Examining the Epistemology of Impact and Success of Educational Interventions Using a Reflective Case Study of University Bursaries

Autor/inn/en	Harrison, Neil; McCaig, Colin
Titel	Examining the Epistemology of Impact and Success of Educational Interventions Using a Reflective Case Study of University Bursaries
Quelle	In: British Educational Research Journal, 43 (2017) 2, S.290-309 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3263
Schlagwörter	Epistemology; Case Studies; Intervention; Correlation; Educationally Disadvantaged; Economically Disadvantaged; Foreign Countries; Educational Research; Financial Support; Educational Finance; Evidence Based Practice; Educational Policy; Social Differences; Access to Education; Equal Education; Quasiexperimental Design; Outcomes of Education; Higher Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Case study; Fallstudie; Case Study; Korrelation; Ausland; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Bildungsfonds; Politics of education; Bildungspolitik; Sozialer Unterschied; Education; Access; Bildung; Zugang; Bildungszugang; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	This paper engages with the continuing emphasis given to evidence-based policy and "what works" approaches in educational research, highlighting some of the continuing epistemological challenges from a post-positivist perspective. To illustrate these, it uses the case of bursaries awarded by universities to improve outcomes for students from disadvantaged backgrounds as an example of an education intervention designed to address structural inequality. The paper then discusses critical reflections arising from a project commissioned by the Office for Fair Access in England, which aimed to enable universities to evaluate the impact of the bursaries that they award. These reflections provide a lens to explore the limitations of experimental and quasi-experimental designs in complex social fields. The paper concludes that we lack a strong understanding of the relationship between financial and educational disadvantage prior to and during higher education, and this undermines efforts to "prove" that certain interventions will "level the playing field". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01