Reflecting on the Value of Vignettes in Higher Education Research: Toward a Preliminary Typology to Guide Future Usage

Autor/inn/en	Jasinski, Lisa; Nokkala, Terhi; Juusola, Henna
Titel	Reflecting on the Value of Vignettes in Higher Education Research: Toward a Preliminary Typology to Guide Future Usage
Quelle	In: European Journal of Higher Education, 11 (2021), S.522-536 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jasinski, Lisa) ORCID (Nokkala, Terhi) ORCID (Juusola, Henna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2021.1999841
Schlagwörter	Vignettes; Educational Research; Educational Benefits; Research Methodology; Interdisciplinary Approach; Higher Education; Classification; Research Design; Objectives; Participant Characteristics; Data Collection; Audiences + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Bildungsertrag; Research method; Forschungsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Classification system; Klassifikation; Klassifikationssystem; Forschungsdesign; Goal definition; Zielsetzung; Data capture; Datensammlung; Spectator; Zuschauer
Abstract	When conceived of as both a research strategy and mode to present findings, vignettes can be combined with various qualitative methodologies in higher education research. Rather than being a discipline unto itself, higher education research is best understood as a multi and cross-disciplinary field of study that, we contend, is made richer by its diverse perspectives and methodological eclecticism. Drawing examples from higher education research and other fields, we seek to create a typology to guide higher education scholars through decisions about how, when, and why to use vignettes in their work. Based on our own experience incorporating vignettes in our research, we reflect upon the consequences of these choices for scholars, participants, and studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01