A Grounded Theory Case Study Examining the Impact on Policy Actors of their Engagement and Interactions with Educational Policy Implementation Processes.

Abstract

In the field of Education there appears to be a gap in the literature examining policy implementation process from the viewpoint of educational stakeholders. This thesis attempts to address that gap by examining the impact on site based policy actors of the implementation of a policy in the form of a new mathematics curriculum.

This dissertation endeavours to answer the question of how the interactions and engagement of policy actors with policy implementation processes are impacted by and impact such processes.

The research approach adopted is that of a case study using a Classic Grounded Theory Methodology. This approach permits the data to be approached from a conceptually neutral position, allowing theoretical understanding to be built from the concepts that emerge from the analysis. The theoretical model developed from this grounded theory analysis is then filtered through two conceptual lenses, social cognition and affect/emotion, to determine an understanding of their theoretical relevance to the interactions and engagement of policy actors with policy processes.

This study adds to the understanding of how policy processes unfold in a site based setting. In particular, it gives recognition to the affective responses of policy actors as they engage and interact with policy processes and how those responses may impinge on those processes.