Index
Theory and Method in Higher Education Research
ISBN: 978-1-78743-223-9, eISBN: 978-1-78743-222-2
ISSN: 2056-3752
Publication date: 21 August 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 3), Emerald Publishing Limited, Leeds, pp. 267-276. https://doi.org/10.1108/S2056-375220170000003016
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Abbott’s theory
, 62–63
Academic analytics
, 159, 160
Academic Profession in Europe: Responses to Societal Challenges (EUROAC)
, 60, 65, 66
Academic(s)
, 70
capitalism
, 25–27, 28, 180, 181
community
, 27, 67–68, 199, 211, 213
freedom
, 186, 190, 192
Humboldtian perspective
, 69
Larson’s perspective
, 68
from medical sciences
, 70
profession
, 60–61, 67–68
changing
, 64–67
diversity and fragmentation of academic profession
, 68–72
sociology of professions as academic field
, 61–64
Agency theory
, 78
AIR. See Association for Institutional Research (AIR)
American Productivity and Quality Center (APQC)
, 163
advancement levels in
, 171
Analytical intelligence
, 158
AoIR. See Association of Internet Researchers (AoIR)
Appointment procedures
, 45
function
, 51
for professorships
, 45–46
configuring professorship
, 46
negotiating resources and wages
, 47
selecting candidate
, 46
social dimension of
, 47
types of criteria in
, 52
Approaches to learning in workplace
, 249–250
Approaches to Studying Inventory (ASI)
, 249
Approaches to Work Questionnaire (AWQ)
, 249–250
canonical correlation analysis
, 254, 258, 259
confirmatory factor analysis
, 253
correlation coefficients between respondents’ scale scores on
, 258
descriptive statistics for respondents’ scale scores on
, 258
online survey
, 252
standardized regression coefficients
, 260, 261
APQC. See American Productivity and Quality Center (APQC)
ASI. See Approaches to Studying Inventory (ASI)
Association for Institutional Research (AIR)
, 157
Association of Internet Researchers (AoIR)
, 201
AWQ. See Approaches to Work Questionnaire (AWQ)
Bernstein’s theories
, 142
Bildung
, 146–147
Bildung-Didaktik tradition
, 146
Bounded rationality
, 128–130
Branding
, 108–109
Bureaucracy-professionalism in research universities
, 27
Canadian Institutional Research and Planning Association (CIRPA)
, 157
Canonical correlation analysis
, 254, 258–259
CAP. See Changes in Academic Profession (CAP)
Capitalism
, 184, 189
academic
, 25–27, 28, 180, 181
Carnegie study
, 65
CEQ. See Course Experience Questionnaire (CEQ)
CFI. See Comparative fit index (CFI)
Changes in Academic Profession (CAP)
, 60, 64–66
CIRPA. See Canadian Institutional Research and Planning Association (CIRPA)
Co-evolution
, 123
Cognitive dimension
, 82
Collective consumption goods
, 23
College admissions
, 205
Commitment to relativism
, 81
Commodification
, 180
differentiated market university
, 183, 187
from capital’s differentiation
, 183–185
to universities’ differentiation
, 185–192
university
, 181–183
Communication
, 10, 41
channels
, 42, 43
online
, 199
scientific
, 55
use of information
, 90
Comparative fit index (CFI)
, 253
Competencies
, 163
competency-based curriculum thinking
, 145
fictitious results for development
, 175
Complex theory
for higher education systems
, 121–124
systems theory
, 121, 123
Complexity
, 121
external
, 122
internal
, 122
theory
, 122
Conditional programs
, 43
Constant management
, 212
Constitution of values
, 51
Contemporary higher education research and practice
critical curriculum theories
, 146–148
critical realist perspective on curriculum theories
, 139–141
debates on curriculum theories
, 148–149
nature of normative curriculum theories
, 143–145
rethinking divide between normative and critical curriculum theories
, 149–151
shaping of curriculum theories and higher education
, 141–143
Contextual intelligence
, 158, 173
Contingency theory
, 78
Course Experience Questionnaire (CEQ)
, 249
Crip theory
, 229, 230–231
Critical approach
, 142–143, 147, 153, 229
Critical curriculum theories
, 146–151
Critical realist perspective on curriculum theories
, 139–141
Critics of functionalism (1960–1970)
