Please use this identifier to cite or link to this item:
https://hdl.handle.net/2440/134946
Type: | Journal article |
Title: | Generational change: A review of the structures & processes that have influenced educational research since 1990 |
Other Titles: | A review of the structures & processes that have influenced educational research since 1990 |
Author: | Boyle, C. Stentiford, L. Koutsouris, G. Jindal-Snape, D. Benham-Clarke, S. Salazar Rivera, J. |
Citation: | Research Intelligence, 2021; (149):14-15 |
Issue Date: | 2021 |
Statement of Responsibility: | Christopher Boyle, Lauren Stentiford, George Koutsouris, Divya Jindal-Snape. Simon Benham-Clarke and Javiera Salaza Rivera |
Abstract: | Building on previous BERA-commissioned profiles of the education discipline (most recently Oancea & Mills, 2015), our systematic scoping review (Boyle et al., 2021; see also Stentiford et al., 2021) casts new light on the recent history of education research in UK higher education (HE) by seeking a better understanding of the structures and processes – both formal and informal, respectively – that have influenced education research activities and debates between 1990 and 2020. This literature review – which we believe is the first on this topic and at this scale – will shape the next stages of BERA’s ongoing State of the Discipline project (see p. 5). |
Rights: | Copyright status unknown |
Published version: | https://www.bera.ac.uk/publication/winter-2021-22 |
Appears in Collections: | Education publications |
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