Index

Citation (2017), "Index", Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 3), Emerald Publishing Limited, Bingley, pp. 267-276. https://doi.org/10.1108/S2056-375220170000003016 Publisher: Emerald Publishing Limited Copyright © 2017 Emerald Publishing Limited INDEX Abbott’s theory, 62–63 Academic analytics, 159, 160 Academic Profession in Europe: Responses to Societal Challenges (EUROAC), 60, 65, 66 Academic(s), 70 capitalism, 25–27, 28, 180, 181 community, 27, 67–68, 199, 211, 213 freedom, 186, 190, 192 Humboldtian perspective, 69 Larson’s perspective, 68 from medical sciences, 70 profession, 60–61, 67–68 changing, 64–67 diversity and fragmentation of academic profession, 68–72 sociology of professions as academic field, 61–64 Agency theory, 78 AIR. See Association for Institutional Research (AIR) American Productivity and Quality Center (APQC), 163 advancement levels in, 171 Analytical intelligence, 158 AoIR. See Association of Internet Researchers (AoIR) Appointment procedures, 45 function, 51 for professorships, 45–46 configuring professorship, 46 negotiating resources and wages, 47 selecting candidate, 46 social dimension of, 47 types of criteria in, 52 Approaches to learning in workplace, 249–250 Approaches to Studying Inventory (ASI), 249 Approaches to Work Questionnaire (AWQ), 249–250 canonical correlation analysis, 254, 258, 259 confirmatory factor analysis, 253 correlation coefficients between respondents’ scale scores on, 258 descriptive statistics for respondents’ scale scores on, 258 online survey, 252 standardized regression coefficients, 260, 261 APQC. See American Productivity and Quality Center (APQC) ASI. See Approaches to Studying Inventory (ASI) Association for Institutional Research (AIR), 157 Association of Internet Researchers (AoIR), 201 AWQ. See Approaches to Work Questionnaire (AWQ) Bernstein’s theories, 142 Bildung , 146–147 Bildung-Didaktik tradition, 146 Bounded rationality, 128–130 Branding, 108–109 Bureaucracy-professionalism in research universities, 27 Canadian Institutional Research and Planning Association (CIRPA), 157 Canonical correlation analysis, 254, 258–259 CAP. See Changes in Academic Profession (CAP) Capitalism, 184, 189 academic, 25–27, 28, 180, 181 Carnegie study, 65 CEQ. See Course Experience Questionnaire (CEQ) CFI. See Comparative fit index (CFI) Changes in Academic Profession (CAP), 60, 64–66 CIRPA. See Canadian Institutional Research and Planning Association (CIRPA) Co-evolution, 123 Cognitive dimension, 82 Collective consumption goods, 23 College admissions, 205 Commitment to relativism, 81 Commodification, 180 differentiated market university, 183, 187 from capital’s differentiation, 183–185 to universities’ differentiation, 185–192 university, 181–183 Communication, 10, 41 channels, 42, 43 online, 199 scientific, 55 use of information, 90 Comparative fit index (CFI), 253 Competencies, 163 competency-based curriculum thinking, 145 fictitious results for development, 175 Complex theory for higher education systems, 121–124 systems theory, 121, 123 Complexity, 121 external, 122 internal, 122 theory, 122 Conditional programs, 43 Constant management, 212 Constitution of values, 51 Contemporary higher education research and practice critical curriculum theories, 146–148 critical realist perspective on curriculum theories, 139–141 debates on curriculum theories, 148–149 nature of normative curriculum theories, 143–145 rethinking divide between normative and critical curriculum theories, 149–151 shaping of curriculum theories and higher education, 141–143 Contextual intelligence, 158, 173 Contingency theory, 78 Course Experience Questionnaire (CEQ), 249 Crip theory, 229, 230–231 Critical approach, 142–143, 147, 153, 229 Critical curriculum theories, 146–151 Critical realist perspective on curriculum theories, 139–141 Critics of functionalism (1960–1970), 61–62 Cross-situational consistency, 6 