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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How often are theories developed through empirical research into higher education? / Ashwin, Paul.
In: Studies in Higher Education, Vol. 37, No. 8, 12.2012, p. 941-955.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ashwin, P 2012, 'How often are theories developed through empirical research into higher education?', Studies in Higher Education, vol. 37, no. 8, pp. 941-955. https://doi.org/10.1080/03075079.2011.557426

APA

Ashwin, P. (2012). How often are theories developed through empirical research into higher education? Studies in Higher Education, 37(8), 941-955. https://doi.org/10.1080/03075079.2011.557426

Vancouver

Ashwin P. How often are theories developed through empirical research into higher education? Studies in Higher Education. 2012 Dec;37(8):941-955. Epub 2011 Aug 1. doi: 10.1080/03075079.2011.557426

Author

Ashwin, Paul. / How often are theories developed through empirical research into higher education?. In: Studies in Higher Education. 2012 ; Vol. 37, No. 8. pp. 941-955.

Bibtex

@article{f3418d97a8b34d098d5daaf9f65250cf,
title = "How often are theories developed through empirical research into higher education?",
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 ofdescription, 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 ofempirical research into higher education. In conclusion, four ways of promoting such a discursive gap in the reporting of research are discussed.",
keywords = "theory , methodology, languages of description , higher education, data analysis",
author = "Paul Ashwin",
note = "The final, definitive version of this article has been published in the Journal, Studies in Higher Education, 37 (8), 2012, {\textcopyright} Informa Plc",
year = "2012",
month = dec,
doi = "10.1080/03075079.2011.557426",
language = "English",
volume = "37",
pages = "941--955",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "8",

}

RIS

TY - JOUR

T1 - How often are theories developed through empirical research into higher education?

AU - Ashwin, Paul

N1 - The final, definitive version of this article has been published in the Journal, Studies in Higher Education, 37 (8), 2012, © Informa Plc

PY - 2012/12

Y1 - 2012/12

N2 - 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 ofdescription, 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 ofempirical research into higher education. In conclusion, four ways of promoting such a discursive gap in the reporting of research are discussed.

AB - 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 ofdescription, 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 ofempirical research into higher education. In conclusion, four ways of promoting such a discursive gap in the reporting of research are discussed.

KW - theory

KW - methodology

KW - languages of description

KW - higher education

KW - data analysis

U2 - 10.1080/03075079.2011.557426

DO - 10.1080/03075079.2011.557426

M3 - Journal article

VL - 37

SP - 941

EP - 955

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 8

ER -