scholarly journals Policy research in accounting: A doctrinal research perspective

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Daniël Coetsee
2009 ◽  
Vol 59 (5) ◽  
pp. 847-855 ◽  
Author(s):  
R. R. Brown ◽  
N. Keath ◽  
T. H. F. Wong

Drawing from three phases of a social research programme between 2002 and 2008, this paper proposes a framework for underpinning the development of urban water transitions policy and city-scale benchmarking at the macro scale. Through detailed historical, contemporary and futures research involving Australian cities, a transitions framework is proposed, presenting a typology of six city states, namely the ‘Water Supply City’, the ‘Sewered City’, the ‘Drained City’, the ‘Waterways City’, the ‘Water Cycle City’, and the ‘Water Sensitive City’. This framework recognises the temporal, ideological and technological contexts that cities transition through when moving towards sustainable urban water conditions. The aim of this research is to assist urban water managers with understanding the scope of the hydro-social contracts currently operating across cities in order to determine the capacity development and cultural reform initiatives needed to effectively expedite the transition to more sustainable water management and ultimately to Water Sensitive Cities. One of the values of this framework is that it can be used by strategists and policy makers as a heuristic device and/or the basis for a future city state benchmarking tool. From a research perspective it can be an underpinning framework for future work on transitions policy research.


2021 ◽  
Vol 29 ◽  
pp. 2
Author(s):  
Tebeje Molla

This paper presents an overview of critical policy scholarship (CPS) in education. Historically, policy research has been dominated by what is commonly referred to as the policy science tradition, which is positivist in its philosophical stance and instrumentalist in its purpose—it focuses on producing knowledge relevant for policy decisions. However, with the rise of interpretive social inquiry in the 1970s and against the backdrop of unique political developments in the 1980s, CPS emerged as an alternative policy research perspective. This review discusses the scope and foci of CPS in education under four themes: methodological assumptions, interdisciplinary roots, enduring analytical goals, and emerging empirical contexts. Implications of the prevalence of inequality, Big Data and digital panopticon for educational policymaking and policy research are also briefly discussed. The paper concludes that although its foci of analysis have shifted considerably in the last four decades, analytical interest and tools of CPS remain largely unchanged.  


1989 ◽  
Vol 34 (1) ◽  
pp. 87-87
Author(s):  
No authorship indicated

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