Explorations of the Policy Drive to Foster a Research Culture within a Dual Sector Scottish HE Institution

Autor/in	O'Donnell, Patrick
Titel	Explorations of the Policy Drive to Foster a Research Culture within a Dual Sector Scottish HE Institution
Quelle	In: Scottish Educational Review, 45 (2013) 1, S.23-38 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-9072
Schlagwörter	Foreign Countries; Educational Research; Research Universities; Educational History; Policy Formation; Adult Education; Continuing Education; Performance; School Policy; Postsecondary Education; Higher Education; Strategic Planning; Research Needs; Partnerships in Education; Grounded Theory; Semi Structured Interviews; School Personnel; Performance Based Assessment; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Forschungseinrichtung; History of education; Bildungsgeschichte; Politische Betätigung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Weiterbildung; Achievement; Leistung; Schulpolitik; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Strategy; Planning; Strategie; Planung; Forschungsbedarf; Hochschulpartnerschaft; Schulpersonal; Leistungsermittlung
Abstract	In August 2011, the University of the Highlands and Islands (UHI) celebrated the accolade of university title, becoming Scotland's newest university. Modelled on a federal, collegiate university based on a number of existing and geographically dispersed Further Education (FE) colleges and research institutions, the UHI has clearly abandoned the more conventional model of a single campus university in a single location. This study focuses on structural and cultural developments within the UHI arrangement. In particular, it explores the policy drive to foster such a research culture, focusing on the period from 2003 to 2009. The study identified two different types of performativity discourses that proved to be central in shaping the policy aspiration, namely a "RAE performativity discourse" and a "Further Education (FE) performativity discourse". Both discourses can be seen to have influenced the trajectory of research expansionist policy within the UHI by setting up a normative space privileging certain identities, subjectivities and associated actions at the expense of others. The study aims to contribute to wider debates on institutional policies for building research capacity in a dual sector/hybrid institutional setting. (As Provided).
Anmerkungen	Scottish Educational Review. School of Education, University of Edinburgh, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK. e-mail: ser@stir.ac.uk; Website: http://www.scotedreview.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01