We note that there is a scarcity of methodological literature aimed at guiding Higher Education teachers wishing to conduct pedagogic research, despite the increasing value accorded to such research. This may be because pedagogic research in HE does not differ significantly from that in other educational settings; if this were so, HE teachers could usefully draw upon existing, largely schools-focused texts to inform their projects. However, we speculate that methodologies for pedagogic research in HE may be distinctive (even if the research methods used are not). We suggest that this distinctiveness arises from the particularities of the HE context, and from the specific roles and experiences--both personal and professional--of HE teachers. However, we conclude that the main defining feature of methodologies for pedagogic research in HE is their diversity, and the opportunities they offer to combine conventional educational research methodologies with HE teachers' disciplinary expertise and understandings.