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How often are theories developed through empirical research into higher education?

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

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    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
    Additional Information: The final, definitive version of this article has been published in the Journal, Studies in Higher Education, 37 (8), 2012, © Informa Plc
    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: 22 Oct 2014 09:03
    Identification Number:
    URI: http://eprints.lancs.ac.uk/id/eprint/54815

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