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Researcher creations?: the positioning of policy texts in higher education research

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Researcher creations? the positioning of policy texts in higher education research. / Ashwin, Paul; Smith, Karen.
In: Higher Education, Vol. 69, No. 6, 06.2015, p. 1007-1018.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ashwin, P & Smith, K 2015, 'Researcher creations? the positioning of policy texts in higher education research', Higher Education, vol. 69, no. 6, pp. 1007-1018. https://doi.org/10.1007/s10734-014-9819-9

APA

Ashwin, P., & Smith, K. (2015). Researcher creations? the positioning of policy texts in higher education research. Higher Education, 69(6), 1007-1018. https://doi.org/10.1007/s10734-014-9819-9

Vancouver

Ashwin P, Smith K. Researcher creations? the positioning of policy texts in higher education research. Higher Education. 2015 Jun;69(6):1007-1018. Epub 2014 Oct 15. doi: 10.1007/s10734-014-9819-9

Author

Ashwin, Paul ; Smith, Karen. / Researcher creations? the positioning of policy texts in higher education research. In: Higher Education. 2015 ; Vol. 69, No. 6. pp. 1007-1018.

Bibtex

@article{3cc702dfb2a64a53be8620b43ac3cbb2,
title = "Researcher creations?: the positioning of policy texts in higher education research",
abstract = "In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in higher education and policy journals in 2011, we argue that whilst these criticisms do appear to be valid, there is a bigger problem with the ways that policy texts are analysed and used in higher education research. This is that rather than subjecting particular policy texts to a sustained analysis, the majority of articles appear to focus on having an impact on policies that are very broadly conceived. We explore the implications of this and conclude by calling for more sustained, in-depth, analytical and critical research into the development and impact of higher education policies on higher education practices",
keywords = "Higher education policy , Policy texts , Higher education research",
author = "Paul Ashwin and Karen Smith",
note = "The original publication is available at www.link.springer.com",
year = "2015",
month = jun,
doi = "10.1007/s10734-014-9819-9",
language = "English",
volume = "69",
pages = "1007--1018",
journal = "Higher Education",
issn = "0018-1560",
publisher = "Springer Netherlands",
number = "6",

}

RIS

TY - JOUR

T1 - Researcher creations?

T2 - the positioning of policy texts in higher education research

AU - Ashwin, Paul

AU - Smith, Karen

N1 - The original publication is available at www.link.springer.com

PY - 2015/6

Y1 - 2015/6

N2 - In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in higher education and policy journals in 2011, we argue that whilst these criticisms do appear to be valid, there is a bigger problem with the ways that policy texts are analysed and used in higher education research. This is that rather than subjecting particular policy texts to a sustained analysis, the majority of articles appear to focus on having an impact on policies that are very broadly conceived. We explore the implications of this and conclude by calling for more sustained, in-depth, analytical and critical research into the development and impact of higher education policies on higher education practices

AB - In this article we explore the way in which policy texts are positioned in a selection of higher education journal articles. Previous research has suggested that policy implementation studies have taken an uncritical approach to researching policies. Based on an analysis of articles published in higher education and policy journals in 2011, we argue that whilst these criticisms do appear to be valid, there is a bigger problem with the ways that policy texts are analysed and used in higher education research. This is that rather than subjecting particular policy texts to a sustained analysis, the majority of articles appear to focus on having an impact on policies that are very broadly conceived. We explore the implications of this and conclude by calling for more sustained, in-depth, analytical and critical research into the development and impact of higher education policies on higher education practices

KW - Higher education policy

KW - Policy texts

KW - Higher education research

U2 - 10.1007/s10734-014-9819-9

DO - 10.1007/s10734-014-9819-9

M3 - Journal article

VL - 69

SP - 1007

EP - 1018

JO - Higher Education

JF - Higher Education

SN - 0018-1560

IS - 6

ER -