Half Title Page
Theory and Method in Higher Education Research
Series Title Page
Theory and Method in Higher Education Research
Series Editors: Jeroen Huisman and Malcolm Tight
Recent Volumes:
| Volume 1: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2015 |
| Volume 2: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2016 |
| Volume 3: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2017 |
| Volume 4: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2018 |
| Volume 5: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2019 |
| Volume 6: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2020 |
| Volume 7: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2021 |
| Volume 8: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2022 |
| Volume 9: | Theory and Method in Higher Education Research. Edited by Jeroen Huisman and Malcolm Tight; 2023 |
Title Page
Theory and Method in Higher Education Research Volume 10
Theory and Method in Higher Education Research
Edited By
Jeroen Huisman
Ghent University, Belgium
And
Malcolm Tight
Lancaster University, UK
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Publishing Limited
Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL
First edition 2025
Editorial matter and selection © 2025 Jeroen Huisman and Malcolm Tight.
Published under exclusive licence by Emerald Publishing Limited.
Individual chapters © 2025 by Emerald Publishing Limited.
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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licencing Agency and in the USA by The Copyright Clearance Centre. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-83608-717-5 (Print)
ISBN: 978-1-83608-716-8 (Online)
ISBN: 978-1-83608-718-2 (Epub)
ISSN: 2056-3752 (Series)
List of Contributors
| Monia Anzivino | University of Trento, Italy |
| Victoria A. Bauer | Leibniz University Hannover, Germany |
| Richard Budd | Lancaster University, UK |
| Kristyna Campbell | University College London, UK |
| Louise Drumm | Edinburgh Napier University, UK |
| Irina V. Gewinner | Leibniz University Hannover, Germany |
| Elisabeth Hovdhaugen | Nordic Institute for Studies of Innovation, Research and Education, Norway |
| Jeroen Huisman | Ghent University, Belgium |
| Nathalie Ann Köbli | University of Vienna, Austria |
| Mara Osterburg | German Center for Higher Education and Science Research (DZHW), Germany |
| Karlijn Soppe | Utrecht University, The Netherlands |
| Malcolm Tight | Lancaster University, UK |
Editorial Introduction
This is the 2024 volume in the annual series Theory and Method in Higher Education Research, which we launched in 2013 in the belief that there was a need to provide a forum specifically for higher education researchers to discuss issues of theory and method.
Four contributions in this volume are theoretical or conceptual. Budd reflects on the use of the ‘landscape’ metaphor by higher education scholars; Bauer offers a holistic framework for analysing student behaviour; Gewinner, Bauer and Osterburg address gendered career choices in STEM; and Köbli argues that Bourdieu's theory could be enriched with insights from posthumanist theorising.
Methodological contributions include those of Hovdhaugen and Anzivino on measuring student departure, Soppe and Huisman on the use and pitfalls of replication studies, whereas both Campbell and Tight offer reflections on autoethnography in higher education research.
One contribution addresses both theoretical and methodological issues. Drumm explains the relevance of the rhizome perspective in higher education research.
As in previous years, this volume displays an international authorship, although this time we ‘only’ have contributions from European scholars. Authors stem from the United Kingdom (4), Germany (3), Belgium (1), the Netherlands (1), Austria (1), Norway (1) and Italy (1).
Anyone interested in contributing a chapter to a future volume is invited to get in touch with Malcolm Tight.
Jeroen Huisman and Malcolm Tight