, 61–62
Cross-situational consistency
, 6
Cultural dimension of disability
, 236–238
Curriculum theories
, 139
critical realist perspective on
, 139–141
debates on
, 148–149
in higher education
, 139
shaping of, and higher education
, 141–143
Cyber-ethnography
, 198
Data mining
, 201
d/Deaf culture
, 236, 237
Decision programs
, 41
Decision-making procedures
, 43
Decoupling
, 110, 111, 112, 129–131
Delphi approach
, 157, 174
Denomination
, 46, 49
Diagnostic dimension of disability
, 232–233
Dialectical operations
, 84
Differentiated Market university
, 183, 187
from capital’s differentiation
, 183–185
to universities’ differentiation
, 185–192
Digital ethnography
, 198
Disability
, 228
crip theory
, 230–231
cultural dimension
, 236–238
diagnostic dimension
, 232–233
disability-as-identity
, 231
economic manifestation
, 235–236
environmental dimension
, 234–235
identity
, 228
as intersectional social identity
, 238
legal manifestation
, 233–234
medical manifestation
, 232
queer theory
, 230–231
stigma
, 235
theoretical borderlands
, 229–230
theoretical lenses
, 229
Disidentification
, 230–231
Diversity
, 128
of academic profession
, 68–72
response and functional
, 130
Dualism
, 81
ECAR. See EDUCAUSE Center for Analytics and Research (ECAR)
Economic manifestation of disability
, 235–236
eDelphi method
, 174
Educational psychology
, 142
EDUCAUSE Center for Analytics and Research (ECAR)
, 160
Emotions
, 48
Empiricism
, 140
Enhanced capital enterprises
, 180, 184, 191
‘Enterprises’ typology
, 180
Environmental dimension of disability
, 234–235
Epistemological theory
, 140–141
Epistemology
, 82
ESF. See European Science Foundation (ESF)
Essentialist and criterion-referenced vision
, 103
Ethical review board. See Institutional review board (IRB)
Ethnography
, 204
See also Virtual ethnography
EUROAC. See Academic Profession in Europe: Responses to Societal Challenges (EUROAC)
EuroHESC
, 65
European Science Foundation (ESF)
, 65
Evaluation procedures
, 40, 53, 55
Evaluation-based decision-making procedures
dimensions
, 44
matter-of-fact dimension
, 50–54
social dimension
, 47–50
temporal dimension
, 45–47
organizational decision-making procedures
, 43–44
universities as formal organizations
, 41–43
Exogenous conditions
, 127
Exploratory factor analysis
, 254
External complexity
, 122
Flexible governance
, 25, 26, 28–29
Formal learning
, 248
See also Informal learning
Formal organizations, universities as
, 41–43
Formal power
, 48
Formal structures
, 41, 42, 44
Fragmentation of academic profession
, 68–72
“Freigabeantrag”
, 46
Functional and strategic definition
, 103
Functionalism and symbolic interactionism, (1930–1960)
, 61
Functionalist approach
, 61
Generative strategies
, 13, 14
German higher education, developments in
, 8–9
German universities, phases of appointment procedures for professorships in
, 49–50
Global public goods
, 24
Global value chain
, 184
Goal programs
, 43
Goodness-of-fit index (GFI)
, 253
HE. See Higher education (HE)
Hierarchical influence
, 50
Hierarchy
, 42
Higher education (HE)
, 2, 24, 78–79, 199, 200, 205
approaches to studying in
, 249
developments in German HE
, 8–9
governance reform models
, 25
institutions
, 158–159
networks
, 219, 220, 221–222
network paradigm and
, 222
NPM development in
, 26
academic capitalism
, 26–27
managerialism
, 26
organizations
, 78
possibility of classification
, 66
potentials and limitations of qualitative and quantitative studies
, 3–6
research
, 138, 156
organizational wisdom through
, 92–93
scholars
, 139
scholarship
, 92
sector
, 22
shaping of curriculum theories and
, 141–143
in society
, 138
systems
, 120
complex theory for
, 121–124
Holistic individual developmental theories
, 84
Horizontal differentiation
, 120, 124, 132
Humboldtian model
, 190
Identity
disability as intersectional social
, 238
disability-as-identity
, 231
identity-building process
, 102
negotiations
, 107–108
neo-institutional definition
, 109
social identity
, 238
See also Organizational identity
Image
, 105–106