Cultural dimension of disability, 236–238 Curriculum theories, 139 critical realist perspective on, 139–141 debates on, 148–149 in higher education, 139 shaping of, and higher education, 141–143 Cyber-ethnography, 198 Data mining, 201 d/Deaf culture, 236, 237 Decision programs, 41 Decision-making procedures, 43 Decoupling, 110, 111, 112, 129–131 Delphi approach, 157, 174 Denomination, 46, 49 Diagnostic dimension of disability, 232–233 Dialectical operations, 84 Differentiated Market university, 183, 187 from capital’s differentiation, 183–185 to universities’ differentiation, 185–192 Digital ethnography, 198 Disability, 228 crip theory, 230–231 cultural dimension, 236–238 diagnostic dimension, 232–233 disability-as-identity, 231 economic manifestation, 235–236 environmental dimension, 234–235 identity, 228 as intersectional social identity, 238 legal manifestation, 233–234 medical manifestation, 232 queer theory, 230–231 stigma, 235 theoretical borderlands, 229–230 theoretical lenses, 229 Disidentification, 230–231 Diversity, 128 of academic profession, 68–72 response and functional, 130 Dualism, 81 ECAR. See EDUCAUSE Center for Analytics and Research (ECAR) Economic manifestation of disability, 235–236 eDelphi method, 174 Educational psychology, 142 EDUCAUSE Center for Analytics and Research (ECAR), 160 Emotions, 48 Empiricism, 140 Enhanced capital enterprises, 180, 184, 191 ‘Enterprises’ typology, 180 Environmental dimension of disability, 234–235 Epistemological theory, 140–141 Epistemology, 82 ESF. See European Science Foundation (ESF) Essentialist and criterion-referenced vision, 103 Ethical review board. See Institutional review board (IRB) Ethnography, 204 See also Virtual ethnography EUROAC. See Academic Profession in Europe: Responses to Societal Challenges (EUROAC) EuroHESC, 65 European Science Foundation (ESF), 65 Evaluation procedures, 40, 53, 55 Evaluation-based decision-making procedures dimensions, 44 matter-of-fact dimension, 50–54 social dimension, 47–50 temporal dimension, 45–47 organizational decision-making procedures, 43–44 universities as formal organizations, 41–43 Exogenous conditions, 127 Exploratory factor analysis, 254 External complexity, 122 Flexible governance, 25, 26, 28–29 Formal learning, 248 See also Informal learning Formal organizations, universities as, 41–43 Formal power, 48 Formal structures, 41, 42, 44 Fragmentation of academic profession, 68–72 “Freigabeantrag”, 46 Functional and strategic definition, 103 Functionalism and symbolic interactionism, (1930–1960), 61 Functionalist approach, 61 Generative strategies, 13, 14 German higher education, developments in, 8–9 German universities, phases of appointment procedures for professorships in, 49–50 Global public goods, 24 Global value chain, 184 Goal programs, 43 Goodness-of-fit index (GFI), 253 HE. See Higher education (HE) Hierarchical influence, 50 Hierarchy, 42 Higher education (HE), 2, 24, 78–79, 199, 200, 205 approaches to studying in, 249 developments in German HE, 8–9 governance reform models, 25 institutions, 158–159 networks, 219, 220, 221–222 network paradigm and, 222 NPM development in, 26 academic capitalism, 26–27 managerialism, 26 organizations, 78 possibility of classification, 66 potentials and limitations of qualitative and quantitative studies, 3–6 research, 138, 156 organizational wisdom through, 92–93 scholars, 139 scholarship, 92 sector, 22 shaping of curriculum theories and, 141–143 in society, 138 systems, 120 complex theory for, 121–124 Holistic individual developmental theories, 84 Horizontal differentiation, 120, 124, 132 Humboldtian model, 190 Identity disability as intersectional social, 238 disability-as-identity, 231 identity-building process, 102 negotiations, 107–108 neo-institutional definition, 109 social identity, 238 See also Organizational identity Image, 105–106 organizational, 101 production, 110 Individuality, 146 