Index
Theory and Method in Higher Education Research
ISBN: 978-1-78769-278-7, eISBN: 978-1-78769-277-0
ISSN: 2056-3752
Publication date: 12 November 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 4), Emerald Publishing Limited, Leeds, pp. 243-247. https://doi.org/10.1108/S2056-375220180000004015
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Academic achievement, 34, 146–147, 153
‘Academic capitalism’, 87
‘Academic drift’, 92
Academic management, 196
Academic programmes, 77, 232
Academic requirements, 146
Active variables
, 110–113
Adaptive learning environments, 39
Adjustment and stabilisation stages, 146
Analysis scripts, 116
Analytic autonetnography, 163–167, 170–173, 180–185
Analytical framework, 104, 113
Analytical leverage, 69
Analytical strategies, 79, 103, 110
ANOVA techniques, 112
Artificial intelligence, 21
Australian Curriculum, 42
Australian national education agenda, 42
Australian Quality Framework, 43
Autarkic higher education systems, 93
Autoethnographic methodology, 167–168
Autoethnography, 163, 165–168, 170, 182
See also Online ethnography
Automatic pattern detection, 21
Axial coding processes, 180
Bayes’ rule, 22
Bayesian analysis, 21
Behavioral sciences, 29
Behaviour changes, 153
Behaviour dynamics, 153
Behavioural patterns, 93, 96
Bernstein
analysis, 1, 14
approach, 2, 5, 7, 11–12, 14–15
concepts, 2
contribution, 7
explorations of curriculum, 17
framework, 2, 5, 8–11
higher education research, 14
ideas, 11
lens, 4, 15
notion, 3
Pedagogic Rights, 12
perspective, 9
theoretical framework, 1
theory, 15
thinking, 2, 3, 5, 14
Bernsteinian, 14
Bernsteinian-inspired approach, 13
Bibliometric measures, 126, 135
Biographic ecocognitive system
, 133
Black Political Economy, 14
Blackwell, 29–30
Bologna Declaration principles, 236
Bologna Declaration, 231, 235
Bologna Process, 86, 90–91, 93, 95, 226, 231–232, 237
Botanical literacy, 31, 41, 44
Boundaries,, 2–5, 7, 148, 150, 164
Bourdieu’s habitus-field theory, 107
CampusFlora app, 41
Career choices, 175
Cartesian co-ordinate systems, 109
Cartography, 108, 112, 118
Case-study schools, 7
Change focus, 165
Change teaching patterns, 200–201
Classification methods
, 111
Closed system modelling, 218
Cluster-like networks, 128
Cognitive ecosystem, 128–129
Collaboration networks, 125–127, 130, 134–135, 140, 142–143
Collaborative research network, 125, 129, 130, 132
Collegial governance, 233–234
Competitive research behaviour, 126
Concentration ellipses, 112, 118, 120
Conceptual gateways, 35
Conceptual levels, 3, 32
Conceptualise authority, 195
Constructivist grounded theory, 189–190, 193–195, 202, 204–205
Contemporary higher education, 126
Context of globalisation
, 85, 93, 95, 97
Conventional methodologies, 126
Correspondence analysis, 103, 108, 110–111
Covariates, 152–153
Cross-fertilisation, 27
Cultural assimilation, 9
Culturomics analysis, 20
Curriculum design of small groups, 149
Curriculum designs, 32, 43–44
Curriculum tools
, 37
Data cleaning techniques, 129, 130
Deleuzoguattarian concept of rhizomes, 49, 51
Digital Humanities
, 27
Discipline-based knowledge, 35
Doctoral research, 190, 194–195
Dynamical process, 129
Ecocognitive system
, 130, 132–133
Economic rationale, 94–95
Educational data-mining, 170
Educational environment, 145
Elementary statistical analysis, 111
Empirical Network Analysis, 153
E-research methodology, 163–167, 173, 184–185
Ethno-botanical knowledge, 41
Euclidean classification, 108, 111, 113, 118–120
European Association for Universities of Applied Sciences (EURASHE), 231
European funding, 238
European Higher Education Area (EHEA), 90, 227
‘Evaluation of Research Collaboration Networks’, 126
Explanatory schemes
, 110
Explorations of institution, 50
Exponential Random Graph Models (ERGM), 152
External funding, 74–75
External quality assurance, 234–235
Extramural funding, 77
‘False proxies’, 39–40
Feminist knowledge, 7
Financial security, 120
Financial statements, 73
Flemish funding system, 236
Flemish government, 235
Flemish higher education system, 225–227, 237
Focal student, 149
Formal-geometric foundation
, 108
Foundation for Science and Technology (FCT), 133
Funding mechanisms, 235
Funding principles, 235–236
Geometric data analysis (GDA), 103–104, 106, 108–110, 121
Geometric framework
, 108
Geometric model, 110, 113, 116, 120
Geometric modelling, 110, 113
GEPHI, 25
See also Opensource software application
Giddens’ structuration theory, 107
See also Bourdieu’s habitus-field theory
Global academic markets, 104
Global competition, 86, 89
Global stratification, 86, 88
