24
medical model of
, 21
minority group model of
, 22–23
promising models
, 22–23
social model of
, 21–22
traditional frameworks
, 20–31
Distributed medical education (DME)
, 207–209
DME. See Distributed medical education (DME)
Dogmatic demarcation
, 185–186
Doubly robust estimator (DRE)
, 135, 144–145, 146, 148
DRE. See Doubly robust estimator (DRE)
Dressage
, 155–156, 168–169
Duration
, 156
Economic independence
, 20–21
Educational inequity
, 99
Educational spaces
, 42–43
Educational Spaces: Theories and Perspectives
, 38
Educational technology research
pluralism
, 173
trends of
, 174
Education International (EI)
, 8, 12
EFSI. See European Fund for Strategic Investment (EFSI)
EHEA. See European Higher Education Area (EHEA)
EI. See Education International (EI)
Embeddedness
, 93–94
Empirical research
, 111–112, 117
Endogenous treatment assignment bias
, 130, 131–132
Endogenous treatment effect (ETE) model
, 135–136, 145–146, 147
ENQA. See European Association for Quality Assurance in Higher Education (ENQA)
Entanglement
, 41, 44
Equity
, 5
ESU. See European Students’ Union (ESU)
ETE. See Endogenous treatment effect (ETE) model
Ethnography
, 207
category mistakes
, 211–215
crossings
, 211–215
heterogeneous courses of action
, 218–219
inquiry, expanding
, 219–220
modes of existence
, 211–215, 220–221
‘real life’ medical education
, 215–218
situated practices
, 218–219
ETUCE
, 8, 10
EUA. See European University Association (EUA)
Eudaimonia
, 77
EURASHE. See European Association of Institutions of Higher Education (EURASHE)
Eurhythmia
, 155–156
European Association for Quality Assurance in Higher Education (ENQA)
, 8, 9
European Association of Institutions of Higher Education (EURASHE)
, 8, 9
European Commission
, 10
European Fund for Strategic Investment (EFSI)
, 10
European Higher Education Area (EHEA)
, 12
European Students’ Union (ESU)
, 8, 9, 10–11, 12
European Union
, 12
European University Association (EUA)
, 8, 9–11
Exclusion
, 21
Formal structures–actual practices relationship
, 61
Functional limitation
, 21
definition of
, 21
GATS
, 11, 12
Gender inequality
, 39–40
Habitus
, 76–78, 155–156
Higher education leadership
, 73
domains of description-explanation
, 80–83
moral or philosophical sociology
, 78–80
axiological neutrality
, 78
MacIntyre’s connexion of practice and good
, 79–80
philosophical anthropology
, 78
practical reasoning
, 79
phronetic gap, addressing
, 75–78
phronetic research, guidelines for
, 86–88
power relations
, 87–88
problem-solving using case studies
, 87–88
retroductive phase
, 86
why-questions attending to intention/purposes of agents
, 86–87
universities through purposes and activities, understanding
, 83–85
Holistic integrationism
, 175
Horizon 2020
, 10
Horizon Europe
, 10
Horizontal organizational fragmentation
, 63–64
Hypothetico-deductive model
, 116
ICTs. See Information and communication technologies (ICTs)
Impairment
, 21
definition of
, 21
Impartiality
, 95–96
IMR. See Internet-mediated research (IMR)
Information and communication technologies (ICTs)
, 194–195
Institutionalized introspection problem, mixed methods approach for
, 111
Institution, definition of
, 80
Internet-mediated research (IMR)
, 193
characterization of selected literature
, 196–200
contextual, relational and data validity dimensions
, 202–203
data collection methods in virtual environment
, 200–201
methodology
, 196
Interpretive phenomenological analysis (IPA)
, 181, 187–188
Intra-action
, 42
Intransitivity
, 25
IPA. See Interpretive phenomenological analysis (IPA)
Journal of Critical Realism
, 27
Knowledge-blindness
, 180–181
Knowledge-making practices, new material feminism and
, 37
agential realism
, 40–42
curriculum design
, 43–45
diffraction
, 43–47
educational spaces
, 42–43
knowledge production
, 48–50
learning and teaching
, 45–47
overview of
, 39–40
Knowledge production
, 48–50
La somme et le rest
, 156
Latour, Bruno
philosophical anthropology
, 207
LCT. See Legitimation code theory (LCT)
League of European Research Universities (LERU)
, 8, 9–10
Learning and teaching
, 45–47
Legitimation code theory (LCT)
, 180–181, 187–188
LERU. See League of European Research Universities (LERU)
Linear rhythms
, 155
Logic of influence
, 3–4
Logic of membership
, 3–4
Logistic regression
, 134, 139
Loose coupling
, 53
approach
, 58–59, 60–61
dialectical interpretation of
, 57
