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190017 KU BM 7 Applied Methodology II (AHP+IP+SB) (2023W)

Policy Analysis as Method for Educational Research

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 20 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Tuesday 03.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 10.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 17.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 24.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 31.10. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 07.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 14.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 21.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 28.11. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 05.12. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 12.12. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 09.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 16.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 23.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG
  • Tuesday 30.01. 11:30 - 13:00 Seminarraum 4 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

This seminar introduces students to policy analysis as a method in educational research. It is critical in orientation and interested in the social, cultural, and political context of policy as well as how analyzing policy may reveal opportunities for social change and reform. It examines the kinds of discourses and power relations that may be at play through the construction and function of policy.

Key objectives:
- develop reading skills in reading technical texts (policies)
- to be able to explain key points in simple, accessible English
- identify and understand abstract concepts (e.g., meritocracy, nationalism, technological determinism)
- actual use of methods on concrete, real-world examples

Assessment and permitted materials

- Instructor-led close reading of a policy text followed by individual policy analysis (written): 20 credits

- Participation in group debate: 15 credits

- Group work (oral) and peer review (written): 25 credits

- Conversational discussion on key topics of individual student's interest: 15 credits

- Final paper on reflections and how the course could influence individual students' BA thesis: 25 credits

Minimum requirements and assessment criteria

1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits

- Students' written submissions will undergo mandatory plagiarism check using Turnitin software.
- Maximum two missed units (unexcused) as attendance are mandatory in this seminar. Missing more than two units will need discussion with the instructor and will invite compensatory assignment (task will be assigned by the instructor depending upon the situation).
- The overall grade is made up of the seminar paper (40%) and several smaller assignments (60%). The positive assessment of the seminar paper is necessary but not sufficient for passing the seminar.

Examination topics

Reading list

Bacchi, C. (2012). Introducing the ‘What’s the Problem Represented to be?’ approach. In A. Bletsas & C. Beasley (Eds.), Engaging with Carol Bacchi: Strategic Interventions and Exchanges (pp. 21–24). The University of Adelaide Press. https://doi.org/10.1017/UPO9780987171856.003

Bartlett, L., & Vavrus, F. (n.d.). Transversing the Vertical Case Study: A Methodological Approach to Studies of Educational Policy as Practice—Bartlett—2014—Anthropology & Education Quarterly—Wiley Online Library. Retrieved September 13, 2023, from https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/aeq.12055

Bridges, D., & Watts, M. (2008). Educational Research and Policy: Epistemological Considerations. Journal of Philosophy of Education, 42(s1), 41–62. https://doi.org/10.1111/j.1467-9752.2008.00628.x

Cherney, A., Povey, J., Head, B., Boreham, P., & Ferguson, M. (2012). What influences the utilisation of educational research by policy-makers and practitioners?: The perspectives of academic educational researchers. International Journal of Educational Research, 56, 23–34. https://doi.org/10.1016/j.ijer.2012.08.001

Grix, J. (2002). Introducing Students to the Generic Terminology of Social Research. Politics, 22(3), 175–186. https://doi.org/10.1111/1467-9256.00173

Levinson, B. A. U., Sutton, M., & Winstead, T. (2009). Education Policy as a Practice of Power: Theoretical Tools, Ethnographic Methods, Democratic Options. Educational Policy, 23(6), 767–795. https://doi.org/10.1177/0895904808320676

Whitty, G. (2006). Education(al) Research and Education Policy Making: Is Conflict Inevitable? British Educational Research Journal, 32(2), 159–176.

Yang, K. (2007). Quantitative Methods for Policy Analysis. In Handbook of Public Policy Analysis. Routledge.

*Further literature will be developed through ongoing research during the seminar.*

Association in the course directory

BM 7 II (AHP+IP+SB)

Last modified: Mo 02.10.2023 12:28