University of Hertfordshire

Practice-Focused, Constructivist Grounded Theory Methodology In Higher Education Leadership Research

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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Original languageEnglish
Title of host publicationTheory and Method in Higher Education Research
Place of PublicationBingley
PublisherEmerald Group Publishing Ltd.
Publication statusAccepted/In press - 2018

Publication series

NameTheory and Method in Higher Education Research
PublisherEmerald Group Publishing Ltd
Volume4
ISSN (Print)2056-3752

Abstract

A growing body of education research considers practices, however there is less focus on a methodology that enables practical analysis of practices. Use of practice theory is growing, particularly in work and organisational studies, but practice focused studies more frequently address theoretical than methodological agenda. This chapter proposes a practice-focused, constructivist grounded theory methodology as one approach which can address this gap. After first considering the ways in which, separately and in combination, practice-theory and constructivist grounded theory can support higher education leadership and management research, the chapter considers implementation of this methodology by drawing on a study into the practice of authority in higher education leadership. It concludes by considering some implications for the ways in which practices can be understood and the affordances and limitations of this methodology.

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