organizational
, 101
production
, 110
Individuality
, 146
Individualized Education Programs
, 234–235
Informal learning
, 248–249
approaches
to learning in workplace
, 249–250
to studying in higher education
, 249
to workplace learning
, 250–251
canonical correlation analysis
, 254, 258–259
confirmatory factor analysis
, 253–254
exploratory factor analysis
, 254
online survey
, 251–253
path analysis
, 259–262
pattern factor matrix
for approaches to work questionnaire
, 255–256
for workplace climate questionnaire
, 257
perceptions of workplace climate
, 250–251
psychometric properties
, 253
Informal power
, 48
Informal structures
, 41
Information
, 81, 208
management and developmental models for IR
, 158–161
quality
, 162
use
, 90, 162
Information technology (IT)
, 159
Innovation circuits
, 185
Input-oriented conditional programs
, 41–42
Institutional research (IR)
, 156
application of framework to measuring development
, 174–176
developmental framework for
, 156
framework validation
, 174
information management and developmental models for
, 158–161
new knowledge management framework for IR
, 161–173
purpose of
, 157–158
validation process for framework elements
, 157
See also Mixed-methods research (MMR)
Institutional review board (IRB)
, 200, 210, 211
Institutional/institutionalism
, 123
change
, 100, 107
environment
, 110
logics
, 109
positioning
, 109–111
process
, 88
and relational nature
, 100, 103
theory
, 78
Integration
process of MMR
, 13
strategies
, 7
Internal complexity
, 122
Internationalization
, 69–70
Interpersonal dimension
, 82
Intersectional social identity, disability as
, 238
Interview-based research
, 249
IR. See Institutional research (IR)
IRB. See Institutional review board (IRB)
Issues intelligence
, 158, 173
IT. See Information technology (IT)
Journal of Curriculum Theorizing, The
, 146
Knowledge
, 48
Knowledge management framework for IR
, 161, 162
APQC
, 163
levels of advancement
, 171
assessment of competency development
, 173
competencies and validation ratings
, 169–170
descriptive statements
levels of development and
, 172
for resource organizational culture
, 173
dimension and elements
, 163
resources and relationship to IR’s mission
, 162
validation ratings
functions and
, 166
organizational sectors and
, 164–165
resources and
, 167–168
Larson’s perspective
, 68
Learning organization
, 28–29
Legal manifestation of disability
, 233–234
“Loosely Coupled System” to organizational actor
, 111–112
Luhmann’s systems theory
, 41
Managerialism
, 25–28, 60, 63, 64, 107, 125, 128
Matter-of-fact dimension
, 44, 50–54
“Maturity” models
, 159
Meaning-making
components for organizational systems
, 86
as outcome
, 82–83
processes
, 82
systems for individuals
, 81
Medical manifestation of disability
, 232
Meta-inferences
creation
, 12
data collection
, 12–13
first findings
, 14–15
integration strategies
, 13–14
integration or creation
, 7
Mirroring process
, 102, 104
image
, 105–106
“Mission creep”
, 203
Mixed methods
data analysis techniques
, 7
example study
, 8–9
Mixed-methods research (MMR)
, 3, 6–8
creating meta-inferences
, 12–15
mixed-methods example study
, 8–9
potentials and limitations of qualitative and quantitative studies
, 3–6
theoretical framework and research design
, 9–12
See also Institutional research (IR)
MMR. See Mixed-methods research (MMR)
Money
, 48
“Multi-cephalous”
, 86
Mutual influence
, 47–48
Mutual negotiation
, 49
Mutual observation
, 47–48
National Innovation System
, 180
National University of Singapore (NUS)
, 192
Neo-institutional literature
, 100
Neoliberal university
, 22–24, 25
Network
antecedents
, 220–222
approach
, 217
characteristics
, 218–219
consequences
, 220
governance
, 29–30
and higher education studies
, 222
paradigm
, 218
social network analysis
, 215–216
New public governance (NPG)
, 30–31
New public management (NPM)
, 21–22, 158–159
development in HE
, 26–27
models of higher education governance reform
, 25
and neoliberal university
, 22–24
organizing universities to reacting to
, 28
