Legitimation, Professionalisation and Accountability in Higher Education Studies: An Intergenerational Story

Autor/inn/en	Macfarlane, Bruce; Burg, Damon
Titel	Legitimation, Professionalisation and Accountability in Higher Education Studies: An Intergenerational Story
Quelle	In: Studies in Higher Education, 44 (2019) 3, S.459-469 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1376640
Schlagwörter	Higher Education; Accountability; Foreign Countries; Epistemology; Autobiographies; Intellectual Disciplines; Scholarship; Audiences; Teacher Attitudes; College Faculty; Researchers; Age Differences; Faculty Publishing; Financial Support; Educational Change; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Verantwortung; Ausland; Erkenntnistheorie; Autobiography; Autobiografie; Autobiographie; Geisteswissenschaften; Scholarships; Stipendium; Spectator; Zuschauer; Lehrerverhalten; Fakultät; Researcher; Forscher; Age; Difference; Age difference; Altersunterschied; Finanzielle Förderung; Bildungsreform; Großbritannien
Abstract	The core themes of research into higher education studies (HES) have previously been identified through quantitative approaches focused on publication patterns, but there is a lack of fine-grained, qualitative analysis about the development of the field. This paper provides an intergenerational analysis of the emergence of HES in the UK since the 1960s drawing on autobiographical accounts. It reveals that many who conduct HES research retain a strong sense of disciplinary affiliation and regard its continuing epistemological health as closely linked to maintaining open borders with other disciplines. The professionalisation of the field is regarded as a mixed blessing bringing with it challenges with respect to maintaining an accessible approach to scholarship and communication with public and policy audiences. HES provides a case example of how a new academic subfield has undergone generational challenges in, respectively, seeking legitimacy, being professionalised and most recently responding to greater demands for accountability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01