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Using the theory of policy networks and communities to explore who determines the Scottish higher education research policy: Issues for educational managers

Grant, K., Edgar, D. (2003) Using the theory of policy networks and communities to explore who determines the Scottish higher education research policy: Issues for educational managers. International Journal of Educational Management, 17 (7). pp. 318-329. ISSN 0951-354X. (doi:10.1108/09513540310500996) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1108/09513540310500996

Abstract

Historically, Scottish education policymaking has been implemented independently of central educational policy makers, With policymakers negotiating with a variety of interest groups and elected policy makers. The paper discusses Scotland's research policy; the purpose of research and its possible link to teaching and learning, the function of a research policy and a critical discussion of the theory of policy networks and policy communities to establish the key playerswho "really" shape and set Scotland's research policy. The paper draws on documentary evidence to support recommendations on how to enhance the policy-making process to ensure a greater representation and more effective implementation at the "grass roots" level of Scottish researchers and their academic managers.

Item Type: Article
DOI/Identification number: 10.1108/09513540310500996
Uncontrolled keywords: Educational planning, Educational policy, Higher education, Research, Universities
Subjects: H Social Sciences
Divisions: Faculties > Social Sciences > Kent Business School
Depositing User: Tracey Pemble
Date Deposited: 13 Oct 2014 14:47 UTC
Last Modified: 29 May 2019 13:11 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/43320 (The current URI for this page, for reference purposes)
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