Regulating sociology
Threshold learning outcomes and institutional isomorphism
Datos Bibliográficos
| ID | 2399217 |
|---|---|
| Autores | Karen Farquharson (0000-0001-5848-865X, Swinburne University of Technology, autor de correspondencia) |
| Año | 2013 |
| Volumen | 49 |
| Número | 4 |
| Páginas | 486-500 |
| Fecha de publicación | 2013-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Sociology (JOURNAL) |
| Identificadores de la revista | ISSN: 1440-7833 • E-ISSN: 1741-2978 |
| Editorial | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/1440783313504060 |
| OpenAlex | W2050100250 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 5 |
This article examines the adoption of threshold learning outcomes (TLOs) for academic disciplines in Australia as an example of institutional isomorphism. It is argued that the type of sociology embedded in the TLOs values the sociology of the metropole and that, while the TLOs are broad enough to allow for individual sociology departments to continue to teach their own version of sociology, they further institutionalise the norm that sociology is about metropolitan theory and methods. Nevertheless, these isomorphic processes may serve to positively legitimise and institutionalise sociology, potentially enhancing the discipline's position in higher education
Discipline · Epistemology · Isomorphism (crystallography) · Metropolitan area · Social science · Sociology · Sociology of Education · Evaluation of Teaching Practices · Higher Education Governance and Development · Management and Organizational Studies
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 0,56 |
| Intervalo de citas | 2017 - 2025 (9) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |