A methodological review of systematic literature reviews in higher education: Heterogeneity and homogeneity |
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| Institution: | 1. Queen''s University Belfast, UK;2. The Education University of Hong Kong, China;3. Shenzhen Longhua Experimental School, China;1. Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Germany;2. Division of Medical Education Research and Curriculum Development, Study Deanery of University Medical Center Göttingen, Germany;3. Department of Cardiology and Pneumology, University Medical Center Göttingen, Germany;4. Institute for Medical Education, University Hospital Bonn, Germany;1. University of North Carolina Charlotte, 9201 University City Blvd, Charlotte, NC, 28223, United States;2. Northwestern University, 633 Clark St, Evanston, IL, 60208, United States;3. University of Florida, 2423 Norman Hall, Gainesville, FL, 32611, United States;1. Florida State University, Department of Educational Psychology and Learning Systems, Tallahassee, FL, USA;2. University of Missouri, School of Information Science and Learning Technologies, Columbia, MO, USA;1. Faculty of Education, University of Hong Kong, Hong Kong, China;2. Centre for the Enhancement of Teaching and Learning, University of Hong Kong, Hong Kong, China |
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| Abstract: | The field of higher education research has bourgeoned in the past decades, addressing a wide range of topics. Being in a rapidly expanding and interdisciplinary field of research, higher education scholars have demonstrated exigency for aggregating research findings to map the research landscape, identify future research directions, and bridge the research-practice divide. In this connection, systematic literature reviews have been carried out to consolidate research findings. With a proliferation of systematic literature reviews in higher education, the aim of this meta, methodological review is to provide a state-of-the-art systematic literature review methodologies in the field of higher education. Adhering to the exploratory nature of this study, this review analyses systematic literature reviews published in 16 top-tiered international journals in higher education (n = 160). Through qualitative research synthesis using thematic analysis and informed by grounded theory, a methodological framework comprising six stages and 20 steps is developed, which might help to instigate methodological dialogue between researchers when it comes to conducting systematic literature reviews. A handy checklist for conducting and evaluating systematic literature reviews in higher education is created. |
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| Keywords: | Systematic review Scoping review Research synthesis Methodology Higher education |
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