Signature Concepts of Key Researchers in North American Higher Education Teaching and Learning

Autor/in	Kandlbinder, Peter
Titel	Signature Concepts of Key Researchers in North American Higher Education Teaching and Learning
Quelle	In: Higher Education: The International Journal of Higher Education and Educational Planning, 69 (2015) 2, S.243-255 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-014-9772-7
Schlagwörter	Higher Education; North Americans; Educational Research; Periodicals; Teaching Methods; Learning Processes; Concept Formation; Cooperation; Foreign Countries; Citations (References) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Concept learning; Begriffsbildung; Co-operation; Kooperation; Ausland; Citations; Zitat
Abstract	Universities in the English-speaking world share a common ancestry that extends back to medieval times. From these beginnings universities quickly developed distinctive qualities as they became integrated within different social and cultural systems of their home societies. A number of comparisons of higher education research have shown major differences developed between North American and non-North American higher education literature inviting conclusions that higher education research communities are largely separate. Drawing on Bourdieu's concept of empirical field research this paper reviews the research literature in three North American journals focused on higher education teaching and learning to identify six researchers who the journals' authors consider central to the field. A second level analysis of the citations within this literature revealed that these researchers were associated with developing five distinctive signature concepts used by authors to support their arguments about higher education teaching and learning. By comparing the five signature concepts of the North American field of higher education teaching and learning with the five signature concepts of the non-North American literature this study concludes that there is some, albeit small, conceptual common ground on which to build collaboration between the two distinctive research fields. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01