Ashwin, Paul (2012) How often are theories developed through empirical research into higher education? Studies in Higher Education, 37 (8). pp. 941-955. ISSN 0307-5079
Full text not available from this repository.Abstract
This article reports on a review of empirical research published in selected higher education journals in 2008, which was focused on examining how often theories are developed through research. This review found relatively little evidence of theory development. Drawing on the notions of internal and external languages of description, it is argued that this is partly due to the lack of explicit conceptualisation of the object of research in the writing-up of higher education research, and the lack of a discursive gap between the ways in which research objects are conceptualised and the ways in which data are analysed in accounts of empirical research into higher education. In conclusion, four ways of promoting such a discursive gap in the reporting of research are discussed.
| Item Type: | Article |
|---|---|
| Journal or Publication Title: | Studies in Higher Education |
| Uncontrolled Keywords: | theory ; methodology ; languages of description ; higher education ; data analysis |
| Subjects: | L Education > L Education (General) |
| Departments: | Faculty of Arts & Social Sciences > Educational Research |
| ID Code: | 54815 |
| Deposited By: | ep_importer_pure |
| Deposited On: | 30 May 2012 15:20 |
| Refereed?: | Yes |
| Published?: | Published |
| Last Modified: | 28 Jan 2013 20:59 |
| Identification Number: | |
| URI: | http://eprints.lancs.ac.uk/id/eprint/54815 |
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