Quasi-Experimental Methods: Principles and Application in Higher Education Research

Abstract

Education researchers have been urged to utilize causal inference methods to estimate the policy effect more rigorously. While randomized controlled trials (RCTs) are the gold standard for assessing causality, RCTs are infeasible in some educational settings, particularly when ethical concerns or high cost are involved. Quasi-experimental research designs are the best alternative approach to study educational topics not amenable to RCTs, as they mimic experimental conditions and use statistical techniques to reduce bias from variables omitted in the empirical models. In this chapter, we introduce and discuss the core concepts, applicability, and limitations of three quasi-experimental methods in higher education research (i.e., difference-in-differences, instrumental variables, and regression discontinuity). By introducing each of these techniques, we aim to expand the higher education researcher's toolbox and encourage the use of these quasi-experimental methods to evaluate educational interventions.

Citation

Kim, H. and Clasing-Manquian, P. (2023), "Quasi-Experimental Methods: Principles and Application in Higher Education Research", Huisman, J. and Tight, M. (Ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 9), Emerald Publishing Limited, Leeds, pp. 43-62. https://doi.org/10.1108/S2056-375220230000009003