The name is absent

64

Here they served directly the requirements of that part of the research
which studied role conflict and role ambiguity in students' training
in different universities. This required a tight specification of
hypotheses which could be expected to differentiate between students
trained under different 'experimental' or 'training conditions'
(Ch5 P13)∙ The measurement of this becomes the research problem
which is quite distinct from the practitioners' questions which .
might relate to the relationship of the innovatory features with
the stated objectives and the appropriateness or likelihood of
attaining such objectives in the short or the long term. The finding
that "items a), b) and c) of the primary objectives of the innovation
4
were found in the research not to have occurred in practice (Ch5
P14) may have come of little surprise to practitioners. They are
more likely to be aware of the differences both within and between
institutions and more importantly aware of the time which is required
for change to occur in well-established practices however much they
are deemed to be in need of such change.

Importance of Course-focussed Research

The summary of the Sussex innovation indicates the extent to which

it made inroads upon established practices and it points to the neces-

sity for an institutionally based research approach. It was Lacey

with the professional socialisation of young teachers. The focus

was essentially upon groups of students and upon the varieties of

social strategy which they employ in their career through the institution.

This work illuminates the emergence and development of professional

styles and ways of behaving. But the lack of detailed information

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