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West Ashley Library
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Phone: (843) 766-6635
Folly Beach Library
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Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 1 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
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Mt. Pleasant Library
9 a.m. - 8 p.m.
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
9 a.m. - 8 p.m.
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John L. Dart Library
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Phone: (843) 722-7550
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Phone: (843) 795-6679
Main Library
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Phone: (843) 805-6930
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"How We Know What We Know": A Systematic Comparison of Research Methods Employed in Higher Education Journals, 1996-2000 v. 2006-2010.
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- Author(s): Wells, Ryan S.; Kolek, Ethan A.; Williams, Elizabeth A.; Saunders, Daniel B.
- Source:
Journal of Higher Education. Mar/Apr2015, Vol. 86 Issue 2, following p171-195. 28p. 5 Charts. - Source:
- Additional Information
- Subject Terms:
- Abstract: This study replicates and extends a 2004 content analysis of three major higher education journals. The original study examined the methodological characteristics of all published research in these journals from 1996 to 2000, recommending that higher education programs adjust their graduate training to better match the heavily quantitative and statistically sophisticated journal content. We examine the same journals ' content from 2006 to 2010--one decade later--through the lens of knowledge production in higher education, and explore the ways that dominant modes of research may legitimize and/or delegitimize various forms of inquiry. Our findings reveal a field that continues to be dominated by quantitative methods and which is increasingly using more advanced statistical techniques. We discuss the tensions of a field more aligned with federal and state priorities and therefore better positioned to influence policy, but with a concomitantly contracted scope of and approach to inquiry. We also discuss implications for the training of graduate students, professionals, and policymakers as well as implications for publishing and researching other aspects of knowledge production in higher education. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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