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dc.contributor.authorBacevic, Jana
dc.contributor.authorNokkala, Terhi
dc.contributor.editorTeixeira, P.
dc.contributor.editorShin, J.
dc.date.accessioned2018-10-03T07:53:32Z
dc.date.available2020-02-23T22:35:28Z
dc.date.issued2018
dc.identifier.citationBacevic, J., & Nokkala, T. (2018). Agenda Setting and Policy Development, Higher Education. In P. Teixeira, & J. Shin (Eds.), <i>Encyclopedia of International Higher Education Systems and Institutions</i> (pp. 1-6). Springer Netherlands. <a href="https://doi.org/10.1007/978-94-017-9553-1_137-1" target="_blank">https://doi.org/10.1007/978-94-017-9553-1_137-1</a>
dc.identifier.otherCONVID_27989441
dc.identifier.otherTUTKAID_77293
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59747
dc.description.abstractAgenda setting is one of key concepts in the critical or interpretative approaches in the study of policy development. Developed in response to positivist paradigms, which saw policies as largely technical solutions to objectively existing problems, critical or interpretive analysis emphasises the constructed, contingent, and processual nature of policies, in particular the role of differently positioned actors in bringing specific issues to the fore (Fischer, 2003). In this sense, the use of agenda setting in the research on higher education policy is fundamentally related to the questions of political power and influence, and thus to the relationship between longer-term structural change and stability, on the one hand, and individual or collective agency, on the other. In broad terms, agenda setting refers to the capacity of an actor (individual, group, organisation, institution) to define or influence issues on the public agenda. This occurs in two ways: on the one hand, selecting issues seen as important or relevant (thematisation or problematisation); on the other, shaping the way these issues are framed, discussed and interpreted (framing or interpretation). While policy processes normally involve elements of both, their analysis can be traced to two relatively distinct disciplinary traditions, one largely reliant on political science, and the other on communication and media studies. This article summarises the main elements of both traditions, and then delineates their convergences and implications for higher education policy research.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer Netherlands
dc.relation.ispartofEncyclopedia of International Higher Education Systems and Institutions
dc.rightsIn Copyright
dc.subject.otherhigher education
dc.subject.otheragendas
dc.subject.otheragenda settings
dc.subject.otherpolicy development
dc.subject.otherpolicy cycle
dc.subject.otherpolicy process
dc.titleAgenda Setting and Policy Development, Higher Education
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-201804091954
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.date.updated2018-04-09T06:06:17Z
dc.relation.isbn978-94-017-9553-1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-6
dc.type.versionacceptedVersion
dc.rights.copyright© Springer Science+Business Media Dordrecht 2018
dc.rights.accesslevelopenAccessfi
dc.subject.ysokorkea-asteen koulutus
dc.subject.ysokorkeakoulupolitiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3390
jyx.subject.urihttp://www.yso.fi/onto/yso/p6796
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-94-017-9553-1_137-1


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