Description
Book SynopsisHigher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies is being applied.
This volume of Theory and Method in Higher Education Research explores theories such as student development theory, critical race theory applied to international students, critical language theory and linguistic approaches to higher education research. Additionally, methodological contributions include chapters on quasi-experimental methods, arts-based research and reflective dialogues.
Including contributors from Sweden, Finland, Japan, the US, and the UK, the chapter authors present international perspectives on the application and development of theory and methodology in researching higher education.
Table of ContentsChapter 1. Toward the consolidation of student development theory: Development, issues, and critiques; Toru Kawai
Chapter 2. Not a citizen but a student: International student critical race theory (IntlCrit) framework; HyeJin Tina Yeosss
Chapter 3. Quasi-experimental methods: Principles and application in higher education research; Heeyun Kim and Paula Clasing-Manquian
Chapter 4. Research as an experience: A reflective exploration of art-based research and poetry for researching experiences; Felipe Sánchez
Chapter 5. Prioritising respondents’ concerns, beliefs and perceptions over those of researchers: Constructivist theory and research methods; Marie-Louise Österlind, Pam Denicolo, and Britt-Marie Apelgren
Chapter 6. Internationalization and language protection through the lens of the critical language theory; Anna Björnö
Chapter 7. Using reflective dialogues to explore pedagogies in higher education; Lauren Clark
Chapter 8. From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research; Jane Andrews, Richard Fay, Zhuo Min Huang, and Ross White
Chapter 9. The development of higher education journals, 2000-2020; Malcolm Tight