Global university rankings, 86
Globalisation, 85–91, 93–99, 121, 231–233
Google Scholar, 210, 227
Government funding formula, 202
Governmental internationalisation policies, 96–97
Heteroglossia
, 24
‘Hidden curriculum’, 3
See also Boundaries
Higher education, 1–2, 4, 8–9, 14–15, 19–20, 23–28
Higher education classrooms, 146
Higher Education Funding Council for England, 13
Higher education institutions, 70, 85–97, 140, 147, 226, 228–237
Higher education leadership, 189, 190, 192–193, 196
Higher education policy, 209, 216, 220, 226–228, 231, 235–238
Higher education publishing industry, 68
Higher education systems theory, 88
Horizontal diversity
, 87
Human capital theory, 209–211, 216–217
Hypothesis testing, 193
Independent variables, 105, 112, 151–153, 217
Indigenous Australian Knowledges (IAK), 35
Indigenous Cultural Competency (ICC), 42
Industry logics, 74–75, 80, 82
‘Industry-oriented institutions’, 82
Institutional autonomy, 85–86, 91, 96, 98
Institutional isomorphism, 92, 231
Institutional logics, 67–71, 73, 79, 82
Institutional pluralism, 69, 80, 82
Institutional policy of universities, 234
Intensity axis, 117
Intercultural competence, 36
Internal quality assurance, 234–235
International arena, 94–95
International funding, 93–94
International publications, 94, 237
Internationalisation, 15, 20, 85–86, 89–90, 91, 95–97, 143, 228, 231–232, 237
Internationalisation affect, 86, 89
Internationalisation policies, 90, 96–97
Intersectionality, 1–2, 10
Knowledge production, 125–126, 132, 136
‘Knowledge spaces’, 121
Latent Dirichlet Allocation (LDA), 22
Learning architecture, 104, 121
Learning communities, 145–146, 154, 156, 159
Learning designs, 33
Learning sciences
, 32, 36–38, 44
Liberal arts, 79
Longitudinal social network approach, 145, 155
Machine learning, 20, 27
Machine Learning for Language Toolkit (MALLET), 24
Macro socio-economic process, 90
Management research, 189–190, 192, 195
Market mechanisms, 74, 94
Markov chain Monte Carlo (MCMC), 21
Massive Open Online Courses (MOOC), 26
Meso-level institutional factors, 2, 7
Methodological implications, 2, 69, 108
Methodological text, 167–168
Methodological tracks, 125–131, 133, 135–136
Mission statements, 68, 70, 72
Multiple correspondence analysis (MCA), 108, 110, 111
Multiple factor analysis, 108, 111
Multivariate statistical methods, 108
National Council for Scientific and Technological Development (CNPq), 133
Neophyte online teacher, 165–166, 184
Network analysis, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM), 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Academic achievement
, 34, 146–147, 153
‘Academic capitalism’
, 87
‘Academic drift’
, 92
Academic management
, 196
Academic programmes
, 77, 232
Academic requirements
, 146
Active variables
, 110–113
Adaptive learning environments
, 39
Adjustment and stabilisation stages
, 146
Analysis scripts
, 116
Analytic autonetnography
, 163–167, 170–173, 180–185
Analytical framework
, 104, 113
Analytical leverage
, 69
Analytical strategies
, 79, 103, 110
ANOVA techniques
, 112
Artificial intelligence
, 21
Australian Curriculum
, 42
Australian national education agenda
, 42
Australian Quality Framework
, 43
Autarkic higher education systems
, 93
Autoethnographic methodology
, 167–168
Autoethnography
, 163, 165–168, 170, 182
See also Online ethnography
Automatic pattern detection
, 21
Axial coding processes
, 180
Bayes’ rule
, 22
Bayesian analysis
, 21
Behavioral sciences
, 29
Behaviour changes
, 153
Behaviour dynamics
, 153
Behavioural patterns
, 93, 96
Bernstein
analysis
, 1, 14
approach
, 2, 5, 7, 11–12, 14–15
concepts
, 2
contribution
, 7
explorations of curriculum
, 17
framework
, 2, 5, 8–11
higher education research
, 14
ideas
, 11
lens
, 4, 15
notion
, 3
Pedagogic Rights
, 12
perspective
, 9
theoretical framework
, 1
theory
, 15
thinking
, 2, 3, 5, 14
Bernsteinian
, 14
Bernsteinian-inspired approach
, 13
Bibliometric measures
, 126, 135
Biographic ecocognitive system
, 133
Black Political Economy
, 14
Blackwell
, 29–30
Bologna Declaration principles
, 236
Bologna Declaration
, 231, 235
Bologna Process
, 86, 90–91, 93, 95, 226, 231–232, 237
Botanical literacy
, 31, 41, 44
Boundaries,
, 2–5, 7, 148, 150, 164
Bourdieu’s habitus-field theory
, 107
CampusFlora app, 41
Career choices, 175
Cartesian co-ordinate systems, 109
Cartography, 108, 112, 118
Case-study schools, 7
Change focus, 165
Change teaching patterns, 200–201
Classification methods
, 111
Closed system modelling, 218
Cluster-like networks, 128
Cognitive ecosystem, 128–129
