TY  - CHAP
AB  - Abstract This chapter offers to higher education research a theoretical and methodological proposal based on narrativity, pointing to the articulation between metanarratives, public, conceptual and individual narratives. Stemming from social constructionism, it draws on concepts such as floating signifiers and nodal points, borrowed from discourse analysis, to explore the conflict and struggle between discourses. The examples provided focus on how individual narratives enact discourses on higher education institutional governance, as expressed in public narratives, and on how narratives influence the perceptions of institutional actors. Our goal in this chapter is, on the one hand, to propose an operationalization of discourse analysis, and, on the other hand, to signal the contribution of the narrative approach in revealing research findings based on the process of meaning construction.
VL  - 1
SN  - 978-1-78560-287-0, 978-1-78560-286-3/2056-3752
DO  - 10.1108/S2056-375220150000001015
UR  - https://doi.org/10.1108/S2056-375220150000001015
AU  - Magalhães António
AU  - Veiga Amélia
PY  - 2015
Y1  - 2015/01/01
TI  - The Narrative Approach in Higher Education Research
T2  - Theory and Method in Higher Education Research
T3  - Theory and Method in Higher Education Research
PB  - Emerald Group Publishing Limited
SP  - 311
EP  - 331
Y2  - 2024/04/23
ER  -