Research Methods (284 items)To section archive
The starting point for this inductive study is to determine, through a search of studies, what critical viewpoints in terms of research are delivered, based on experiences, observations and evaluation, concerning the Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38 papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning highlighted in three themes. The findings are further discussed in terms of knowledge and curriculum development for the future and the advancement of European higher education policy and beyond on equal terms. The article suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bologna Process.
Updated: Sep. 12, 2019
This literature review aims to examine the use of action research in higher education. It examines pedagogical research as a field of study. It also considers student engagement. The authors conclude that action research has produced important changes in practice. However, it needs to continue to evolve and respond to the limitations identified in this review.
Updated: Oct. 07, 2018
This paper introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). The authors developed a conceptual framework, based on a threefold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. They apply this framework to a case study action research project, Debt on Teesside, working with low-income households in North East England. They aimed to show what kinds of individual, organizational and social changes were generated in this particular case, and what conceptual framework might be useful for organising and understanding co-impact.
Updated: Sep. 06, 2018
This paper explains what clinical research is and why it is necessary. The author argues that the term ‘clinical’ refers to an academic way of solving practical problems. The author wonders whether clinical research contribute to knowledge for the teaching profession. She suggests that the (tacit) knowledge acquired in classrooms enables researchers to perceive more relevant factors in practice and enables them to understand the problems of teaching better. She concludes that clinical research is a type of action research in the sense that it acknowledges the epistemic function of doing, thus emphasizing the need for integrating scholarship and craftsmanship.
Updated: Aug. 15, 2018