Research on higher education: a perspective on the relations between Higher Education Studies and Discipline-Based Education Research

Roux, Kate le; Taylor, Dale L.; Kloot, Bruce; Allie, Saalih

doi:10.1080/13562517.2019.1634538

Cited by 15 publications

(9 citation statements)

References 42 publications

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“…There are some general findings: there are similarities of the spatial distributions of the two systems, and the average overall performances of higher education are relatively higher than those of science popularization system, demonstrating that higher education performances are spatially related to science popularization performances, and higher education in the Yangtze River Economic Belt performs relatively better than science popularization. This is a new finding with no previous studies revealing this; such difference can be interpreted by the tradition of Chinese culture where education is always highly emphasized, and more resources are likely to be allocated in education [ 62 ]; besides, it is more possible for higher education system to use science popularization in order to enhance its overall performance, while there are comparatively fewer opportunities for science popularization system to use higher education to enhance the performances, which is also supported by former studies [ 63 , 64 ]. In specific, the spatial distributions of the average overall performances of the two systems show slight differences: (1) for the higher education system, the generally believed regions with advantages in education (Sichuan, Hubei, Jiangsu, Shanghai, and Zhejiang) still maintained the competitiveness in higher education.…”

Section: Resultsmentioning

confidence: 55%

Higher education and science popularization: Can they achieve coordinated growth?

Geng

Yan

2021

PLoS ONE

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This study aims to explore whether higher education and science popularization can achieve coordinated growth with temporal and spatial characteristics. Selecting the provincial regions of the Yangtze River Economic Belt in China as cases with data from the national statistics administrations (such as China Statistical Yearbook), this study uses entropy weight analysis, TOPSIS, GM(1,1) gray prediction methods and coupling coordination degree model to evaluate the coordinated growth status. The key findings are: (1) the annual budget per student, and the number of science and technology museums affect both systems more obviously; (2) the overall performances of science popularization fluctuate more obviously than those of higher education; (3) the coordinated growth performances of the two systems in most regions remain mild fluctuations and keep relatively stable coordinated status, however, temporal and spatial variation tendencies do exist among regions. Therefore, corresponding countermeasures should be implemented: generally, national authority needs to involve in coordination activities among regions; the regions with satisfactory coordinated growth performances need more creative approaches to maintain the coordinated growth interactions; the regions at the transitioning status need to prevent the grade decline and upgrade the performances; the regions with lagging performances need to stop the decline and reduce the gaps with others. The novelties include analyzing the coordinated growth interaction mechanism between the two, selecting indices to assess the abstract interaction mechanism precisely, proposing suggestions based on temporal and spatial comparisons of the coordinated growth performances, etc.

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Section: Resultsmentioning

confidence: 55%

Higher education and science popularization: Can they achieve coordinated growth?

Geng

Yan

2021

PLoS ONE

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“…Higher education studies is unusualas a field or disciplinein that those contributing are spread all over the academy, in all disciplines and often in the university administration as well. This does have some disadvantages, including lack of communication between those focusing on higher education studies and those focusing on discipline-based educational research (le Roux et al 2019).…”

Section: ) Specific Research Methodsmentioning

confidence: 99%

Higher education: discipline or field of study?

Tight

2020

Tert Educ Manag

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Higher education, or more strictly higher education studies, is sometimes referred to as a discipline, though it is more often referred to as a field, sector or area for study. But what is a discipline and does higher education studies, at its current state of development, qualify as one? This article re-considers these matters and comes to some conflicting conclusions. The issue of whether higher education studies is, or is not, a discipline should probably, therefore, be regarded as still open for debate.

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“…Another angle could be to look at doctoral dissertations in the field. Other useful lines for interrogation could be to compare EER on this basis with other DBER fields, such as a recent study by le Roux et al (2021).…”

Section: Limitations and Future Research Opportunitiesmentioning

confidence: 99%

Productive tensions? Analyzing the arguments made about the field of engineering education research

Klassen

Case

2021

J of Engineering Edu

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Background: A body of literature has arisen analyzing and legitimating the emerging field of engineering education research (EER). Using concepts from the sociology of knowledge, EER can be described as a region because it has relationships both to other academic fields and to its field of practice. Of interest is the strength of boundaries between these fields, described by the sociologist Bernstein's concept of classification. Purpose/Hypothesis: This study addresses the research questions: (1) How, when and by whom are arguments made to strengthen or weaken the boundaries, first between EER and other academic fields and second between EER and engineering teaching? (2) How do these arguments change across time and national contexts? Design/Method: Drawing on a survey of 21 EER experts, this sociological discourse analysis focuses on a purposive dataset of 17 papers from 2000 to 2020. Results: The study identified three main arguments in this literature, favoring: (1) strong classification (a singular in sociological terms); (2a) a region linked outward to teaching practice; and (2b) a region linked inward to other social science disciplines. Conclusions:The argument for EER as a strongly classified field has served value in establishing legitimacy and associated resources in some contexts buthas not yet delivered a unique knowledge base for such legitimation. An alternative framing holds together the productive tension between two directions in which EER as a region can face: Looking inward to parent disciplines for theoretical and methodological direction and looking outward to the world of practice for meaningful problems to guide its studies.

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Research on higher education: a perspective on the relations between Higher Education Studies and Discipline-Based Education Research

Cited by 15 publications

References 42 publications

Higher education and science popularization: Can they achieve coordinated growth?

Higher education and science popularization: Can they achieve coordinated growth?

Higher education: discipline or field of study?

Productive tensions? Analyzing the arguments made about the field of engineering education research

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