Prelims
Theory and Method in Higher Education Research
ISBN: 978-1-78769-278-7, eISBN: 978-1-78769-277-0
ISSN: 2056-3752
Publication date: 12 November 2018
Citation
(2018), "Prelims", Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 4), Emerald Publishing Limited, Leeds, pp. i-xi. https://doi.org/10.1108/S2056-375220180000004001
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
Half Title Page
THEORY AND METHOD IN HIGHER EDUCATION RESEARCH
Series 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 |
Title Page
THEORY AND METHOD IN HIGHER EDUCATION RESEARCH VOLUME 4
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
Copyright Page
Emerald Publishing Limited
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First edition 2019
Copyright © 2019 Emerald Publishing Limited
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A catalogue record for this book is available from the British Library
ISBN: 978-1-78769-278-7 (Print)
ISBN: 978-1-78769-277-0 (Online)
ISBN: 978-1-78769-279-4 (Epub)
ISSN: 2056-3752 (Series)
List of Contributors
| Andrea Abbas | Department of Education, University of Bath, UK |
| Bruno Broucker | Education Office, Institute of Tropical Medicine, Belgium |
| Jasperina Brouwer | Department Educational Science/Faculty of Behavioural and Social Sciences, University of Groningen, The Netherlands |
| Nicole Brown | Department of Culture, Communication and Media, UCL Institute of Education, UK |
| Célia Elizabete Caregnato | Department of Curriculum and Teaching, Faculty of Education, Universidade Federal do Rio Grande do Sul, Brasil |
| Michael Donnelly | Department of Education, University of Bath, UK |
| Andreas Flache | Department of Sociology/Faculty of Behavioural and Social Sciences, University of Groningen, The Netherlands |
| Adriaan Hofman | Department of Teacher Education/Faculty of Behavioural and Social Sciences, University of Groningen, The Netherlands |
| Kenneth Horvath | Department of Sociology, University of Lucerne, Switzerland |
| Lyz Howard | Department of Education, Sport and Culture, University College Man, Isle of Man |
| Jeroen Huisman | Department of Sociology, Ghent University, Belgium |
| Ellen Jansen | Department of Teacher Education/ Faculty of Behavioural and Social Sciences, University of Groningen, The Netherlands |
| Sal Jarvis | Office of the Vice Chancellor, University of Hertfordshire, UK |
| Jennifer Leigh | Centre for the Study of Higher Education, University of Kent, UK |
| Denise Leite | Postgraduate Program in Education/Faculty of Education, Universidade Federal do Rio Grande do Sul, Brasil |
| Melinda Lewis | Division of Learning and Teaching, Charles Sturt University, Australia |
| Jason M. Lodge | School of Education, The University of Queensland, Australia |
| Bernardo Sfredo Miorando | Postgraduate Program in Education/Faculty of Education, Universidade Federal do Rio Grande do Sul, Brasil |
| Fabian Mundt | Department of Philosophy and History of Education, University of Education Karlsruhe, Germany |
| Adriana Perez-Encinas | Department of Business Organization, Faculty of Business and Economics, Universidad Autónoma de Madrid, Spain |
| Isabel Pinho | Research Unit on Governance, Competitiveness and Public Policies (GOVCOPP), Universidade de Aveiro, Portugal |
| Rosanne Quinnell | School of Life and Environmental Sciences, The University of Sydney, Australia |
| Jesus Rodriguez-Pomeda | Department of Business Organization, Faculty of Business and Economics, Universidad Autónoma de Madrid, Spain |
| Malcolm Tight | Department of Educational Research, Lancaster University, UK |
| Stevie Upton | School of Geography and Planning, Cardiff University, UK |
| Jef C. Verhoeven | Centre for Sociological Research, KU Leuven, Belgium |
| Frans A. van Vught | Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands |
| Jarrett B. Warshaw | Department of Educational Leadership & Research Methodology, Florida Atlantic University, USA |
| Marijk C. van der Wende | Faculty of Law, Economics and Governance, Utrecht University, the Netherlands |
| Don F. Westerheijden | Center for Higher Education Policy Studies (CHEPS), University of Twente, the Netherlands |
| Kurt De Wit | Data Management Unit – Education Policy Office, KU Leuven, Belgium |
Editorial Introduction
This is the 2018 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 75 chapters.
In this volume, there is a somewhat greater focus on methodological issues, but there are a couple of chapters engaging primarily with theory (or a mixture of theory and concepts).
Amongst the chapters focusing primarily on theory, Donnelly and Abbas discuss key concepts of Basil Bernstein’s theoretical work, Van Vught et al. develop system differentiation theory, Lodge and Lewis address the threshold concept literature and Tight discusses the use of the concepts of human and social capital in the higher education literature.
In terms of method and methodology, contributions consider topic modelling (Perez-Encinas & Rodriguez-Pomeda), network analysis (Leite et al.), document analysis (Warshaw & Upton), geometric data analysis (Mundt & Horvath), creativity and playfulness in research (Brown & Leigh), autoethnography (Howard), grounded theory methods (Jarvis) and longitudinal network analysis (Brouwer et al.).
We also included a chapter that took stock of research carried out on higher education within a relatively small country (Broucker et al.).
The international nature of researchers’ interest in theory and method is clear with authors being based in Brazil, Belgium, Germany, the Netherlands, Spain, the UK, the US and Portugal.
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
- Using the Sociology of Basil Bernstein in Higher Education Research
- A Probabilistic Approach to Studies in Higher Education
- Refocusing Threshold Concepts: Surfacing and Attending to Student Misconceptions as a Necessary (and Safer) Form of Liminal Learning
- Creativity and Playfulness in Higher Education Research
- Capturing Hybrid Institutional Logics in Higher Education: Qualitative Document Analysis as Methodological Approach
- Globalisation and Differentiation in Higher Education Systems
- Exploring the Complex Social Spaces of Higher Education: On the Uses and Challenges of Geometric Data Analysis and Topological Approaches
- Methodological Tracks to Study Research Collaboration Networks in Higher Education
- Longitudinal Peer Network Data in Higher Education
- Casting the ‘Net’ in Autonetnography: Exploring the Potential for Analytic Autonetnography as an Emerging e-Research Methodology
- Practice-focused, Constructivist Grounded Theory Methodology in Higher Education Leadership Research
- Human and Social Capital and Their Application in Higher Education Research
- The State of the Art of Higher Education Research on Flanders
- Index