Educational Legacy: Using Q-Methodology to Elicit Stakeholder Perceptions within a Deliberative Process

Conference paper


Herrington, N. 2014. Educational Legacy: Using Q-Methodology to Elicit Stakeholder Perceptions within a Deliberative Process. Reimagining the Olympics. Mansfield College, Oxford 02 Sep 2014
AuthorsHerrington, N.
TypeConference paper
Abstract

This paper draws upon a study of the perceptions of legacy held by educational stakeholders prior to the 2012 Games. These perceptions were elicited through the use of Q methodology. Q methodology was chosen as a way of exploring the different standpoints around the key legacy issues of education, regeneration and sustainability. Within this study these perspectives resolved into distinct factors, which were interpreted and discussed through the frameworks of Gratton and Preuss (2008) and Bourdieu (1977, 1984, 1986, 1990, and 2000). Subsequent to the Games these perspectives have been used in a deliberative engagement with key informants engaged in legacy activity. The paper will explore the outcomes of these discussions and the potential for this approach to be used in a systematic way in the development of policy and practice in the future.

KeywordsOlympics; Q-methodology; Education
Year2014
ConferenceReimagining the Olympics
File
Publication process dates
Deposited30 Nov 2015
Completed02 Sep 2014
Permalink -

https://repository.uel.ac.uk/item/8590w

  • 9
    total views
  • 8
    total downloads
  • 2
    views this month
  • 2
    downloads this month

Related outputs

You need to get out more: global goals, national priorities and local engagement
Herrington, N. 2017. You need to get out more: global goals, national priorities and local engagement. Research in Teacher Education. 7 (2), pp. 6-9.
Sports, Social Capital and Public Space: developing an educational legacy
Herrington, N. 2011. Sports, Social Capital and Public Space: developing an educational legacy. in: Savery, Jill and Gilbert, Keith (ed.) Sustainability and Sport Common Ground Publishing. pp. 277-282
Perceptions of Legacy: An Educational Perspective
Herrington, N. 2015. Perceptions of Legacy: An Educational Perspective. in: Viehoff, Valerie and Poynter, Gavin (ed.) Mega-event Cities: Urban Legacies of Global Sports Events Routledge. pp. 139-151
Editorial
Herrington, N. 2016. Editorial. Management in Education. 30 (3), pp. 95-96.
Book Reviews
White, Rose, Tymms, Mark, Herrington, N. and Waheed, Zarina 2015. Book Reviews. Research in Teacher Education. 5 (2), pp. 47-50.
Home is where the heart is: the home learning environment, place-based education and access to green space
Herrington, N. 2015. Home is where the heart is: the home learning environment, place-based education and access to green space. Research in Teacher Education. 5 (2), pp. 29-31.
Book Reviews
Ayres, D., Herrington, N. and Hurley, Cathy 2015. Book Reviews. Research in Teacher Education. 5 (1), pp. 51-54.
Connecting Research and Practice: A scientific approach
Herrington, N. 2006. Connecting Research and Practice: A scientific approach. CCEAM Conference. Nicosia Cyprus 12 - 17 Oct 2006 Nicosia, Cyprus CCEAM.
The Effect of Megaevents on the Educational Environment: Perceptions of London 2012
Herrington, N. 2014. The Effect of Megaevents on the Educational Environment: Perceptions of London 2012. Prof Doc Thesis University of East London Cass School of Education and Communities
Building communities for the future
Herrington, N. 2013. Building communities for the future. Research in Teacher Education. 3 (1), pp. 18-21.
Q methodology: an overview
Herrington, N. and Coogan, J. 2011. Q methodology: an overview. Research in Teacher Education. 1 (2), pp. 24-28.
Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson
Herrington, N., Czerniawski, G. and Wright, Kathy 2009. Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson. Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. Jul 2009 pp. 36-43