NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1205267
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0307-5079
Legitimation, Professionalisation and Accountability in Higher Education Studies: An Intergenerational Story
Macfarlane, Bruce; Burg, Damon
Studies in Higher Education, v44 n3 p459-469 2019
The core themes of research into higher education studies (HES) have previously been identified through quantitative approaches focused on publication patterns, but there is a lack of fine-grained, qualitative analysis about the development of the field. This paper provides an intergenerational analysis of the emergence of HES in the UK since the 1960s drawing on autobiographical accounts. It reveals that many who conduct HES research retain a strong sense of disciplinary affiliation and regard its continuing epistemological health as closely linked to maintaining open borders with other disciplines. The professionalisation of the field is regarded as a mixed blessing bringing with it challenges with respect to maintaining an accessible approach to scholarship and communication with public and policy audiences. HES provides a case example of how a new academic subfield has undergone generational challenges in, respectively, seeking legitimacy, being professionalised and most recently responding to greater demands for accountability.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom