Qualitative research as a method for making just comparisons of pedagogic quality in higher education: a pilot study

Hdl Handle:
http://hdl.handle.net/10149/58435
Title:
Qualitative research as a method for making just comparisons of pedagogic quality in higher education: a pilot study
Authors:
Abbas, A. (Andrea); McLean, M. (Monica)
Affiliation:
University of Teesside; University of Nottingham.; Social Futures Institute. Unit for Social and Policy Research.
Citation:
Abbas, A. (2007) 'Qualitative research as a method for making just comparisons of pedagogic quality in higher education: a pilot study', British Journal of Sociology of Education, 28 (6), pp.723-737.
Publisher:
Taylor & Francis
Journal:
British Journal of Sociology of Education
Issue Date:
Nov-2007
URI:
http://hdl.handle.net/10149/58435
DOI:
10.1080/01425690701609979
Additional Links:
http://www.tandf.co.uk/journals/pdf/spissue/cbse-virtualissue.pdf
Abstract:
Systems designed to ensure that teaching and student learning are of a suitable quality are a feature of universities globally. Quality assurance systems are central to attempts to internationalise higher education, motivated in part by a concern for greater global equality. Yet, if such systems incorporate comparisons, the tendency is to reflect and reproduce inequalities in higher education. Highlighting the European context, we argue that, if higher education is to play a part in tackling social inequalities, we must seek alternative methods to explore pedagogic quality in institutional settings. The sociologist Basil Bernstein's concepts of classification and framing provide an illustration of the potential of sociologically informed, qualitative approaches for exploring and improving higher education pedagogy and also for addressing social justice issues: these two concepts are used to analyse documentation about undergraduate sociology in two universities that have quite different reputations within the English and Northern Irish higher education system.
Type:
Article
Keywords:
quality assurance systems; education; pedagogic quality; social inequality; teaching; learning; qualitative
ISSN:
0142-5692
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 17/12/09]
Citation Count:
1 [Scopus, 17/12/09]

Full metadata record

DC FieldValue Language
dc.contributor.authorAbbas, A. (Andrea)-
dc.contributor.authorMcLean, M. (Monica)-
dc.date.accessioned2009-04-01T10:52:00Z-
dc.date.available2009-04-01T10:52:00Z-
dc.date.issued2007-11-
dc.identifier.citationBritish Journal of Sociology of Education; 28 (6): 723-737-
dc.identifier.issn0142-5692-
dc.identifier.doi10.1080/01425690701609979-
dc.identifier.urihttp://hdl.handle.net/10149/58435-
dc.description.abstractSystems designed to ensure that teaching and student learning are of a suitable quality are a feature of universities globally. Quality assurance systems are central to attempts to internationalise higher education, motivated in part by a concern for greater global equality. Yet, if such systems incorporate comparisons, the tendency is to reflect and reproduce inequalities in higher education. Highlighting the European context, we argue that, if higher education is to play a part in tackling social inequalities, we must seek alternative methods to explore pedagogic quality in institutional settings. The sociologist Basil Bernstein's concepts of classification and framing provide an illustration of the potential of sociologically informed, qualitative approaches for exploring and improving higher education pedagogy and also for addressing social justice issues: these two concepts are used to analyse documentation about undergraduate sociology in two universities that have quite different reputations within the English and Northern Irish higher education system.-
dc.publisherTaylor & Francis-
dc.relation.urlhttp://www.tandf.co.uk/journals/pdf/spissue/cbse-virtualissue.pdf-
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 17/12/09]-
dc.subjectquality assurance systems-
dc.subjecteducation-
dc.subjectpedagogic quality-
dc.subjectsocial inequality-
dc.subjectteaching-
dc.subjectlearning-
dc.subjectqualitative-
dc.titleQualitative research as a method for making just comparisons of pedagogic quality in higher education: a pilot study-
dc.typeArticle-
dc.contributor.departmentUniversity of Teesside; University of Nottingham.-
dc.contributor.departmentSocial Futures Institute. Unit for Social and Policy Research.-
dc.identifier.journalBritish Journal of Sociology of Education-
ref.assessmentRAE 2008-
ref.citationcount1 [Scopus, 17/12/09]-
or.citation.harvardAbbas, A. (2007) 'Qualitative research as a method for making just comparisons of pedagogic quality in higher education: a pilot study', British Journal of Sociology of Education, 28 (6), pp.723-737.-
dc.description.noteArticle was also selected for inclusion in a virtual special issue of the British Journal of Sociology of Education. David, M. and Naidoo, R. (eds.) 'The Sociology of Higher Education: Reproduction, Transformation and Change in a Global Era'.en
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