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

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Title: Research on higher education: a perspective on the relations between Higher Education Studies and Discipline-Based Education Research.
Authors: le Roux, Kate1 kate.leroux@uct.ac.za, Taylor, Dale L.1,2, Kloot, Bruce3, Allie, Saalih1,2
Source: Teaching in Higher Education. Jan2021, Vol. 26 Issue 1, p50-64. 15p.
Subject Terms: *Higher education research, *Engineering education, *Physics education (Higher), *Teaching, *Learning
Abstract: This paper offers a perspective on the relationship between communities that conduct research on teaching and learning in higher education, focusing on Higher Education Studies (HES) and science Discipline-Based Education Research (DBER). The paper responds to HES debates about the strength of its epistemological base and who belongs to that community, and to a perception that DBER is marginalized in the higher education research context. To explicate our perspective, we describe the origins and trajectories of Physics Education Research and Engineering Education Research, as exemplars of DBER. Using Turnbull, we conceptualize HES and these two exemplars as distinct knowledge spaces, with different histories, orthopraxes and participants, and hence different unifying principles, research foci and trust mechanisms. We conclude that HES, DBER and other higher education research communities stand to benefit from multidisciplinary engagement with each other, because of their different perspectives on the problems of higher education. [ABSTRACT FROM AUTHOR]
Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)
Database: Education Research Complete
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  Data: Research on higher education: a perspective on the relations between Higher Education Studies and Discipline-Based Education Research.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+in+Higher+Education%22">Teaching in Higher Education</searchLink>. Jan2021, Vol. 26 Issue 1, p50-64. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education+research%22">Higher education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education+%28Higher%29%22">Physics education (Higher)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink>
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  Data: This paper offers a perspective on the relationship between communities that conduct research on teaching and learning in higher education, focusing on Higher Education Studies (HES) and science Discipline-Based Education Research (DBER). The paper responds to HES debates about the strength of its epistemological base and who belongs to that community, and to a perception that DBER is marginalized in the higher education research context. To explicate our perspective, we describe the origins and trajectories of Physics Education Research and Engineering Education Research, as exemplars of DBER. Using Turnbull, we conceptualize HES and these two exemplars as distinct knowledge spaces, with different histories, orthopraxes and participants, and hence different unifying principles, research foci and trust mechanisms. We conclude that HES, DBER and other higher education research communities stand to benefit from multidisciplinary engagement with each other, because of their different perspectives on the problems of higher education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13562517.2019.1634538
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      – Code: eng
        Text: English
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      – SubjectFull: Higher education research
        Type: general
      – SubjectFull: Engineering education
        Type: general
      – SubjectFull: Physics education (Higher)
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      – SubjectFull: Teaching
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      – SubjectFull: Learning
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              Text: Jan2021
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