共查询到19条相似文献，搜索用时 125 毫秒
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《质的研究及其设计》是质的研究中十分重要的一本著作,从研究方法的角度看,对院校研究的开展亦很有助益。院校研究中,定量研究是长期、普遍甚或主要的方法,质的研究则可以其独特的优势弥补定量研究的局限,成为院校研究的重要方法。质的研究在文献综述、问题陈述、材料收集等方面为院校研究提供了诸多启示,其五种研究传统皆可成为院校研究的具体方法。运用质的研究方法,将为院校研究开辟一个新的天地。 相似文献
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如果建立了质的研究范式就可以建立起中国高等教育管理学科的体系。院校研究本质上是一种质的研究范式,其特征是对中国高等院校进行质的研究。院校研究与中国高等教育管理研究范式就建立起了一种交集:质的研究范式。院校研究是中国高等教育管理研究范式转型的可能选择之一。院校研究有可能推动中国高等教育管理学的学科的发展。 相似文献
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院校研究作为一个新领域,在当前我国的高等教育研究中正受到越来越多的关注。院校研究的方法,长期以来,由于受实证主义思想的影响,人们都偏向并倚重定量研究的方法。实际上,作为社会科学范畴的院校研究毕竟不同于自然科学研究,应该发展适合自己特征的研究方法。质的研究作为一种与量化研究有明显差别的研究范式,20世纪60年代以来在国外的教育研究领域中,受到越来越多的重视。近年来,质的研究方法在我国的台湾和香港地区已有一些介绍和运用。有学者对香港教育学报1986年至1994年发表的文章所用的方法作了统计和分析,结果表明,运用质的研究方法的研究有上升的趋势。其在内地的教育研究领域中的运用还相当薄弱,没有受到应有的重视。本文拟通过对院校研究性质和特点的认识,探讨质的研究方法在院校研究中的运用,以为方兴未艾的院校研究提供一个新的研究视角和方法。 相似文献
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院校研究的性质与特征 总被引：21，自引：0，他引：21
院校研究就是在一定理论观照下 ,应用科学的方法和程式 (特别是定量分析的方法和程式 ) ,对单个高等院校运行中的实际问题进行分析评估论证 ,从而直接服务于该校管理决策的一种研究范式。院校研究在内容和范围方面的最大特点是多样性 ;从研究对象上看 ,院校研究是一种个案研究 ;从任务上看 ,院校研究旨在研究特定院校的特定问题 ;从方法上看 ,院校研究的主要特点是科学性和定量化 ;从主体方面看 ,院校研究具有专业性和制度性的特点 ;从功能上看 ,院校研究表现出直接性和全面性的特点 相似文献
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论院校研究中的若干关系 总被引：2，自引：0，他引：2
推进院校研究,学校领导要进一步提高认识,认识到院校研究与学校领导者的关系,犹如"汽车表盘"与"驾驶员"的关系。院校研究者要处理好理论与实践的关系,认识实践具有紧迫性、动态性、模糊性、总体性等特点,从而把握实践研究的规律性;处理好量的研究和质的研究的关系,认识到定量研究与质的研究互为补充,应根据研究的需要选取合适的研究方法;处理好中立性与服务性的关系,坚守自己的职责,以强烈的奉献精神和严谨科学的工作态度,做好院校研究工作。 相似文献
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近十五年国内对“质的研究方法”的研究与应用情况综述 总被引：1，自引：0，他引：1
本文从文献内容、文献结构、质的研究方法的定义、质的研究方法的特征、与定性研究及定量研究的关系、在各种研究中的运用等六个方面对近十五年来国内关于＂质的研究方法＂的文献进行梳理和分析,认为国内对＂质的研究方法＂的研究与应用还流于表面形式,研究的深度和广度都有待挖掘。在今后的研究中,应注重对质的研究方法运用的过程进行探讨,并注重研究内容与研究方法等的创新。 相似文献
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本文在分析了教育技术的研究对象和特点,以及质的研究方法的基础上,主要探讨了质的研究方法在教育技术中的重要地位和作用,通过对教育技术的方法论层次的学科进行探讨,简要阐述了质的研究对于教育技术学科课程设置的作用和帮助. 相似文献
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韩梅 《语文学刊:高等教育版》2015,(3):22-23,37
本文简要评述了应用语言学研究领域中的一部新作——《应用语言学研究的质性研究方法》。全书探讨了应用语言学研究中的质性研究方法和重点研究话题,深入浅出,有理有据,研究方法和具体实例相结合,阐述与展现了质性研究的整个过程,有助于应用语言学领域的深入发展和研究,进一步推动了实证研究的开展。 相似文献
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Assumptions underlying quantitative and qualitative research: Implications for institutional research 总被引：1，自引：0，他引：1
Russel S. Hathaway 《Research in higher education》1995,36(5):535-562
For institutional researchers, the choice to use a quantitative or qualitative approach to research is dictated by time, money, resources, and staff. Frequently, the choice to use one or the other approach is made at the method level. Choices made at this level generally have rigor, but ignore the underlying philosophical assumptions structuring beliefs about methodology, knowledge, and reality. When choosing a method, institutional researchers also choose what they believe to be knowledge, reality, and the correct method to measure both. The purpose of this paper is to clarify and explore the assumptions underlying quantitative and qualitative research. The reason for highlighting the assumptions is to increase the general level of understanding and appreciation of epistemological issues in institutional research. Articulation of these assumptions should foster greater awareness of the appropriateness of different kinds of knowledge for different purposes. 相似文献
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Elvira J. Abrica 《Community College Journal of Research & Practice》2013,37(12):880-890
ABSTRACTIn this paper, I argue that researcher reflexivity, a common qualitative practice, is a specific tool that institutional research professionals endeavoring to conduct qualitative research studies involving Students of Color can use to unpack issues of power and privilege that exist between the researcher and the researched. This may be particularly useful among institutional researchers working within community colleges that serve a disproportionate number of racially minoritized populations and other vulnerable student groups. I offer a reflexive account of various experiences related to race, gender, and social class that I encountered in a qualitative research study of Black and Latino males I conducted as an institutional researcher. The purpose of this reflexive account from the field is to support the argument for more qualitative approaches to institutional research, while also advancing the argument that critical qualitative research be leveraged with the explicit purpose of advancing racial equity from the context of IR not traditionally associated with equity, advocacy, and qualitative inquiry involving race. 相似文献
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本文提出中国比较教育研究发展的质性研究路径选择议题,着重讨论了其合理性、必要性、制度保障等内容.文章重点讨论了中国比较教育研究中比较的不充分性问题,具体表现为:比较单位的整体性和局部性之间的矛盾,对象国之间教育优势和劣势的比较认知差距,比较单位的历史性和当代性之间非一致性,比较单位的文明性和现实性之间的落差,比较单位实践论和认识论之间的不可通约性,比较单位的本体论和价值论之间的不可调和性,比较单位之间的时间错位性,比较教育学者的研究身份在本土性和他国性的研究对象选择上的分隔性,比较教育理论建构的中国力量不足.进而论证中国比较教育研究发展的质性研究路径选择的必要性,并提出中国比较教育研究发展的质性研究路径选择的制度保障的建议. 相似文献
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Saad F. Shawer 《Journal of Further & Higher Education》2018,42(8):1078-1104
This article examines evaluation intervention influence on programme performance through surveys, qualitative evaluation, questionnaires, interviews and test scores. The study uses quantitative (SPANOVA and MANOVA) and qualitative (the constant comparative method) data analysis, together with examining practical significance through effect size and power analysis. Major findings show positive contributions of evaluation intervention to quality management, teacher pedagogical skills and student learning outcomes (SLOs). Quantitative and qualitative findings, however, diverge regarding evaluation impact on programme research. A positive transfer of evaluation ownership discourse from decision-maker to implementer stakeholders has been observed. The study recommends evaluation intervention for programme, institutional and individual development alongside quality improvement. 相似文献
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Wendy Luttrell 《International Journal of Research & Method in Education》2013,36(2):183-185
This paper is about teaching and learning across the so‐called quantitative–qualitative divide in light of current debates in the US about the definition and quality of educational research. It draws on the author’s research and teaching experiences, her role in the redesign of qualitative methods coursework and participation in a school‐wide effort to improve doctoral training at Harvard Graduate School of Education. The paper explores institutional, cultural and psychological reasons for why the quantitative–qualitative divide persists, including researchers’ own anxieties. It is argued that epistemological tensions in educational research should be sustained and embraced rather than resolved in favor of one side over the other, as is too often the case. The author identifies how qualitative research departs from the quantitative model, placing distinct demands upon students who are learning the craft, and offers suggestions for what might help the process. 相似文献
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公司治理是日益引起世界各国企业广泛关注的一个热点和难点，文章运用资本结构理论和内部人控制理论，结合我国实际，从中小股东联盟、债权人、控股股东和机构投资者四大监督主体出发，探讨其作为公司治理监督主体的有效性，通过定性分析和实证研究得出结论：非国家股股东和机构投资者目前是公司治理最有效的监督主体。 相似文献
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Sarah Tauber 《Journal of Jewish Education》2013,79(3):227-259
This article employs the qualitative research method of portraiture to describe, analyze, and interpret the challenges involved in teaching rabbinical students at a liberal seminary. The portrait of Dr. Neil Gillman, a professor of Jewish thought at the Jewish Theological Seminary in New York City, explores some of the ideological and educational tensions at the heart of rabbinic education. The article also examines the ways in which the institutional context affects how pedagogical vision is translated into classroom practice, and raises questions about the relationship between vision and practice in rabbinic education. 相似文献
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《International Journal of Research & Method in Education》2013,36(2):195-216
This paper describes a study which uses quantitative and qualitative methods in determining the relationship between academic, institutional and psychological variables and degree performance for a sample of Jamaican undergraduate students. Quantitative methods, traditionally associated with the positivist paradigm, and involving the counting and measurement of events and statistical analysis of a body of numerical data, constitute the primary research approach to this investigation. At the same time, qualitative methods are also employed to enhance the contextual meaning and to provide insight into the quantitative-based findings. Full account is taken of concerns relating to paradigmatic violations – that of the positivist and interpretivist in particular – and relevant literature is used to carve a clearer path towards an understanding and reconciliation of combining quantitative and qualitative methods. Further, implications for the findings as they relate to mixed-method design and institutional direction are discussed. 相似文献
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James B. Abugre 《Higher Education》2018,75(2):323-339
This article examines the developments and challenges of higher education in developing countries. Using a thorough qualitative interview of deans, directors and heads of Department of the University of Ghana, this paper draws on their analysis to discover unexplored issues that affect the universities in developing countries. The study identifies weakness in institutional policies and infrastructure deficiency of higher education in Ghana as key challenging factors. Findings also show congestion of students in academic facilities of learning, teaching overloads and lack of research facilities as key factors hampering academic development in higher education. Therefore, the work advocates for the development of policies that take into account the institutional realities in the field of higher education. Governmental policies aimed at enhancing higher education in developing economies must first improve the existing institutional set up for their chance of success. 相似文献