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“How We Know What We Know”: A Systematic Comparison of Research Methods Employed in Higher Education Journals, 1996—2000 v. 2006—2010

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  • Ryan S. Wells
  • Ethan A. Kolek
  • Elizabeth A. Williams
  • Daniel B. Saunders

Abstract

This study replicates and extends a 2004 content analysis of three major higher education journals. The original study examined the methodological characteristics of all published research in these journals from 1996 to 2000, recommending that higher education programs adjust their graduate training to better match the heavily quantitative and statistically sophisticated journal content. We examine the same journals' content from 2006 to 2010—-one decade later—-through the lens of knowledge production in higher education, and explore the ways that dominant modes of research may legitimize and/or delegitimize various forms of inquiry. Our findings reveal a field that continues to be dominated by quantitative methods and which is increasingly using more advanced statistical techniques. We discuss the tensions of a field more aligned with federal and state priorities and therefore better positioned to influence policy, but with a concomitantly contracted scope of and approach to inquiry. We also discuss implications for the training of graduate students, professionals, and policymakers as well as implications for publishing and researching other aspects of knowledge production in higher education.

Suggested Citation

  • Ryan S. Wells & Ethan A. Kolek & Elizabeth A. Williams & Daniel B. Saunders, 2015. "“How We Know What We Know”: A Systematic Comparison of Research Methods Employed in Higher Education Journals, 1996—2000 v. 2006—2010," The Journal of Higher Education, Taylor & Francis Journals, vol. 86(2), pages 171-198, March.
    • Handle: RePEc:taf:uhejxx:v:86:y:2015:i:2:p:171-198
    DOI: 10.1080/00221546.2015.11777361
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    Cited by:

    1. Zolfagharian, Mohammadreza & Walrave, Bob & Raven, Rob & Romme, A. Georges L., 2019. "Studying transitions: Past, present, and future," Research Policy, Elsevier, vol. 48(9), pages 1-1.
    2. Louis J Gross & Rachel Patton McCord & Sondra LoRe & Vitaly V Ganusov & Tian Hong & W Christopher Strickland & David Talmy & Albrecht G von Arnim & Greg Wiggins, 2023. "Prioritization of the concepts and skills in quantitative education for graduate students in biomedical science," PLOS ONE, Public Library of Science, vol. 18(4), pages 1-12, April.
    3. Mio Takei & Stephen R. Porter & Paul D. Umbach & Junji Nakano, 2024. "Understanding Themes in Postsecondary Research Using Topic Modeling and Journal Abstracts," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(3), pages 510-551, May.
    4. Chrystal A. George Mwangi & Alberto F. Cabrera & Elizabeth R. Kurban, 2019. "Connecting School and Home: Examining Parental and School Involvement in Readiness for College Through Multilevel SEM," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 553-575, June.
    5. Darnell Cole & Joseph A. Kitchen & Adrianna Kezar, 2019. "Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(3), pages 392-413, May.

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