Does Higher Education Research Need Revisions?

Abstract

Quantitative studies, especially small-scale statistical probes, have become the dominant and preferred mode of inquiry in higher education research. But criticisms of this methodological monism are mounting. The article examines the presuppositions of the prevailing mode and describes the several strands of criticism, noting how education and social research have changed in the past four decades. The article also contains suggestions for improving research in the field of higher education.