Abstract

This article explores whether the scholarship in the field of higher education suffers because of limited exposure to and engagement with the philosophical debates and assumptions that shape and frame thinking in the social sciences. It offers a series of examples that have emerged through the teaching of qualitative research, reviewing scholarship as an editor, and working with students on dissertations.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 42-55
Launched on MUSE
2003-12-19
Open Access
No
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