Collaboration networks, 125–127, 130, 134–135, 140, 142–143
Collaborative research network, 125, 129, 130, 132
Collegial governance, 233–234
Competitive research behaviour, 126
Concentration ellipses, 112, 118, 120
Conceptual gateways, 35
Conceptual levels, 3, 32
Conceptualise authority, 195
Constructivist grounded theory, 189–190, 193–195, 202, 204–205
Contemporary higher education, 126
Context of globalisation
, 85, 93, 95, 97
Conventional methodologies, 126
Correspondence analysis, 103, 108, 110–111
Covariates, 152–153
Cross-fertilisation, 27
Cultural assimilation, 9
Culturomics analysis, 20
Curriculum design of small groups, 149
Curriculum designs, 32, 43–44
Curriculum tools
, 37
Data cleaning techniques, 129, 130
Deleuzoguattarian concept of rhizomes, 49, 51
Digital Humanities
, 27
Discipline-based knowledge, 35
Doctoral research, 190, 194–195
Dynamical process, 129
Ecocognitive system
, 130, 132–133
Economic rationale, 94–95
Educational data-mining, 170
Educational environment, 145
Elementary statistical analysis, 111
Empirical Network Analysis, 153
E-research methodology, 163–167, 173, 184–185
Ethno-botanical knowledge, 41
Euclidean classification, 108, 111, 113, 118–120
European Association for Universities of Applied Sciences (EURASHE), 231
European funding, 238
European Higher Education Area (EHEA), 90, 227
‘Evaluation of Research Collaboration Networks’, 126
Explanatory schemes
, 110
Explorations of institution, 50
Exponential Random Graph Models (ERGM), 152
External funding, 74–75
External quality assurance, 234–235
Extramural funding, 77
‘False proxies’, 39–40
Feminist knowledge, 7
Financial security, 120
Financial statements, 73
Flemish funding system, 236
Flemish government, 235
Flemish higher education system, 225–227, 237
Focal student, 149
Formal-geometric foundation
, 108
Foundation for Science and Technology (FCT), 133
Funding mechanisms, 235
Funding principles, 235–236
Geometric data analysis (GDA), 103–104, 106, 108–110, 121
Geometric framework
, 108
Geometric model, 110, 113, 116, 120
Geometric modelling, 110, 113
GEPHI, 25
See also Opensource software application
Giddens’ structuration theory, 107
See also Bourdieu’s habitus-field theory
Global academic markets, 104
Global competition, 86, 89
Global stratification, 86, 88
Global university rankings, 86
Globalisation, 85–91, 93–99, 121, 231–233
Google Scholar, 210, 227
Government funding formula, 202
Governmental internationalisation policies, 96–97
Heteroglossia
, 24
‘Hidden curriculum’, 3
See also Boundaries
Higher education, 1–2, 4, 8–9, 14–15, 19–20, 23–28
Higher education classrooms, 146
Higher Education Funding Council for England, 13
Higher education institutions, 70, 85–97, 140, 147, 226, 228–237
Higher education leadership, 189, 190, 192–193, 196
Higher education policy, 209, 216, 220, 226–228, 231, 235–238
Higher education publishing industry, 68
Higher education systems theory, 88
Horizontal diversity
, 87
Human capital theory, 209–211, 216–217
Hypothesis testing, 193
Independent variables, 105, 112, 151–153, 217
Indigenous Australian Knowledges (IAK), 35
Indigenous Cultural Competency (ICC), 42
Industry logics, 74–75, 80, 82
‘Industry-oriented institutions’, 82
Institutional autonomy, 85–86, 91, 96, 98
Institutional isomorphism, 92, 231
Institutional logics, 67–71, 73, 79, 82
Institutional pluralism, 69, 80, 82
Institutional policy of universities, 234
Intensity axis, 117
Intercultural competence, 36
Internal quality assurance, 234–235
International arena, 94–95
International funding, 93–94
International publications, 94, 237
Internationalisation, 15, 20, 85–86, 89–90, 91, 95–97, 143, 228, 231–232, 237
Internationalisation affect, 86, 89
Internationalisation policies, 90, 96–97
Intersectionality, 1–2, 10
Knowledge production, 125–126, 132, 136
‘Knowledge spaces’, 121
Latent Dirichlet Allocation (LDA), 22
Learning architecture, 104, 121
Learning communities, 145–146, 154, 156, 159
Learning designs, 33
Learning sciences
, 32, 36–38, 44
Liberal arts, 79
Longitudinal social network approach, 145, 155
Machine learning, 20, 27
Machine Learning for Language Toolkit (MALLET), 24
Macro socio-economic process, 90
Management research, 189–190, 192, 195
Market mechanisms, 74, 94
Markov chain Monte Carlo (MCMC), 21
Massive Open Online Courses (MOOC), 26
Meso-level institutional factors, 2, 7
Methodological implications, 2, 69, 108
Methodological text, 167–168
Methodological tracks, 125–131, 133, 135–136
Mission statements, 68, 70, 72
Multiple correspondence analysis (MCA), 108, 110, 111
Multiple factor analysis, 108, 111
