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dc.contributor.authorBlair, Alasdairen
dc.date.accessioned2016-08-02T12:22:56Z
dc.date.available2016-08-02T12:22:56Z
dc.date.issued2015-05-12
dc.identifier.citationBlair, A. (2015) Similar or Different?: A Comparative Analysis of Higher Education Research in Political Science and International Relations between the United States of America and the United Kingdom. Journal of Political Science Education, 11 (2), pp.174-189en
dc.identifier.issn1551-2169
dc.identifier.urihttp://hdl.handle.net/2086/12415
dc.descriptionThe file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.en
dc.description.abstractThis article focuses on the nature of the writing in 73 articles published in six U.S. and UK Political Science and International Relations journals that focus on teaching and learning. A comparative analysis is made of the articles through a review of the characteristics of the authors, the themes researched, the analytical focus, the research method employed, and the degree of theoretical engagement. The evidence highlights the dominance of U.S. authors in the U.S. sample, the underlying focus attached to examining developments at a course level in the United States as opposed to a broader focus in the UK, the more advanced use of statistical analysis in the United States, and the lack of direct theoretical engagement in both the United States and UK. The article outlines factors that explain this state of affairs as well as identifying broader trends, including areas of research that were omitted.en
dc.language.isoen_USen
dc.publisherTaylor and Francisen
dc.subjectcomparative analysisen
dc.subjecthigher education researchen
dc.subjectmethodologiesen
dc.subjectscholarship of engagementen
dc.titleSimilar or Different? A Comparative Analysis of Higher Education Research in Political Science and International Relations Between the United States of America and the United Kingdomen
dc.typeArticleen
dc.identifier.doihttps://dx.doi.org/10.1080/15512169.2015.1016037
dc.peerreviewedYesen
dc.funderN/Aen
dc.projectidN/Aen
dc.cclicenceCC-BY-NC-NDen
dc.date.acceptance2015-02-01en


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