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Theory and Method in Higher Education Research
Jeroen Huisman, Malcolm Tight, Jeroen Huisman, Malcolm Tight
- 252 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Theory and Method in Higher Education Research
Jeroen Huisman, Malcolm Tight, Jeroen Huisman, Malcolm Tight
About This Book
Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied.
This volume of Theory and Method in Higher Education Research explores several timely topics including transnational approaches to higher education policy, universities contributions to society, data collection in higher education, virtual and blended research, and more. Including contributors from Australia, Iran, Denmark, Belgium, Germany, and the UK, the chapter authors present international perspectives on the application and development of theory and methodology in researching higher education.
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Table of contents
- Cover
- Series Editors
- Title
- Copyright
- Contents
- List of Contributors
- Editorial Introduction
- Doing Right (by) Thematic Analysis
- The Study of Regionalism in Higher Education Research
- A Transnational Historical Approach to Researching Global Higher Education Policy
- Understanding Policy-Making in an Authoritarian State: An Ontology-Driven Framework for Analyzing Chinese Higher Education Policymaking
- Understanding Academic Work Values: An Exploratory Framework
- A Comprehensive Approach Toward Understanding the University Contribution to Society: A Taxonomy of the Literature on the Functional Missions of the University
- Applying Sequence Analysis in Higher Education Research: A Life Course Perspective on Study Trajectories
- Observation: A Neglected Data Collection Method in Higher Education Research
- Focus Groups Online: Practical Guidance for Higher Education Researchers in the Pandemic and Beyond Based on an Autoethnographic Reflection
- Decolonising Formative Assessment