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, Bingley, pp. i-ix. https://doi.org/10.1108/S2056-375220200000006001

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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

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

Copyright © 2021 Emerald Publishing Limited

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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