Prelims
Theory and Method in Higher Education Research
ISBN: 978-1-80043-321-2, eISBN: 978-1-80043-320-5
ISSN: 2056-3752
Publication date: 9 November 2020
Citation
(2020), "Prelims", Huisman, J. and Tight, M. (Ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 6), Emerald Publishing Limited, Leeds, pp. i-ix. https://doi.org/10.1108/S2056-375220200000006001
Publisher
:Emerald Publishing Limited
Copyright © 2021 Emerald Publishing Limited
Half Title Page
Theory and Method in Higher Education Research
Series Title Page
Theory and Method in Higher Education Research
Series editors: Jeroen Huisman and Malcolm Tight
Recent Volumes:
Volume 1: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2015 |
Volume 2: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2016 |
Volume 3: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2017 |
Volume 4: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2018 |
Volume 5: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2019 |
Title Page
THEORY AND METHOD IN HIGHER EDUCATION RESEARCH VOLUME 6
Theory and Method in Higher Education Research
Edited by
Jeroen Huisman
Ghent University, Belgium
Malcolm Tight
Lancaster University, UK
United Kingdom – North America – Japan India – Malaysia – China
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Emerald Publishing Limited
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First edition 2021
Copyright © 2021 Emerald Publishing Limited
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A catalogue record for this book is available from the British Library
ISBN: 978-1-80043-321-2 (Print)
ISBN: 978-1-80043-320-5 (Online)
ISBN: 978-1-80043-322-9 (Epub)
ISSN: 2056-3752
List of Contributors
Siân Alsop | Coventry University, UK |
Brett Bligh | Lancaster University, UK |
Eliel Cohen | Imperial College, UK |
Daniela Crăciun | University of Twente – CHEPS, The Netherlands |
Stéphane Farenga | University of Hertfordshire, UK |
Genie Giaimo | Middlebury College, USA |
Catherine Hasted | University of Cambridge, UK |
Pearl Hindley | University of Auckland, Aotearoa/New Zealand |
Riikka Hofmann | University of Cambridge, UK |
Sarah Horrod | St George's, University of London, UK |
Virginia King | Coventry University, UK |
Queenie K. H. Lam | Ghent University, Belgium/University of Kassel, Germany |
Nancy November | University of Auckland, Aotearoa/New Zealand |
Kata Orosz | Central European University, Austria |
Sarah O'Shea | Curtin University/University of Wollongong, Australia |
Vassiliki Papatsiba | University of Sheffield, UK |
Viorel Proteasa | West University of Timisoara, Romania |
Mona Sakr | Middlesex University, UK |
Sean Sturm | University of Auckland, Aotearoa/New Zealand |
Malcolm Tight | Lancaster University, UK |
Ema Wolfgramm-Foliaki | University of Auckland, Aotearoa/New Zealand |
Xiaoyu Xu | City University of Hong Kong, Hong Kong |
Editorial Introduction
This is the 2020 volume in the annual series Theory and Method in Higher Education Research, which we launched in 2013 in the belief that there was a need to provide a forum specifically for higher education researchers to discuss issues of theory and method. So far, we have published around 100 chapters.
This volume has a somewhat greater focus on theoretical issues. Some chapters address both theoretical and methodological themes. Farenga combines co-participation theory and artful inquiry method and Hofmann discusses cultural-historical activity theory and combines this with methodological perspectives on finding differences and similarities in data.
Amongst the chapters focusing primarily on theory, Hasted and Bligh address relational working, Sakr applies Deleuzian theory to the student experience, Horrod combines Bernstein's theoretical insights with critical discourse studies, Lam analyses the use of the concept/theory of framing in higher education and O'Shea combines the perspectives of Sen and Bourdieu to investigate participation and persistence.
In terms of method and methodology, contributions consider talanoa as a research methodology (Hindley et al.), the use of instrumental variables (Orosz et al.) and corpus linguistics (Alsop et al.). The latter two contributions focus on quantitative methods.
Two contributions are of a slightly different nature. Tight reviews the literature on quality assurance and management in higher education and Papatsiba and Cohen analyze the epistemic contents of Research Excellence Framework impact case studies.
Interestingly, in this volume, authors from Anglo-Saxon backgrounds are overrepresented (UK, New Zealand and Australia). Two papers are written by authors based in continental Europe.
Anyone interested in contributing a chapter to a future volume is invited to get in touch with either, but preferably both, of the editors.
Jeroen Huisman
Malcolm Tight
Series Editors
- Prelims
- Theorising Practices of Relational Working across the Boundaries of Higher Education
- Uses of Corpus Linguistics in Higher Education Research: An Adjustable Lens
- Dialogues with Data: Generating Theoretical Insights from Research on Practice in Higher Education
- The Use of Instrumental Variables in Higher Education Research
- Participatory Pedagogy and Artful Inquiry: Partners in Researching the Student Experience
- Rolling Out the Mat: A Talanoa on Talanoa as a Higher Education Research Methodology
- Rethinking Diversity: Combining Sen and Bourdieu to Critically Unpack Higher Education Participation and Persistence
- Deleuzian Approaches to Researching Student Experience in Higher Education
- Investigating Policy Processes and Discourses in Higher Education: The Theoretical Complementarities of Bernstein's Pedagogic Device and Critical Discourse Studies
- Framing Theory for Higher Education Research
- Research into Quality Assurance and Quality Management in Higher Education
- Knowledge with Impact in Higher Education Research