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Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories

Part of the book series: Policy Implications of Research in Education ((PIRE,volume 7))

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Abstract

Chapter 5 presents a detailed ‘map’ of the methods adopted to collect and analyse the data in this policy analysis research. The rationale for using qualitative methods is explained, highlighting the sensitivity to context and the support for in-depth, holistic analysis which was sought in this study. To investigate the research questions about relevant policy influences, texts, practices/effects and outcomes, both documents and interviews were used as data sources, and the strengths and weaknesses of each are examined. The complex sampling across ‘global’ (OECD), ‘national’ (Australia, UK and US) and ‘local’ (university) levels of the policy trajectory is tabulated, as is interview participant coding to provide an audit trail and protection of anonymity. Critical discourse analysis (CDA) is the primary mechanism of data analysis because it highlights the interrogation of texts within their wider social and political contexts; a specific example of interrogation of a policy text using CDA is included. A discussion of ethical considerations closes this chapter.

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Authors and Affiliations

  1. Curtin University, Bentley, WA, Australia

    Jon Yorke

  2. The University of Western Australia, Crawley, WA, Australia

    Lesley Vidovich

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  1. Jon Yorke
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  2. Lesley Vidovich
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Yorke, J., Vidovich, L. (2016). Research Methods. In: Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories. Policy Implications of Research in Education, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-319-32924-6_5

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  • DOI: https://doi.org/10.1007/978-3-319-32924-6_5

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-32923-9

  • Online ISBN: 978-3-319-32924-6

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