flexible governance
, 28–29
learning organization
, 28–29
shared governance
, 28
skepticism toward
, 24
stakeholders
, 29–32
Niche
, 120, 123, 125, 132
Non-linearity
, 123
Normative curriculum theory
, 143–145, 149–151
NPG. See New public governance (NPG)
NPM. See New public management (NPM)
NUS. See National University of Singapore (NUS)
Ontological theory
, 140–141
Open University
, 251
Operationalization
, 53, 161
Organizational branding
, 101
Organizational capacity
, 160
Organizational change
, 107
Organizational culture
, 43–44, 101, 102
descriptive statements for resource
, 173
Organizational decision-making procedures
, 40, 43–44
Organizational identity
, 100, 101
further research
, 113–115
method
, 101–102
typology of studies
, 102, 104
branding
, 108–109
identity negotiations
, 107–108
image
, 105–106
institutional logics
, 109
institutional positioning
, 109–111
sensemaking
, 106–107
of universities
, 101
identity work
, 112–113
organizations
, 111–112
Organizational image
, 101
Organizational learning
, 78
Organizational reputation
, 101
Organizational sagas
, 101
Organizational structures
, 42
Organizational systems, components of meaning-making for
, 86
Organizational theories
, 78
Organizational wisdom
, 88–92
through higher education research
, 92–93
Output-oriented goal programs
, 41–42
Passive management
, 212
Path analysis
, 259–262
Pattern factor matrix
for approaches to work questionnaire
, 255–256
for workplace climate questionnaire
, 257
Personnel for organizational decisions
, 42
Policy and higher education systems
, 121–122
Polyarchy
, 50
Population ecology
, 78
Post-NPM paradigms
, 24
Practical political acumen
, 89
Pragmatism
, 140
Principal axis factoring
, 254
Procedural history
, 45
Production subsystem
, 184
Profession
, 67–68
Professionalization
process
, 62
prototype of professional
, 61
Professorships, appointment procedures for
, 45–46
configuring professorship
, 46
negotiating resources and wages
, 47
profile and equipment of professorship
, 46
selecting candidate
, 46
Public policy
, 30–31
Public value paradigm
, 31–32
Qualitative criteria
, 52
Qualitative research
, 4, 5, 8
Quantitative criteria
, 52
Quantitative research
, 4, 5, 6, 8
Queer theory
, 229, 230–231
Questioning professions and professionalism (1990)
, 63–64
Rating system
, 100
Reflecting process
, 102, 104
sensemaking
, 106–107
Relativism
, 81
Reputation
, 49, 101, 105, 182
organizational
, 101
Requisite variety
, 126, 128–129, 131
Research methods in terms of practice and policy
, 148–149
Resilience
, 124, 126
Resilient university
, 126
decoupling
, 129–131
requisite variety
, 128–129
slack
, 126–128
Resource dependence
, 78
RMSEA. See Root mean square error of approximation (RMSEA)
“Robustness”
, 132
Root mean square error of approximation (RMSEA)
, 253
Schimank’s theory of social interaction
, 47–48
Scopus search algorithm
, 101
Selection committees
, 46–47, 54
Selection criteria
, 51, 52
Self-authorship
developmental process
, 82
dimensions
, 84–85, 89
Self-expression process
, 102, 104
Self-organization
, 123
Self-presentation process
, 102, 104
branding
, 108–109
Sensemaking
, 106–107
Sequential decision-making
, 50
Shared governance
, 28
Simple capital enterprises
, 180, 184
Slack
, 126–128
Social actor conception of organization
, 87–88
Social capital
, 48–49
Social dimension
, 44, 47–50
Social identity
, 238
Social institution of higher education
, 80
Social interaction, Schimank’s theory of
, 47–48
Social media
, 199–200, 204, 205–206
Social network
, 220–221
analysis
, 215–216
Social responsibility, organizing for
acting for social responsibility
, 88–92
components of meaning-making for organizational systems
, 86
higher education
, 78–79
meaning-making as outcome
, 82–83
organizational wisdom through higher education research
, 92–93
social actor conception of organizing
, 87–88
systems of meaning-making for individuals
, 81
wisdom
, 84–86
“Social Sciences” discipline
, 101
Social scientific phenomena
, 120
Social unobtrusiveness
, 90
Sociology
of education