Individualized Education Programs, 234–235 Informal learning, 248–249 approaches to learning in workplace, 249–250 to studying in higher education, 249 to workplace learning, 250–251 canonical correlation analysis, 254, 258–259 confirmatory factor analysis, 253–254 exploratory factor analysis, 254 online survey, 251–253 path analysis, 259–262 pattern factor matrix for approaches to work questionnaire, 255–256 for workplace climate questionnaire, 257 perceptions of workplace climate, 250–251 psychometric properties, 253 Informal power, 48 Informal structures, 41 Information, 81, 208 management and developmental models for IR, 158–161 quality, 162 use, 90, 162 Information technology (IT), 159 Innovation circuits, 185 Input-oriented conditional programs, 41–42 Institutional research (IR), 156 application of framework to measuring development, 174–176 developmental framework for, 156 framework validation, 174 information management and developmental models for, 158–161 new knowledge management framework for IR, 161–173 purpose of, 157–158 validation process for framework elements, 157 See also Mixed-methods research (MMR) Institutional review board (IRB), 200, 210, 211 Institutional/institutionalism, 123 change, 100, 107 environment, 110 logics, 109 positioning, 109–111 process, 88 and relational nature, 100, 103 theory, 78 Integration process of MMR, 13 strategies, 7 Internal complexity, 122 Internationalization, 69–70 Interpersonal dimension, 82 Intersectional social identity, disability as, 238 Interview-based research, 249 IR. See Institutional research (IR) IRB. See Institutional review board (IRB) Issues intelligence, 158, 173 IT. See Information technology (IT) Journal of Curriculum Theorizing, The , 146 Knowledge, 48 Knowledge management framework for IR, 161, 162 APQC, 163 levels of advancement, 171 assessment of competency development, 173 competencies and validation ratings, 169–170 descriptive statements levels of development and, 172 for resource organizational culture, 173 dimension and elements, 163 resources and relationship to IR’s mission, 162 validation ratings functions and, 166 organizational sectors and, 164–165 resources and, 167–168 Larson’s perspective, 68 Learning organization, 28–29 Legal manifestation of disability, 233–234 “Loosely Coupled System” to organizational actor, 111–112 Luhmann’s systems theory, 41 Managerialism, 25–28, 60, 63, 64, 107, 125, 128 Matter-of-fact dimension, 44, 50–54 “Maturity” models, 159 Meaning-making components for organizational systems, 86 as outcome, 82–83 processes, 82 systems for individuals, 81 Medical manifestation of disability, 232 Meta-inferences creation, 12 data collection, 12–13 first findings, 14–15 integration strategies, 13–14 integration or creation, 7 Mirroring process, 102, 104 image, 105–106 “Mission creep”, 203 Mixed methods data analysis techniques, 7 example study, 8–9 Mixed-methods research (MMR), 3, 6–8 creating meta-inferences, 12–15 mixed-methods example study, 8–9 potentials and limitations of qualitative and quantitative studies, 3–6 theoretical framework and research design, 9–12 See also Institutional research (IR) MMR. See Mixed-methods research (MMR) Money, 48 “Multi-cephalous”, 86 Mutual influence, 47–48 Mutual negotiation, 49 Mutual observation, 47–48 National Innovation System, 180 National University of Singapore (NUS), 192 Neo-institutional literature, 100 Neoliberal university, 22–24, 25 Network antecedents, 220–222 approach, 217 characteristics, 218–219 consequences, 220 governance, 29–30 and higher education studies, 222 paradigm, 218 social network analysis, 215–216 New public governance (NPG), 30–31 New public management (NPM), 21–22, 158–159 development in HE, 26–27 models of higher education governance reform, 25 and neoliberal university, 22–24 organizing universities to reacting to, 28 flexible governance, 28–29 learning organization, 28–29 shared governance, 