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This book is for anyone who wishes to improve university teaching and learning through systematic inquiry. It provides advice, but also a constructive critique of research methods and, in turn, the authors also make a contribution to the theories of research methodology.
Topics covered include ontology, epistemology and engagement with academic literature, as well as research design approaches and methods of data collection. There is a keen focus on quality in both the analysis and evaluation of research and new models are proposed to help the new researcher. The authors conclude by examining the challenges in getting work published and close with some words on quality of thought and action.
The ideas in the book come from the authors' extensive experience in teaching research methods courses in higher education, health and the corporate sector, as well as several empirical research projects that have helped provide a methodology for higher education. It will be of particular interest to postgraduate students, academic developers and experienced academics from a wide variety of disciplines.
List of contents
Acknowledgements
Forward
Figures and tables
Introduction
1. The study of higher education
2. Ontology and epistemology
3. Qualitative research approaches
4. Survey and other quantitative approaches
5. Research methods
6. The single case
7. Research tools
8. Engaging with the literature
9. Qualitative data analysis
10. Evaluating qualitative research
12. Endnote on writing and publishing
Final words
Appendix A
About the author
Ben Kei Daniel is Associate Professor in Higher Education at the University of Otago, New Zealand, where he teaches research methodology (quantitative, qualitative and mixed methods) and educational technology. He is the convenor for educational technology for the university.
Tony Harland is Professor of Higher Education at the University of Otago, New Zealand. His main research interest is in the purposes of a university education. Tony teaches qualitative research methods and other topics such as learning theory, leadership and peer review.
Summary
This book is for anyone who wishes to improve university teaching and learning through systematic inquiry. It provides advice but also a constructive critique of research methods and, in turn, the authors also make a contribution to the theories of research methodology.
