Framing Theory for Higher Education Research

Abstract

The main objective of this chapter is to explore the potential and applicability of framing, a multidisciplinary and multiparadigmatic 'metatheory' of sensemaking through communication, or media effects specifically, in guiding higher education research. To reach this objective, the author first synthesized theoretical discussions on framing in different disciplines, collated the core concepts developed around the framing concept and developed a universal framing process model, to be applied with the introduction of a theme and the selection of research paradigms. Following that, the author provided an overview of the application of the framing concept in higher education research and explored the potential application of the model to guide and coordinate framing research in the field.

Framing Analysis – Possibilities of Use in Studies of Media Discourse on Higher Education

“…The chapter by Queenie K .H . Lam (2020) entitled "Framing Theory for Higher Education Research", published in Theory and Method in Higher Education Research, shows that interest in framing among higher education researchers around the world is growing .…”

“…Queenie K .H . Lam (2020) reminds the readers about the character of modern media communication, emphasizing the importance of mechanisms and constructs beyond news framing: the role of the actors of framing and its various effects related to the level of frame reception .…”

How do US universities want to be perceived? Factors affecting the (inter)national identity claims in mission statements

“…We realise our study is not able to solve this paradox, but we do stress the importance of both robust coding for quantitative analyses, while at the same time keeping an eye on the qualitative nuances (Kelle 2006). The latter signal the important role of discourse and framing in organisational communications (see also Lam, 2020).…”

Educating for Peace

“…Inthisarticle,theauthorpresentsapeace-centeredprocessofteachingmarketingthatshehas implementedduring2002-2016academicyearswithherundergraduateandgraduatebusinessstudents invariousmarketingcoursesintheUnitedStates,HongKongandChina.Heryearsofpersonaland professionalstudyandreflectiveteachinghaveledhertodevelopthisprocess.Peaceisdefinedas"the harmonyofallenergiesoflife,theirbalance,andtherecognitionofalltheoppositesandconflicts" (Haring,1986,p.8).Itisaprocessandwillbeshapedbyaperson'sperspectiveaboutreality,human nature,andmeaningsoflife (Lupovici,2013).Itneedsspiritualdisciplinesandneedsthepractices ofempathy.Shehasyearsofresearchabouthumanrightsinhighereducation (Lam,Lam,andLam, 2006)andhasadvocatedempathyasanotherparadigminthestudyofcorporatesocialresponsibility andsustainability (CookandLam,2013;LamandWong,2018;Lam,2000Lam, ,2007Lam, ,2009aLam, ,2009bLam, , 2010aLam, ,2010bLam, ,2010cLam, ,2011aLam, ,2011bLam, ,2011cLam, ,2012aLam, ,2012bLam, ,2013aLam, ,2013bLam, ,2013cLam, ,2013dLam, ,2013e,2014aLam, , 2014bLam, ,2014cLam, ,2014dLam, ,2015Lam, ,2016Lam, ,2017Lam, ,2018.Thisprocessaffirmspersonhoodthroughthepractices ofmindfulnessandmeditation (Eshelman,Lam,andCook,2012).Thisprocessneedseducatorsand studentstopracticecriticalreflectionskillsanddevelopvirtuestogetherinalovingcommunity.Itis theauthor'scontentionthattheprocesswillequipherstudentsto"takeresponsibilityforfairlyand honestlycommunicatingaproduct'sattributesandbenefitswhilebalancingthedemandforexciting creativityandemotionalenthusiasmwithinthenatureoftruthfulrelationships"betweenorganizations andcustomers (Thompson,2002),andtolearntobeopentoself-deceptivepracticesintheirlives.…”