28 skepticism toward, 24 stakeholders, 29–32 Niche, 120, 123, 125, 132 Non-linearity, 123 Normative curriculum theory, 143–145, 149–151 NPG. See New public governance (NPG) NPM. See New public management (NPM) NUS. See National University of Singapore (NUS) Ontological theory, 140–141 Open University, 251 Operationalization, 53, 161 Organizational branding, 101 Organizational capacity, 160 Organizational change, 107 Organizational culture, 43–44, 101, 102 descriptive statements for resource, 173 Organizational decision-making procedures, 40, 43–44 Organizational identity, 100, 101 further research, 113–115 method, 101–102 typology of studies, 102, 104 branding, 108–109 identity negotiations, 107–108 image, 105–106 institutional logics, 109 institutional positioning, 109–111 sensemaking, 106–107 of universities, 101 identity work, 112–113 organizations, 111–112 Organizational image, 101 Organizational learning, 78 Organizational reputation, 101 Organizational sagas, 101 Organizational structures, 42 Organizational systems, components of meaning-making for, 86 Organizational theories, 78 Organizational wisdom, 88–92 through higher education research, 92–93 Output-oriented goal programs, 41–42 Passive management, 212 Path analysis, 259–262 Pattern factor matrix for approaches to work questionnaire, 255–256 for workplace climate questionnaire, 257 Personnel for organizational decisions, 42 Policy and higher education systems, 121–122 Polyarchy, 50 Population ecology, 78 Post-NPM paradigms, 24 Practical political acumen, 89 Pragmatism, 140 Principal axis factoring, 254 Procedural history, 45 Production subsystem, 184 Profession, 67–68 Professionalization process, 62 prototype of professional, 61 Professorships, appointment procedures for, 45–46 configuring professorship, 46 negotiating resources and wages, 47 profile and equipment of professorship, 46 selecting candidate, 46 Public policy, 30–31 Public value paradigm, 31–32 Qualitative criteria, 52 Qualitative research, 4, 5, 8 Quantitative criteria, 52 Quantitative research, 4, 5, 6, 8 Queer theory, 229, 230–231 Questioning professions and professionalism (1990), 63–64 Rating system, 100 Reflecting process, 102, 104 sensemaking, 106–107 Relativism, 81 Reputation, 49, 101, 105, 182 organizational, 101 Requisite variety, 126, 128–129, 131 Research methods in terms of practice and policy, 148–149 Resilience, 124, 126 Resilient university, 126 decoupling, 129–131 requisite variety, 128–129 slack, 126–128 Resource dependence, 78 RMSEA. See Root mean square error of approximation (RMSEA) “Robustness”, 132 Root mean square error of approximation (RMSEA), 253 Schimank’s theory of social interaction, 47–48 Scopus search algorithm, 101 Selection committees, 46–47, 54 Selection criteria, 51, 52 Self-authorship developmental process, 82 dimensions, 84–85, 89 Self-expression process, 102, 104 Self-organization, 123 Self-presentation process, 102, 104 branding, 108–109 Sensemaking, 106–107 Sequential decision-making, 50 Shared governance, 28 Simple capital enterprises, 180, 184 Slack, 126–128 Social actor conception of organization, 87–88 Social capital, 48–49 Social dimension, 44, 47–50 Social identity, 238 Social institution of higher education, 80 Social interaction, Schimank’s theory of, 47–48 Social media, 199–200, 204, 205–206 Social network, 220–221 analysis, 215–216 Social responsibility, organizing for acting for social responsibility, 88–92 components of meaning-making for organizational systems, 86 higher education, 78–79 meaning-making as outcome, 82–83 organizational wisdom through higher education research, 92–93 social actor conception of organizing, 87–88 systems of meaning-making for individuals, 81 wisdom, 84–86 “Social Sciences” discipline, 101 Social scientific phenomena, 120 Social unobtrusiveness, 90 Sociology of education, 142 of professions, 60–61 as academic field, 61 critics of functionalism, 