, 142
of professions
, 60–61
as academic field
, 61
critics of functionalism
, 61–62
functionalism and symbolic interactionism
, 61
questioning professions and professionalism
, 63–64
systemic perspective
, 62–63
SPQ. See Study Process Questionnaire (SPQ)
Stakeholders
, 29, 100
network governance
, 29–30
NPG
, 30–31
public value paradigm
, 31–32
Strategic actor
, 129–130
university as
, 124–126
Strategic triangle
, 32
Stresses
, 112
Study Process Questionnaire (SPQ)
, 250–251
Sufficient criteria
, 52
Surface-rational approach
, 254
Systemic perspective (1970–1980)
, 62–63
Systems theory
, 123, 127
Technical intelligence
, 158
Technological capital enterprise
, 180, 185
Technological infrastructure
, 160
Temporal dimension
, 44, 45
configuring professorship
, 46
negotiating resources and wages
, 47
selecting candidate
, 46
Traits approach
, 61
Transaction cost theory
, 78
Transcendental operations
, 84
Transformative organizational change
, 89–90
Two-week pilot study
, 206–207
U.S. Presidential Immigration Executive Order travel ban
, 79
Universities
as adaptive resilient organization
complex theory for higher education systems
, 121–124
resilient university
, 126–131
social scientific phenomena
, 120
strategic actor vs. resilient actor
, 131
commodification
, 181–183
differentiation
, 185–192
as formal organizations
, 41–43
identity work
, 112–113
organizations
, 111–112
as strategic actor
, 124–126
University of California
, 201–202
university–industry collaborations
, 216, 217
Uversity
, 205–206
Values
attribution
, 53
rationalization with competing institutional logics
, 112–113
selection of
, 53
Vertical differentiation
, 124
Virtual ethnography
, 198
ethical concerns
, 200
exemption from formal ethics boards
, 202–203
existing guidelines for
, 201–202
protection of participant anonymity
, 203–204
future research
, 211–212
logistical issues
, 204–205
paucity of higher education studies
, 200
Virtual Community
, 199
virtual field site
, 205
methodological challenges
, 206–210
methodology
, 206
purpose of study and site selection
, 205–206
Vocationalization of academic programs
, 27
WCQ. See Workplace Climate Questionnaire (WCQ)
“Wiederzuweisungsantrag”
, 46
Wisdom
, 78, 83, 84–86, 88, 91
Work Experience Questionnaire
, 250
Workplace
approaches to learning in
, 249–250
learning
, 248–249
approaches to
, 250–251
perceptions of workplace climate
, 250–251
Workplace Climate Questionnaire (WCQ)
, 250, 251
canonical correlation analysis
, 254, 258, 259
confirmatory factor analysis
, 253
correlation coefficients between respondents’ scale scores on
, 258
descriptive statistics for respondents’ scale scores on
, 258
online survey
, 252
standardized regression coefficients
, 260, 261
- Prelims
- The Guiding Role of Theory in Mixed-Methods Research: Combining Individual and Institutional Perspectives on the Transition to Higher Education
- Higher Education Research: Looking Beyond New Public Management
- An Analytical Framework for Evaluation-Based Decision-Making Procedures in Universities
- The Study of the Academic Profession – Contributions from and to the Sociology of Professions
- A Developmental Perspective on Organizing for Social Responsibility: A Framework of Wise Action for Higher Education Organizations
- Organizational Identity of Universities: A Review of the Literature from 1972 to 2014
- The University as an Adaptive Resilient Organization: A Complex Systems Perspective
- The Role of Curriculum Theory in Contemporary Higher Education Research and Practice
- A Knowledge Management Framework for Institutional Research
- The Differentiated Market-University Structural Differences among University’s Commodification Processes
- Virtual Ethnography: The Logistical and Ethical Challenges of Bringing Higher Education Research Online
- The Network Paradigm in Higher Education
- Disability and College Students: A Critical Examination of a Multivalent Identity
- Informal Learning in the Workplace: Approaches to Learning and Perceptions of the Context
- Index