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Who Is Shaping the Field? Doctoral Education, Knowledge Creation and Postsecondary Education Research in the United States

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Title: Who Is Shaping the Field? Doctoral Education, Knowledge Creation and Postsecondary Education Research in the United States
Language: English
Authors: Saunders, Daniel B., Kolek, Ethan A., Williams, Elizabeth A., Wells, Ryan S.
Source: Higher Education Research and Development. 2016 35(5):1039-1052.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Programs, Postsecondary Education, Research Methodology, Higher Education, Statistical Analysis, Doctoral Degrees, Graduate Students
Geographic Terms: California, California (Los Angeles), Indiana, Iowa, Maryland (College Park), Massachusetts, Michigan, Minnesota, New York, Ohio, Pennsylvania, Wisconsin
DOI: 10.1080/07294360.2016.1139552
ISSN: 0729-4360
Abstract: Previous research has found the field of higher education, particularly in the United States, is dominated by functionalist approaches, a preponderance of survey data, and the ubiquitous use of advanced quantitative methods to investigate educational phenomena. This descriptive study aims to illuminate why the field is constructed in this way. Given that researchers have found doctoral education to influence the way scholars think about, conduct and disseminate their research, we explore the educational histories of published authors in the field with the belief that examining the distribution of institutional affiliations among authors may shed light on the dominance of particular approaches to knowledge production within the field. Specifically, we examined doctoral institutional affiliations of authors published in three top-tier higher education journals in the United States from 2006 to 2010. Our analysis illuminates that knowledge produced in the field of higher education is highly concentrated among both authors and particular institutions. Our findings raise important questions about the social processes governing knowledge generation within the field--including questions about the extent to which such concentration is or is not desirable.
Abstractor: As Provided
Number of References: 33
Entry Date: 2016
Accession Number: EJ1112900
Database: ERIC
FullText Text:
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  Data: Who Is Shaping the Field? Doctoral Education, Knowledge Creation and Postsecondary Education Research in the United States
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22California+%28Los+Angeles%29%22">California (Los Angeles)</searchLink><br /><searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink><br /><searchLink fieldCode="DE" term="%22Iowa%22">Iowa</searchLink><br /><searchLink fieldCode="DE" term="%22Maryland+%28College+Park%29%22">Maryland (College Park)</searchLink><br /><searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink><br /><searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink><br /><searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink><br /><searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink><br /><searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
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  Data: 10.1080/07294360.2016.1139552
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  Data: 0729-4360
– Name: Abstract
  Label: Abstract
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  Data: Previous research has found the field of higher education, particularly in the United States, is dominated by functionalist approaches, a preponderance of survey data, and the ubiquitous use of advanced quantitative methods to investigate educational phenomena. This descriptive study aims to illuminate why the field is constructed in this way. Given that researchers have found doctoral education to influence the way scholars think about, conduct and disseminate their research, we explore the educational histories of published authors in the field with the belief that examining the distribution of institutional affiliations among authors may shed light on the dominance of particular approaches to knowledge production within the field. Specifically, we examined doctoral institutional affiliations of authors published in three top-tier higher education journals in the United States from 2006 to 2010. Our analysis illuminates that knowledge produced in the field of higher education is highly concentrated among both authors and particular institutions. Our findings raise important questions about the social processes governing knowledge generation within the field--including questions about the extent to which such concentration is or is not desirable.
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  Data: As Provided
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  Data: 33
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  Label: Entry Date
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  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1112900
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1112900
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      – SubjectFull: Doctoral Programs
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: Research Methodology
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      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Statistical Analysis
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      – SubjectFull: Doctoral Degrees
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      – SubjectFull: California
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      – SubjectFull: California (Los Angeles)
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      – SubjectFull: Indiana
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      – SubjectFull: Iowa
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      – SubjectFull: Maryland (College Park)
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      – SubjectFull: Michigan
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