Multivariate statistical methods, 108
National Council for Scientific and Technological Development (CNPq), 133
Neophyte online teacher, 165–166, 184
Network analysis, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM), 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
CampusFlora app
, 41
Career choices
, 175
Cartesian co-ordinate systems
, 109
Cartography
, 108, 112, 118
Case-study schools
, 7
Change focus
, 165
Change teaching patterns
, 200–201
Classification methods
, 111
Closed system modelling
, 218
Cluster-like networks
, 128
Cognitive ecosystem
, 128–129
Collaboration networks
, 125–127, 130, 134–135, 140, 142–143
Collaborative research network
, 125, 129, 130, 132
Collegial governance
, 233–234
Competitive research behaviour
, 126
Concentration ellipses
, 112, 118, 120
Conceptual gateways
, 35
Conceptual levels
, 3, 32
Conceptualise authority
, 195
Constructivist grounded theory
, 189–190, 193–195, 202, 204–205
Contemporary higher education
, 126
Context of globalisation
, 85, 93, 95, 97
Conventional methodologies
, 126
Correspondence analysis
, 103, 108, 110–111
Covariates
, 152–153
Cross-fertilisation
, 27
Cultural assimilation
, 9
Culturomics analysis
, 20
Curriculum design of small groups
, 149
Curriculum designs
, 32, 43–44
Curriculum tools
, 37
Data cleaning techniques
, 129, 130
Deleuzoguattarian concept of rhizomes
, 49, 51
Digital Humanities
, 27
Discipline-based knowledge
, 35
Doctoral research
, 190, 194–195
Dynamical process
, 129
Ecocognitive system
, 130, 132–133
Economic rationale, 94–95
Educational data-mining, 170
Educational environment, 145
Elementary statistical analysis, 111
Empirical Network Analysis, 153
E-research methodology, 163–167, 173, 184–185
Ethno-botanical knowledge, 41
Euclidean classification, 108, 111, 113, 118–120
European Association for Universities of Applied Sciences (EURASHE), 231
European funding, 238
European Higher Education Area (EHEA), 90, 227
‘Evaluation of Research Collaboration Networks’, 126
Explanatory schemes
, 110
Explorations of institution, 50
Exponential Random Graph Models (ERGM), 152
External funding, 74–75
External quality assurance, 234–235
Extramural funding, 77
‘False proxies’, 39–40
Feminist knowledge, 7
Financial security, 120
Financial statements, 73
Flemish funding system, 236
Flemish government, 235
Flemish higher education system, 225–227, 237
Focal student, 149
Formal-geometric foundation
, 108
Foundation for Science and Technology (FCT), 133
Funding mechanisms, 235
Funding principles, 235–236
Geometric data analysis (GDA), 103–104, 106, 108–110, 121
Geometric framework
, 108
Geometric model, 110, 113, 116, 120
Geometric modelling, 110, 113
GEPHI, 25
See also Opensource software application
Giddens’ structuration theory, 107
See also Bourdieu’s habitus-field theory
Global academic markets, 104
Global competition, 86, 89
Global stratification, 86, 88
Global university rankings, 86
Globalisation, 85–91, 93–99, 121, 231–233
Google Scholar, 210, 227
Government funding formula, 202
Governmental internationalisation policies, 96–97
Heteroglossia
, 24
‘Hidden curriculum’, 3
See also Boundaries
Higher education, 1–2, 4, 8–9, 14–15, 19–20, 23–28
Higher education classrooms, 146
Higher Education Funding Council for England, 13
Higher education institutions, 70, 85–97, 140, 147, 226, 228–237
Higher education leadership, 189, 190, 192–193, 196
Higher education policy, 209, 216, 220, 226–228, 231, 235–238
Higher education publishing industry, 68
Higher education systems theory, 88
Horizontal diversity
, 87
Human capital theory, 209–211, 216–217
Hypothesis testing, 193
Independent variables, 105, 112, 151–153, 217
Indigenous Australian Knowledges (IAK), 35
Indigenous Cultural Competency (ICC), 42
Industry logics, 74–75, 80, 82
‘Industry-oriented institutions’, 82
Institutional autonomy, 85–86, 91, 96, 98
Institutional isomorphism, 92, 231
Institutional logics, 67–71, 73, 79, 82
Institutional pluralism, 69, 80, 82
Institutional policy of universities, 234
Intensity axis, 117
Intercultural competence, 36
Internal quality assurance, 234–235
International arena, 94–95
International funding, 93–94
International publications, 94, 237
Internationalisation, 15, 20, 85–86, 89–90, 91, 95–97, 143, 228, 231–232, 237
Internationalisation affect, 86, 89
Internationalisation policies, 90, 96–97
Intersectionality, 1–2, 10
Knowledge production, 125–126, 132, 136
‘Knowledge spaces’, 121
Latent Dirichlet Allocation (LDA), 22
Learning architecture, 104, 121
Learning communities, 145–146, 154, 156, 159
Learning designs, 33
Learning sciences
, 32, 36–38, 44
Liberal arts, 79
Longitudinal social network approach, 145, 155
Machine learning, 20, 27
Machine Learning for Language Toolkit (MALLET), 24
Macro socio-economic process, 90
Management research, 189–190, 192, 195
Market mechanisms, 74, 94
Markov chain Monte Carlo (MCMC), 21
Massive Open Online Courses (MOOC), 26
Meso-level institutional factors, 2, 7
Methodological implications, 2, 69, 108
Methodological text, 167–168
Methodological tracks, 125–131, 133, 135–136
Mission statements, 68, 70, 72
Multiple correspondence analysis (MCA), 108, 110, 111
Multiple factor analysis, 108, 111
Multivariate statistical methods, 108
National Council for Scientific and Technological Development (CNPq), 133
Neophyte online teacher, 165–166, 184
Network analysis, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM), 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Ecocognitive system
, 130, 132–133
Economic rationale
, 94–95
Educational data-mining
, 170
Educational environment
, 145
Elementary statistical analysis
, 111
Empirical Network Analysis
, 153
E-research methodology
, 163–167, 173, 184–185
Ethno-botanical knowledge
, 41
Euclidean classification
, 108, 111, 113, 118–120
European Association for Universities of Applied Sciences (EURASHE)
, 231
European funding
, 238
European Higher Education Area (EHEA)
, 90, 227
‘Evaluation of Research Collaboration Networks’
, 126
Explanatory schemes
, 110
Explorations of institution
, 50
Exponential Random Graph Models (ERGM)
, 152
External funding
, 74–75
External quality assurance
, 234–235
Extramural funding
, 77
‘False proxies’
, 39–40
Feminist knowledge
, 7
Financial security
, 120
Financial statements
, 73
Flemish funding system
, 236
Flemish government
, 235
Flemish higher education system
, 225–227, 237
Focal student
, 149
Formal-geometric foundation
, 108
Foundation for Science and Technology (FCT)
, 133
Funding mechanisms
, 235
Funding principles
, 235–236
Geometric data analysis (GDA), 103–104, 106, 108–110, 121
Geometric framework
, 108
Geometric model, 110, 113, 116, 120
Geometric modelling, 110, 113
GEPHI, 25
See also Opensource software application
Giddens’ structuration theory, 107
See also Bourdieu’s habitus-field theory
Global academic markets, 104
Global competition, 86, 89
Global stratification, 86, 88
Global university rankings, 86
Globalisation, 85–91, 93–99, 121, 231–233
Google Scholar, 210, 227
Government funding formula, 202
Governmental internationalisation policies, 96–97
Heteroglossia
, 24
‘Hidden curriculum’, 3
See also Boundaries
Higher education, 1–2, 4, 8–9, 14–15, 19–20, 23–28
Higher education classrooms, 146
Higher Education Funding Council for England, 13
Higher education institutions, 70, 85–97, 140, 147, 226, 228–237
Higher education leadership, 189, 190, 192–193, 196
Higher education policy, 209, 216, 220, 226–228, 231, 235–238
Higher education publishing industry, 68
Higher education systems theory, 88
Horizontal diversity
, 87
Human capital theory, 209–211, 216–217
Hypothesis testing, 193
Independent variables, 105, 112, 151–153, 217
Indigenous Australian Knowledges (IAK), 35
Indigenous Cultural Competency (ICC), 42
Industry logics, 74–75, 80, 82
‘Industry-oriented institutions’, 82
Institutional autonomy, 85–86, 91, 96, 98
Institutional isomorphism, 92, 231
Institutional logics, 67–71, 73, 79, 82
Institutional pluralism, 69, 80, 82
Institutional policy of universities, 234
Intensity axis, 117
Intercultural competence, 36
Internal quality assurance, 234–235
International arena, 94–95
International funding, 93–94
International publications, 94, 237
Internationalisation, 15, 20, 85–86, 89–90, 91, 95–97, 143, 228, 231–232, 237
Internationalisation affect, 86, 89
Internationalisation policies, 90, 96–97
Intersectionality, 1–2, 10
Knowledge production, 125–126, 132, 136
‘Knowledge spaces’, 121
Latent Dirichlet Allocation (LDA), 22
Learning architecture, 104, 121
Learning communities, 145–146, 154, 156, 159
Learning designs, 33
Learning sciences
, 32, 36–38, 44
Liberal arts, 79
Longitudinal social network approach, 145, 155
Machine learning, 20, 27
Machine Learning for Language Toolkit (MALLET), 24
Macro socio-economic process, 90
Management research, 189–190, 192, 195
Market mechanisms, 74, 94
Markov chain Monte Carlo (MCMC), 21
Massive Open Online Courses (MOOC), 26
Meso-level institutional factors, 2, 7
Methodological implications, 2, 69, 108
Methodological text, 167–168
Methodological tracks, 125–131, 133, 135–136
Mission statements, 68, 70, 72