61–62 functionalism and symbolic interactionism, 61 questioning professions and professionalism, 63–64 systemic perspective, 62–63 SPQ. See Study Process Questionnaire (SPQ) Stakeholders, 29, 100 network governance, 29–30 NPG, 30–31 public value paradigm, 31–32 Strategic actor, 129–130 university as, 124–126 Strategic triangle, 32 Stresses, 112 Study Process Questionnaire (SPQ), 250–251 Sufficient criteria, 52 Surface-rational approach, 254 Systemic perspective (1970–1980), 62–63 Systems theory, 123, 127 Technical intelligence, 158 Technological capital enterprise, 180, 185 Technological infrastructure, 160 Temporal dimension, 44, 45 configuring professorship, 46 negotiating resources and wages, 47 selecting candidate, 46 Traits approach, 61 Transaction cost theory, 78 Transcendental operations, 84 Transformative organizational change, 89–90 Two-week pilot study, 206–207 U.S. Presidential Immigration Executive Order travel ban, 79 Universities as adaptive resilient organization complex theory for higher education systems, 121–124 resilient university, 126–131 social scientific phenomena, 120 strategic actor vs. resilient actor, 131 commodification, 181–183 differentiation, 185–192 as formal organizations, 41–43 identity work, 112–113 organizations, 111–112 as strategic actor, 124–126 University of California, 201–202 university–industry collaborations, 216, 217 Uversity, 205–206 Values attribution, 53 rationalization with competing institutional logics, 112–113 selection of, 53 Vertical differentiation, 124 Virtual ethnography, 198 ethical concerns, 200 exemption from formal ethics boards, 202–203 existing guidelines for, 201–202 protection of participant anonymity, 203–204 future research, 211–212 logistical issues, 204–205 paucity of higher education studies, 200 Virtual Community , 199 virtual field site, 205 methodological challenges, 206–210 methodology, 206 purpose of study and site selection, 205–206 Vocationalization of academic programs, 27 WCQ. See Workplace Climate Questionnaire (WCQ) “Wiederzuweisungsantrag”, 46 Wisdom, 78, 83, 84–86, 88, 91 Work Experience Questionnaire, 250 Workplace approaches to learning in, 249–250 learning, 248–249 approaches to, 250–251 perceptions of workplace climate, 250–251 Workplace Climate Questionnaire (WCQ), 250, 251 canonical correlation analysis, 254, 258, 259 confirmatory factor analysis, 253 correlation coefficients between respondents’ scale scores on, 258 descriptive statistics for respondents’ scale scores on, 258 online survey, 252 standardized regression coefficients, 260, 261 Book Chapters Prelims The Guiding Role of Theory in Mixed-Methods Research: Combining Individual and Institutional Perspectives on the Transition to Higher Education Higher Education Research: Looking Beyond New Public Management An Analytical Framework for Evaluation-Based Decision-Making Procedures in Universities The Study of the Academic Profession – Contributions from and to the Sociology of Professions A Developmental Perspective on Organizing for Social Responsibility: A Framework of Wise Action for Higher Education Organizations Organizational Identity of Universities: A Review of the Literature from 1972 to 2014 The University as an Adaptive Resilient Organization: A Complex Systems Perspective The Role of Curriculum Theory in Contemporary Higher Education Research and Practice A Knowledge Management Framework for Institutional Research The Differentiated Market-University Structural Differences among University’s Commodification Processes Virtual Ethnography: The Logistical and Ethical Challenges of Bringing Higher Education Research Online The Network Paradigm in Higher Education Disability and College Students: A Critical Examination of a Multivalent Identity Informal Learning in the Workplace: Approaches to Learning and Perceptions of the Context Index

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