Research in higher education could be more useful, innovative and better designed if we were clearer about the philosophical and epistemological basis of the theories that underlie our research methods. People who have to interpret research would do a better job if they were able to interrogate research more critically and appreciate its strengths and weaknesses. This volume provides this information for an audience of researchers, policymakers, students and lecturers in higher education.



The authors seek to create a dialogue with the reader about...