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Evidence-Based Management and Action-at-a-Distance

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Bibliographic Details
Title: Evidence-Based Management and Action-at-a-Distance
Language: English
Authors: Lindsay, Roger, Breen, Rosanna, Jenkins, Alan
Source: Psychology Teaching Review. Aug 2002 10(1):5-19.
Availability: British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Peer Reviewed: Y
Page Count: 15
Publication Date: 2002
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Foreign Countries, Organizational Change, Higher Education, Educational Environment, College Administration, Managerial Occupations, Role of Education, Leadership Styles, Psychological Studies, Theory Practice Relationship, Research Methodology, Psychology, Intellectual Disciplines, Action Research, Evidence, Decision Making
Geographic Terms: United Kingdom
ISSN: 0965-948X
Abstract: Organisational change in UK higher education has resulted in control of the student learning environment passing from specific disciplines such as psychology to central management teams and university-wide course frameworks. This poses the general question of how disciplines can exert influence upon broad pedagogic issues, when their control extends only to relatively local matters, and the specific methodological problem of how action researchers can investigate topics of general importance when they are only able to make local interventions. Though higher education managers emphasise accountability and evidence-based practice, their own decision-making processes rarely use pedagogic evidence. Examples from a research programme within one psychology department are described, that attempt to apply psychological research methods to generic issues of pedagogy. An important motivation for this programme is the belief that by generating evidence through research, psychologists can both intervene in debates outside conventional control, and assist management decision-making processes to move towards becoming evidence-based. (Contains 2 tables.)
Abstractor: As Provided
Number of References: 28
Entry Date: 2010
Access URL: https://www.bpsshop.org.uk/Psychology-Teaching-Review-Vol-10-No-1-August-2002-Special-issue-Action-research-in-psychology-P910.aspx
Accession Number: EJ876445
Database: ERIC
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  Data: British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
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  Data: Organisational change in UK higher education has resulted in control of the student learning environment passing from specific disciplines such as psychology to central management teams and university-wide course frameworks. This poses the general question of how disciplines can exert influence upon broad pedagogic issues, when their control extends only to relatively local matters, and the specific methodological problem of how action researchers can investigate topics of general importance when they are only able to make local interventions. Though higher education managers emphasise accountability and evidence-based practice, their own decision-making processes rarely use pedagogic evidence. Examples from a research programme within one psychology department are described, that attempt to apply psychological research methods to generic issues of pedagogy. An important motivation for this programme is the belief that by generating evidence through research, psychologists can both intervene in debates outside conventional control, and assist management decision-making processes to move towards becoming evidence-based. (Contains 2 tables.)
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      – Text: English
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        PageCount: 15
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Organizational Change
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      – SubjectFull: Higher Education
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      – SubjectFull: Decision Making
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      – SubjectFull: United Kingdom
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