A Multi-Frame Analysis Of For-Profit Higher Education

Hodgman, Matthew R.

doi:10.19030/cier.v7i1.8305

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…However, since the framing perspective has developed into a widely applied analytical framework within a wide range of research fields, there are studies that have analysed how frames are integrated into media organisations and educational systems. When a framing perspective has scrutinised educational activities (Davies 2002;Mertala 2019;Molla & Nolan 2019;Hodgman 2014), the framework is used to understand the construction of meaning within educational systems and answer questions about the motivations for education. For example, Davies (2002) has identified frames about progressive education in Canadian educational policy that show how different relevant actors understand the specific educational form.…”

Section: Framing Perspectivementioning

confidence: 99%

Party Education as Mobilisation : Framing education in Swedish and Spanish political parties of the left

Hult

2023

Linköping Studies in Behavioural Science

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This dissertation aims to contribute knowledge of how five movement-related left parties in Sweden and Spain formulate education for their members. By analysing (i) the Swedish Social Democratic Workers' Party, (ii) the Swedish Left Party, (iii) the Spanish Social Democratic Workers' Party, (iv) the Spanish United Left and (v) the Spanish Podemos, the study interprets how organised educational activities are formulated and motivated with the aim to instigate member engagement. The analysis builds on interviews with leading party representatives and study leaders, study and course materials, and other official documents, which steer how the parties organise their education. With a framing perspective as a theoretical itinerary, the study emphasises parties' education as a setting where meaning is formulated to initiate collective action.The four included papers stress and discuss how educational material is formulated and how the parties perceive and motivate organised party education. Papers 1 and 2 analyse text materials and shows how educational materials establish narratives that invites the members to become active in the parties. Even though the educational narrative is welcoming, the study materials also reinforce frames of how to be schooled into becoming an ideal party member. Papers 3 and 4 study interview materials and suggest that member education is interpreted as something that strengthens parties' movement relations, provides useful training, opens up a space for political reflection, and constructs a feeling of community within the parties.The dissertation emphasises that these five movement-related left parties perceive their educational activities as settings that create relations between the party and its members. Applying the framing perspective to the understudied educational practices that transpire in parties contributes to deepening the theoretical understanding of how education can be formulated in relation to its bearing on creating collective identities.

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Section: Framing Perspectivementioning

confidence: 99%

Party Education as Mobilisation : Framing education in Swedish and Spanish political parties of the left

Hult

2023

Linköping Studies in Behavioural Science

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“…The theoretical framework and scaffolding for this study was the four-frames framework first introduced by Deal in 1983 (Bolman &Deal, 2013). Initially, an approach to leadership, more recent scholarship has leveraged the framework as a tool to understand organizations (Hodgman, 2014;Martin, 2014;Robinson, 2015). The frames can be summarized as:…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Organizational factors supporting community college presidential stability : a case study

Buckley¹

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My thanks to my advisor, Dr. Shannon Alpert, for her timely feedback and endless encouragement throughout this project. In particular, the community she built for her advisees, spread around the globe, provided me with much needed structure and connection to continue to move forward. Writing can be a lonely endeavor but I was buoyed by classmates Laura Rasar King, Lisa Piccolo and Caroline Wood who read countless drafts and helped me get "unstuck" when I was the most frustrated. Balancing school with a demanding job was not easy. However, the administration of Howard Community College and in particular, my supervisor, Dr. Cindy Peterka, remained committed to my successful completion. Their backing was invaluable. I am deeply grateful to the participants in this study who were exceptionally generous with their time and sharing their experiences. While cloaked in pseudonyms in this document, their individual generosity will remain with me. From initial interest through my visits and data collection they were giving with their time and welcomed me to their campus. When given the opportunity, I hope to follow their example and support future community college scholars with the same level of enthusiasm. My thanks to my friends and especially, my family, for understanding the demands of this program. They have cheered me on, been unfailingly patient and reserved only the easiest potluck tasks for me for years. And finally, to Mark, who has been by my side from the beginning. He never cared when our living space transformed to student workspace with books, articles and papers covering nearly every surface. His steady and calm voice never wavered in reassurance. Thank you seems so inadequate but those are the only words I have.

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A Multi-Frame Analysis Of For-Profit Higher Education

Cited by 2 publications

References 7 publications

Party Education as Mobilisation : Framing education in Swedish and Spanish political parties of the left

Party Education as Mobilisation : Framing education in Swedish and Spanish political parties of the left

Organizational factors supporting community college presidential stability : a case study

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