Multiple correspondence analysis (MCA), 108, 110, 111
Multiple factor analysis, 108, 111
Multivariate statistical methods, 108
National Council for Scientific and Technological Development (CNPq), 133
Neophyte online teacher, 165–166, 184
Network analysis, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM), 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Geometric data analysis (GDA)
, 103–104, 106, 108–110, 121
Geometric framework
, 108
Geometric model
, 110, 113, 116, 120
Geometric modelling
, 110, 113
GEPHI
, 25
See also Opensource software application
Giddens’ structuration theory
, 107
See also Bourdieu’s habitus-field theory
Global academic markets
, 104
Global competition
, 86, 89
Global stratification
, 86, 88
Global university rankings
, 86
Globalisation
, 85–91, 93–99, 121, 231–233
Google Scholar
, 210, 227
Government funding formula
, 202
Governmental internationalisation policies
, 96–97
Heteroglossia
, 24
‘Hidden curriculum’
, 3
See also Boundaries
Higher education
, 1–2, 4, 8–9, 14–15, 19–20, 23–28
Higher education classrooms
, 146
Higher Education Funding Council for England
, 13
Higher education institutions
, 70, 85–97, 140, 147, 226, 228–237
Higher education leadership
, 189, 190, 192–193, 196
Higher education policy
, 209, 216, 220, 226–228, 231, 235–238
Higher education publishing industry
, 68
Higher education systems theory
, 88
Horizontal diversity
, 87
Human capital theory
, 209–211, 216–217
Hypothesis testing
, 193
Independent variables, 105, 112, 151–153, 217
Indigenous Australian Knowledges (IAK), 35
Indigenous Cultural Competency (ICC), 42
Industry logics, 74–75, 80, 82
‘Industry-oriented institutions’, 82
Institutional autonomy, 85–86, 91, 96, 98
Institutional isomorphism, 92, 231
Institutional logics, 67–71, 73, 79, 82
Institutional pluralism, 69, 80, 82
Institutional policy of universities, 234
Intensity axis, 117
Intercultural competence, 36
Internal quality assurance, 234–235
International arena, 94–95
International funding, 93–94
International publications, 94, 237
Internationalisation, 15, 20, 85–86, 89–90, 91, 95–97, 143, 228, 231–232, 237
Internationalisation affect, 86, 89
Internationalisation policies, 90, 96–97
Intersectionality, 1–2, 10
Knowledge production, 125–126, 132, 136
‘Knowledge spaces’, 121
Latent Dirichlet Allocation (LDA), 22
Learning architecture, 104, 121
Learning communities, 145–146, 154, 156, 159
Learning designs, 33
Learning sciences
, 32, 36–38, 44
Liberal arts, 79
Longitudinal social network approach, 145, 155
Machine learning, 20, 27
Machine Learning for Language Toolkit (MALLET), 24
Macro socio-economic process, 90
Management research, 189–190, 192, 195
Market mechanisms, 74, 94
Markov chain Monte Carlo (MCMC), 21
Massive Open Online Courses (MOOC), 26
Meso-level institutional factors, 2, 7
Methodological implications, 2, 69, 108
Methodological text, 167–168
Methodological tracks, 125–131, 133, 135–136
Mission statements, 68, 70, 72
Multiple correspondence analysis (MCA), 108, 110, 111
Multiple factor analysis, 108, 111
Multivariate statistical methods, 108
National Council for Scientific and Technological Development (CNPq), 133
Neophyte online teacher, 165–166, 184
Network analysis, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM), 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Independent variables
, 105, 112, 151–153, 217
Indigenous Australian Knowledges (IAK)
, 35
Indigenous Cultural Competency (ICC)
, 42
Industry logics
, 74–75, 80, 82
‘Industry-oriented institutions’
, 82
Institutional autonomy
, 85–86, 91, 96, 98
Institutional isomorphism
, 92, 231
Institutional logics
, 67–71, 73, 79, 82
Institutional pluralism
, 69, 80, 82
Institutional policy of universities
, 234
Intensity axis
, 117
Intercultural competence
, 36
Internal quality assurance
, 234–235
International arena
, 94–95
International funding
, 93–94
International publications
, 94, 237
Internationalisation
, 15, 20, 85–86, 89–90, 91, 95–97, 143, 228, 231–232, 237
Internationalisation affect
, 86, 89
Internationalisation policies
, 90, 96–97
Intersectionality
, 1–2, 10
Knowledge production
, 125–126, 132, 136
‘Knowledge spaces’
, 121
Latent Dirichlet Allocation (LDA), 22
Learning architecture, 104, 121
Learning communities, 145–146, 154, 156, 159
Learning designs, 33
Learning sciences
, 32, 36–38, 44
Liberal arts, 79
Longitudinal social network approach, 145, 155
Machine learning, 20, 27
Machine Learning for Language Toolkit (MALLET), 24
Macro socio-economic process, 90
Management research, 189–190, 192, 195
Market mechanisms, 74, 94
