The value of the grounded theory approach to inquiry for the study and practice of higher education is discussed. It is suggested that there is a need to identify approaches to inquiry that maintain scientific validity while revealing meaningful responses to the complex problems of higher education. An approach that may be employed for this purpose is Glaser and Strauss's constant comparative method, which is designed to inductively generate grounded theory (i.e., based on data obtained from the field). The current debate over the processes that may be used in conducting legitimate inquiry is briefly reviewed. It is claimed that most challenges facing higher education researchers and practitioners are so complex that they require knowledge unobtainable through the use of traditional scientific approaches. Benefits of the grounded theory approach, which is a qualitative method, are noted as follows: (1) it usually involves collaboration by researchers and practitioners in identifying strategies for dealing with complex problems; and (2) the investigators are involved in the social situation under study. It is suggested that in using this approach the investigator needs to account for the often subjective nature of the data. (SW)