Universität Wien

190017 KU BM 7 Angewandte Methodologie II (AHP+IP+SB) (2023W)

Policy Analysis as Method for Educational Research

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Prüfungsimmanente Lehrveranstaltung
Moodle

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 20 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

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

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

This seminar introduces students to policy analysis as a method in educational research. Critical in orientation, the course will cover two broad methodological approaches - qualitative (focused on Carol Bacchi's "What's the Problem Represented to be") and quantitative (TBD). Students will learn how to choose appropriate policy analysis method for educational topics they are interested in. Instead of a qualitative-quantitative binary, students will be encouraged to develop a holistic approach to policy analysis.

The course is designed to focus on the social, cultural, and political context of policy as well as how analysing 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.

In this seminar students will learn to:
- interrogate how discourse, language, and text set the context for how policy problems and solutions are conceptualized
- how and why particular issues come to be framed as objects of concern.
- critique, interrogate the policy process, and the epistemological roots of policy work
- examine the players involved in the policy process

Art der Leistungskontrolle und erlaubte Hilfsmittel

- 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

Mindestanforderungen und Beurteilungsmaßstab

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.

Prüfungsstoff

Literatur

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.*

Zuordnung im Vorlesungsverzeichnis

BM 7 II (AHP+IP+SB)

Letzte Änderung: Mo 02.10.2023 12:28