Markov chain Monte Carlo (MCMC), 21
Massive Open Online Courses (MOOC), 26
Meso-level institutional factors, 2, 7
Methodological implications, 2, 69, 108
Methodological text, 167–168
Methodological tracks, 125–131, 133, 135–136
Mission statements, 68, 70, 72
Multiple correspondence analysis (MCA), 108, 110, 111
Multiple factor analysis, 108, 111
Multivariate statistical methods, 108
National Council for Scientific and Technological Development (CNPq), 133
Neophyte online teacher, 165–166, 184
Network analysis, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM), 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Latent Dirichlet Allocation (LDA)
, 22
Learning architecture
, 104, 121
Learning communities
, 145–146, 154, 156, 159
Learning designs
, 33
Learning sciences
, 32, 36–38, 44
Liberal arts
, 79
Longitudinal social network approach
, 145, 155
Machine learning
, 20, 27
Machine Learning for Language Toolkit (MALLET)
, 24
Macro socio-economic process
, 90
Management research
, 189–190, 192, 195
Market mechanisms
, 74, 94
Markov chain Monte Carlo (MCMC)
, 21
Massive Open Online Courses (MOOC)
, 26
Meso-level institutional factors
, 2, 7
Methodological implications
, 2, 69, 108
Methodological text
, 167–168
Methodological tracks
, 125–131, 133, 135–136
Mission statements
, 68, 70, 72
Multiple correspondence analysis (MCA)
, 108, 110, 111
Multiple factor analysis
, 108, 111
Multivariate statistical methods
, 108
National Council for Scientific and Technological Development (CNPq), 133
Neophyte online teacher, 165–166, 184
Network analysis, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM), 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
National Council for Scientific and Technological Development (CNPq)
, 133
Neophyte online teacher
, 165–166, 184
Network analysis
, 26, 106, 128, 130, 132, 134, 136, 148, 159
Networked learning
, 164–167, 170, 173, 175, 177, 180–181, 185
New Public Management (NPM)
, 81, 89, 226–227
Online ethnography, 166
Online interactions, 166, 180
See also Student interaction
Online student interaction, 166
Online teacher professional development, 163–166, 181
‘Open-access discipline’, 51
Opensource software application, 25
Opportunistic initiatives, 98
‘Organisational identity’, 73
Organisational research, 80, 205
Organisational strategy, 81
Oxbridge, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights, 11–15
Pedagogy, 1, 7, 12, 14, 180
Pedagogy of discomfort, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP), 12
Practice theorists, 190–191, 194, 198
Principal component analysis, 108, 111
Probabilistic topic model, 19–23, 26–27
Production engineering, 133–134
Professional development, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’, 97
Programme supply, 225, 228, 230
Protocol, 129–132, 136, 140, 142
Public engagement, 62, 70
Public universities, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Online ethnography
, 166
Online interactions
, 166, 180
See also Student interaction
Online student interaction
, 166
Online teacher professional development
, 163–166, 181
‘Open-access discipline’
, 51
Opensource software application
, 25
Opportunistic initiatives
, 98
‘Organisational identity’
, 73
Organisational research
, 80, 205
Organisational strategy
, 81
Oxbridge
, 3–4, 8–9
Passive variables
, 112–113, 118, 120
Pedagogic device
, 6, 13
Pedagogic rights
, 11–15
Pedagogy
, 1, 7, 12, 14, 180
Pedagogy of discomfort
, 33, 36
Point clouds
, 108–109, 111–112
Postgraduate Experience Project (PEP)
, 12
Practice theorists
, 190–191, 194, 198
Principal component analysis
, 108, 111
Probabilistic topic model
, 19–23, 26–27
Production engineering
, 133–134
Professional development
, 36, 43, 163–166, 177, 181, 183, 192
‘Profiling behaviour’
, 97
Programme supply
, 225, 228, 230
Protocol
, 129–132, 136, 140, 142
Public engagement
, 62, 70
Public universities
, 67
Qualitative approach, 8, 19, 50, 71, 79, 108
Qualitative document analysis, 67–74, 79–82
Qualitative interviews, 11, 113, 118, 121
Qualitative markers, 125, 130, 132
Qualitative methods, 67–68
Quality assurance, 225, 227–229, 232, 234–235
Reflexive analysis, 166
Reflexive analysis framework, 170–171, 180, 183
Relational perspective, 103–104, 106, 112, 121, 134
Relational social science, 103–106, 121
Research funding, 200, 238
‘Research impact’, 15
Research network analysis, 128, 132
‘Resource turbulence’, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Qualitative approach
, 8, 19, 50, 71, 79, 108
Qualitative document analysis
, 67–74, 79–82
Qualitative interviews
, 11, 113, 118, 121
Qualitative markers
, 125, 130, 132
Qualitative methods
, 67–68
Quality assurance
, 225, 227–229, 232, 234–235
Reflexive analysis
, 166
Reflexive analysis framework
, 170–171, 180, 183
Relational perspective
, 103–104, 106, 112, 121, 134
Relational social science
, 103–106, 121
Research funding
, 200, 238
‘Research impact’
, 15
Research network analysis
, 128, 132
‘Resource turbulence’
, 73
‘School effects’, 3–4
See also Boundaries
Serious Play, 59
Small group learning, 145
Small group teaching, 145–147, 149–150, 155, 159
Small group teaching and learning, 145
Social capital theory, 209, 212, 216, 218, 220
Social constructivism, 145, 166, 170
Social dynamics, 145, 147
Social institution, 74–75, 77, 79–80, 82
Social justice, 1–2, 11–12, 42
Social mechanisms, 149
Social network analysis, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data, 147, 149–153, 155, 159
Social network dynamics, 146–147, 152, 155
Social order, 1–2, 7–9, 12
Social phenomena, 2, 12, 105
Social practice theory, 189–190, 202
Social reproduction, 7, 11, 14
Society for Research into Higher Education Conference (SRHE), 50
Spatial relations, 106, 108, 111, 113
State funding, 73
STEM courses, 13
STEM disciplines, 13
STEM programmes, 13
Stochastic actor, 145–146, 160
stochastic actor-based models (SABM), 146, 152–154
Strategic plans, 68, 70, 75, 81
Structural network effects, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction, 166, 180
StudyPortals database, 26
System governance, 89, 225, 228–230
System-level diversity, 86, 90–91, 97–98
Text mining, 21–22
Theorise analytic autonetnography, 167
Topological perspectives, 104, 108
Transdisciplinary levels, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
‘School effects’
, 3–4
See also Boundaries
Serious Play
, 59
Small group learning
, 145
Small group teaching
, 145–147, 149–150, 155, 159
Small group teaching and learning
, 145
Social capital theory
, 209, 212, 216, 218, 220
Social constructivism
, 145, 166, 170
Social dynamics
, 145, 147
Social institution
, 74–75, 77, 79–80, 82
Social justice
, 1–2, 11–12, 42
Social mechanisms
, 149
Social network analysis
, 134, 146, 148, 155, 159, 171, 173, 177, 179
Social network data
, 147, 149–153, 155, 159
Social network dynamics
, 146–147, 152, 155
Social order
, 1–2, 7–9, 12
Social phenomena
, 2, 12, 105
Social practice theory
, 189–190, 202
Social reproduction
, 7, 11, 14
Society for Research into Higher Education Conference (SRHE)
, 50
Spatial relations
, 106, 108, 111, 113
State funding
, 73
STEM courses
, 13
STEM disciplines
, 13
STEM programmes
, 13
Stochastic actor
, 145–146, 160
stochastic actor-based models (SABM)
, 146, 152–154
Strategic plans
, 68, 70, 75, 81
Structural network effects
, 152, 155, 159
Structuring factors
, 110–112, 120
Student interaction
, 166, 180
StudyPortals database
, 26
System governance
, 89, 225, 228–230
System-level diversity
, 86, 90–91, 97–98
Text mining
, 21–22
Theorise analytic autonetnography
, 167
Topological perspectives
, 104, 108
Transdisciplinary levels
, 127
Universities of Oxford and Cambridge, 3
See also Oxbridge
Virtual network, 128
Virtual Worlds, 168
World-class university (WCU), 24, 86
Universities of Oxford and Cambridge
, 3
See also Oxbridge
Virtual network
, 128
Virtual Worlds
, 168
World-class university (WCU), 24, 86
World-class university (WCU)
, 24, 86
- Prelims
- Using the Sociology of Basil Bernstein in Higher Education Research
- A Probabilistic Approach to Studies in Higher Education
- Refocusing Threshold Concepts: Surfacing and Attending to Student Misconceptions as a Necessary (and Safer) Form of Liminal Learning
- Creativity and Playfulness in Higher Education Research
- Capturing Hybrid Institutional Logics in Higher Education: Qualitative Document Analysis as Methodological Approach
- Globalisation and Differentiation in Higher Education Systems
- Exploring the Complex Social Spaces of Higher Education: On the Uses and Challenges of Geometric Data Analysis and Topological Approaches
- Methodological Tracks to Study Research Collaboration Networks in Higher Education
- Longitudinal Peer Network Data in Higher Education
- Casting the ‘Net’ in Autonetnography: Exploring the Potential for Analytic Autonetnography as an Emerging e-Research Methodology
- Practice-focused, Constructivist Grounded Theory Methodology in Higher Education Leadership Research
- Human and Social Capital and Their Application in Higher Education Research
- The State of the Art of Higher Education Research on Flanders
- Index