differentiation of tasks and authority
, 62–63
emergence of
, 64–65
horizontal and vertical organizational fragmentation
, 63–64
methodology
, 65
outcomes of
, 64
outlook for
, 66–67
screening results
, 59–60
structure and action
, 61–62
Weick and Orton’s model of
, 54–58
MacIntyre’s connexion of practice and good
, 79–80
Marxist materialism
, 39
Material culture studies
, 48
Material moments
, 46
Medical model of disability
, 21
Meeting the Universe Halfway (Barad)
, 38
Methodological pluralism
, 113, 175, 176, 177, 178, 180–181, 181–183, 187, 188–189
Methodological tribalism
, 182
Minority group model of disability
, 22–23
Mixed-method approach
, 175
definition of
, 113–116
for institutionalized introspection problem
, 111
future directions of
, 122–123
structures with limited range
, 116–118
Modes of existence
, 211–215, 220–221
Monism
, 185–186
Moral sociology
, 73–74, 78–80, 88
axiological neutrality
, 78
Multi-method approach
, 113, 114
Naive inductivism
, 116–117
National Institute of Education
, 54–55
Neoliberal credentialism
, 40
Neurodiversity
, 32
New material feminism, and knowledge-making practices
, 37
agential realism
, 40–42
curriculum design
, 43–45
diffraction
, 43–47
educational spaces
, 42–43
knowledge production
, 48–50
learning and teaching
, 45–47
overview of
, 39–40
Neyman-Rubin counterfactual framework
, 132–133
Nicomachean Ethics
, 82
Normative basis
, 5–6, 7–8, 9, 10, 11, 12, 13
OBESSU
, 12
Objectivity
, 95–96
OLS. See Ordinary least squares (OLS)
Ontic fallacy
, 84
Ontology
, 80–81
Oppression
, 21, 95–96, 99, 100, 106
definition of
, 22
Order of being
, 83
Order of knowing
, 83
Ordinary least squares (OLS)
, 131–132
Organizations
, 53–54
Phenomena
, 41–42
Philosophical anthropology, within philosophical sociology
, 78
Philosophical pluralism
, 175, 177, 183, 185, 188, 189
Philosophical sociology
, 73–74, 78–80
axiological neutrality
, 78
philosophical anthropology
, 78
Phronēsis
, 73–74, 77, 78, 82
Phronetic research
, 73
guidelines for
, 86–88
power relations
, 87–88
problem-solving using case studies
, 87–88
retroductive phase
, 86
why-questions attending to intention/purposes of agents
, 86–87
PISA testing
, 210
Pluralism
, 173
analytical
, 175, 177, 180–181, 182, 183–184, 186
arguments against
, 184–187
anarchism
, 185–186
incommensurability of paradigms
, 184–185
knowledge of the researcher
, 186
psychological factors
, 186–187
conceptualization of
, 175–178
debates around
, 181–184
context awareness
, 184
notion of error
, 183
reflexivity
, 184
research questions complexity and monism
, 181–182
types of knowledge and perspectives
, 183–184
value of different methods
, 182–183
hierarchy of
, 176
loose
, 177
methodological
, 175, 176, 177, 178, 180–181, 181–183, 187, 188–189
philosophical
, 175, 177, 183, 185, 188, 189
in social science research, applying
, 187–189
continuity and discontinuity
, 187–188
espoused methodology and methodology use
, 188–189
philosophical reflection
, 188
reflection on practice
, 188
strong
, 177
technology-enhanced higher education curriculum development, institutional and agentic interplay in
, 178–181
Policy actions
, 5
Policy agenda
, 5
Policy bandwagons
, 12
Policy capacity
, 9
Policy domains
, 4
Policy engagement
, 4
Policy interests
, 5
Policy issue
, 4, 5–6, 7, 9–10, 11, 12, 13
Policy portfolios
, 4
Policy positions, of stakeholder organizations
, 1
Policy preference
, 5–6, 7–8, 9, 10, 12, 13
Policy priorities
, 5
Policy wins
, 4
Policy work
, 4
Politics of knowledge
, 40
Politics of location
, 40, 46–47
Polyrhythmia
, 155–156, 157
Positionality of whiteness
, 93–94
Positivism
, 178, 182, 188
Positivist whiteness qualitative research methods, critiques of
, 95–96
Post-compulsory education
, 40
Postmodernism
, 178, 179–180, 182
Post-structuralism
, 39–40
Power relations
, 87–88
Practical reasonableness
, 73
Practical wisdom
, 76
Practice
, 79–80
definition of
, 80
Praxis
, 74, 75
Prior student loan debt’s impact on transfer student outcomes
, 136–146
data
, 136–137, 138
measures
, 137–139
results
, 139–146
augmented inverse propensity weighted estimator
, 144–145, 146
control-function approach
, 145–146, 147
doubly robust estimator
, 144–145, 146
endogenous treatment effect model
, 145–146, 147
propensity score matching analysis
, 139–144
Propensity score matching (PSM) analysis
, 133–135, 139–144
PSM. See Propensity score matching (PSM) analysis
