{"title":"问责制或公平:结合主题模型和定性分析来检验关于绩效基金的公共修辞","authors":"Denisa Gándara, Stijn Daenekindt","doi":"10.3102/01623737221081532","DOIUrl":null,"url":null,"abstract":"<p><p>Examining rhetoric is important to understanding educational policymaking. This study focuses on rhetoric on one educational policy, performance-based funding (PBF) for higher education. In contrast to previous research on PBF, we analyze rhetoric in both states that implemented the policy and those that opted out. We employ a sequential mixed-methods design combining topic modeling with qualitative analysis of newspapers. Findings indicate that rhetoric in states that implemented PBF aligned closely with neoliberalism. Rhetoric from non-implementer states focused on higher education agents and policy processes, and was more likely to highlight equity than rhetoric from implementer states. This study sheds light on policy innovation and diffusion by contrasting rhetoric around PBF between states that implemented the policy and those that held out.</p>","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11364350/pdf/","citationCount":"0","resultStr":"{\"title\":\"Accountability or Equity: Combining Topic Models and Qualitative Analysis to Examine Public Rhetoric about Performance-Based Funding.\",\"authors\":\"Denisa Gándara, Stijn Daenekindt\",\"doi\":\"10.3102/01623737221081532\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>Examining rhetoric is important to understanding educational policymaking. This study focuses on rhetoric on one educational policy, performance-based funding (PBF) for higher education. In contrast to previous research on PBF, we analyze rhetoric in both states that implemented the policy and those that opted out. We employ a sequential mixed-methods design combining topic modeling with qualitative analysis of newspapers. Findings indicate that rhetoric in states that implemented PBF aligned closely with neoliberalism. Rhetoric from non-implementer states focused on higher education agents and policy processes, and was more likely to highlight equity than rhetoric from implementer states. This study sheds light on policy innovation and diffusion by contrasting rhetoric around PBF between states that implemented the policy and those that held out.</p>\",\"PeriodicalId\":48079,\"journal\":{\"name\":\"Educational Evaluation and Policy Analysis\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.4000,\"publicationDate\":\"2022-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11364350/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Evaluation and Policy Analysis\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/01623737221081532\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2022/4/11 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Evaluation and Policy Analysis","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/01623737221081532","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/4/11 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Accountability or Equity: Combining Topic Models and Qualitative Analysis to Examine Public Rhetoric about Performance-Based Funding.
Examining rhetoric is important to understanding educational policymaking. This study focuses on rhetoric on one educational policy, performance-based funding (PBF) for higher education. In contrast to previous research on PBF, we analyze rhetoric in both states that implemented the policy and those that opted out. We employ a sequential mixed-methods design combining topic modeling with qualitative analysis of newspapers. Findings indicate that rhetoric in states that implemented PBF aligned closely with neoliberalism. Rhetoric from non-implementer states focused on higher education agents and policy processes, and was more likely to highlight equity than rhetoric from implementer states. This study sheds light on policy innovation and diffusion by contrasting rhetoric around PBF between states that implemented the policy and those that held out.
期刊介绍:
Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.