Abstract

This article explores how higher education research has been built through methodological and epistemological contributions of the disciplines, including history. It also examines how discipline-based scholars might use higher education to explore important questions in their fields, noting how work on access, mobility, financing, curriculum, and policy-making, for example, has benefitted through cross-disciplinary scholarship. Recognizing the potential resistance within the disciplines, the author encourages the consideration of contemporary educational puzzles when forming their research agendas.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 7-22
Launched on MUSE
2003-12-19
Open Access
No
Archive Status
Archived
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