Qualitative research, challenging whiteness through
, 91
Race evasiveness
, 96–97
Racial awareness
, 96
Racial contract
, 97
Racial hierarchy
, 94
Racial inequity
, 99
Racial justice
, 96
Racism
, 95, 100, 105
Rationality
, 39–40, 60, 95
practical
, 74
theoretical
, 74
Rational choice theory
, 116
Realism
, 179, 182
‘Real life’ medical education
, 215–218
Reflexivity
, 184
Research Excellence Framework
, 157
Retroduction
, 82
Rhythm(s)
cyclical
, 155
linear
, 155
as localised temporality
, 155
as temporalized spatiality
, 155
Rhythmanalysis
, 153
doing
, 163–167
methodological justification
, 154–158
methods
, 159–162
methods and practice in the pilot
, 158
teacher and student data
, 159
theoretical underpinnings
, 154–158
time-lapse
, 158–159
Rhythmanalysis: Space, Time and Everyday Life
, 154–155
A Rhythmic Analysis of Teaching and Learning in Higher Education: Time, Space, Affect
, 158
Robbers Cave Experiment
, 113–114
Rule-following
, 75, 76
Self-efficacy
, 22–23
Self-esteem
, 22–23
Self-selection bias
, 131–132, 136
Sensitivity analysis
, 134–135, 142
Social constructionism
, 180
Social justice
, 39–40
Social model of disability
, 21–22
Social theory
, 74–75, 76, 79, 80–81, 83–84, 87
Speculative reasoning
, 76
Stakeholder organizations, policy positions of
, 1
Stakeholders
, 2–4
Stata
, 135–136
“Strategy-as-practice” paradigm
, 77–78
Stratification
, 25
Structuration
, 76
Structure and action
, 61–62
Structures with limited range
, 116–118
System coupling, dialectical interpretation of
, 57
Tasks and authority, differentiation of
, 62–63
Teaching Excellence Framework
, 157
Technical skill/knowledge (technê)
, 76, 77, 82
Technology-enhanced higher education curriculum development, institutional and agentic interplay in
, 178–181
Theoretical knowledge concerning nature (epistēmē)
, 76, 82, 87
Time-lapse
, 158–159, 160, 161–162, 163, 164
Transfactuality
, 25, 31
Treatment effect, estimation of
, 133–136
augmented inverse propensity weighted estimator
, 135
control-function approach
, 135–136
doubly robust estimator
, 135
endogenous treatment effect model
, 135–136
propensity score matching analysis
, 133–135
Treatment endogeneity
, 131–132
Triangulation
, 114
Vertical organizational fragmentation
, 63–64
Western schooling
, 40
White complicity
, 97–98, 103
White emotionality
, 97–98
White ignorance
, 97–98
Whiteness through qualitative research, challenging
, 91
critical whiteness studies, empirical studies of
, 96–97
critical whiteness study theories
, 97–99
behaving whitely
, 97–98
speaking whitely
, 98–99
thinking whitely
, 97
literature review
, 94
methodological grounding
, 99–100
positivist and constructivist qualitative research methods, critiques of
, 95–96
proposed methodology
, 100–103
statement of positionality
, 93–94
suggestions for practice
, 103–107
after the meeting
, 106–107
during the meeting
, 105–106
prior to the meeting
, 104–105
White privilege
, 92, 96, 97, 98, 102, 103, 105
White supremacy
, 93–94, 95–96, 97, 99, 100, 101–103, 107
White talk
, 98–99, 106
Why-questions attending to intention/purposes of agents
, 86–87
- Prelims
- Analysing Policy Positions of Stakeholder Organizations in Higher Education: What, How and Why?
- Understanding Disability Frameworks in Higher Education Research
- Diffracting the Curriculum: Putting “New” Material Feminism to Work to Reconfigure Knowledge-Making Practices in Undergraduate Higher Education
- The Looseness of Loose Coupling: The Use and Misuse of “Loose Coupling” in Higher Education Research
- Higher Education Leadership and Management as “Practical Reasonableness”: A Phronetic Approach to Higher Education Research
- Toward a Critical Whiteness Methodology: Challenging Whiteness through Qualitative Research
- Mixed Methods for Research into Higher Education: Solving the Problem of Institutionalized Introspection?
- Addressing Self-selection and Endogeneity in Higher Education Research
- An Exploration of Rhythms in the Contemporary Academy: Time, Space and Affect
- Pluralism as a Vehicle for Theory-building in Educational Technology Research
- Internet-mediated Research: A Methodological Discussion Based on a Study with Non-traditional Adult Students
- Ethnographies of Higher Education and Modes of Existence: Using Latour’s Philosophical Anthropology to Construct Faithful Accounts of Higher Education Practice
- Index