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Guiding Approaches and Study Design

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Abstract

This chapter outlines the ideas that guided the research and the details of the study design. Bernstein’s later ideas on understanding how education works provide a valuable framework for exploring how policy, among other influences, can impact pedagogic practices. This provides a useful complement to the chosen critical discourse studies’ (CDS) approach: the discourse-historical approach (DHA) with its multifaceted view of context, detailed textual analysis and interpretation in relation to the socio-political context. Such analysis can identify the discourses characterising a particular field such as learning and teaching in higher education. The chapter outlines the study setting within one department of a post-1992 university, the analysis of, and connections between, learning & teaching policy documents from the HEA (now Advance HE), institutional guidelines, department assessments and lecturer and student interviews. The design of the study enables a comparison of what policy says with what people in universities do.

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Correspondence to Sarah Horrod .

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Horrod, S. (2023). Guiding Approaches and Study Design. In: Learning and Teaching in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-28038-2_2

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  • DOI: https://doi.org/10.1007/978-3-031-28038-2_2

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-28037-5

  • Online ISBN: 978-3-031-28038-2

  • eBook Packages: Social SciencesSocial Sciences (R0)

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