Qualitative Inquiry in Higher Education Organization and Policy Research provides readers with the theoretical foundations and innovative perspectives for undertaking qualitative research to influence policy and practice discussions. Well-known chapter authors discuss innovative strategies for investigating complex problems, helping readers understand how research can consider the culture of the institution, administrative hierarchy, students, faculty, and external constituencies. From both an organizational and policy perspective, chapter pairings explore a range of methodologies, including ethnography, case study, critical qualitative inquiry, and the notion of "grit." This volume explores how qualitative inquiry can advance understanding of organizational inequities in higher education, and it offers graduate students and educational researchers the tools to improve the organizational function of institutions while contributing to meaningful change.
Table of Contents
Table of Contents
Series Editor Introduction
Preface: Examining Higher Education Policy and Organizations through Qualitative Research Methods
PENNY A. PASQUE AND VICENTE M. LECHUGA
Chapter 1 Refocusing Policy and Organization Scholarship on Inequality in American Higher Education: Legacy Lost
EDWARD P. ST. JOHN
Ethnography in Higher Education Organization and Policy Research
Chapter 2 The Utility of Qualitative Research to Inform Public Policy
RANDALL F. CLEMENS AND WILLIAM G. TIERNEY
Chapter 3 The Ethnographic organization: (Critical) Ethnography and the Organizational Analysis of Higher Education
RYAN EVELY GILDERSLEEVE AND BRENDA SIFUENTEZ
Case Study in Higher Education Organization and Policy Research
Chapter 4 Translating Qualitative Data into Policy Recommendations: Meta-analyses for Qualitative Researchers
YVONNA S. LINCOLN
Chapter 5 Critical Case Study as an Imperative for Organizational Activism and Institutional Change: Critical Methodologies in Higher Education Organization Research
PENNY A. PASQUE, LENA M. KHADER, AND COREY STILL
"Grit" in Higher Education Organization and Policy Research
Chapter 6 An Overview of Paradigms and the Introduction of Methodological Grit: Using Qualitative Methods to Inform Higher Education Policy and Practice
DANIEL J. ALMEIDA
Chapter 7 Revising the Grounds for the Study of Grit: Critical Qualitative Inquiry in Post-Secondary Education Organizational Research
LESLIE D. GONZALES
National and Institutional Higher Education Organization and Policy Research
Chapter 8 Qualitative Research and Public Policy: Reconsidering Actionable Intelligence
JAMES T. MINOR AND CHARLENE MUTAMBA
Chapter 9 Transforming Higher Education Institutions through Critical Qualitative Leadership Inquiry
The Imperative Nature of Qualitative Inquiry
Chapter 10 The Imperative Nature of Qualitative Inquiry for the Future of Higher Education Organization and Policy Research
PENNY A. PASQUE AND VINCE M. LECHUGA
Biographies of Contributors
Penny A. Pasque is the Brian E. & Sandra O’Brien Presidential Professor and Program Area Coordinator of Adult and Higher Education at the University of Oklahoma, USA.
Vicente M. Lechuga is Associate Professor of Higher Education Administration at Texas A&M University, USA.
This volume provides higher education scholars with valuable insight. Through their contributions, chapter authors challenge readers to seriously consider the many ways in which qualitative inquiry can enhance our collective understanding of inequities that are embedded in our institutions and how we can facilitate meaningful changes. This is an important contribution to our field.
-Jeffrey F. Milem, Professor and Dean, Gevirtz Graduate School of Education, UC Santa Barbara
This edited volume provides several perspectives on qualitative methodology and its application to educational policy. The chapter authors provide a unique methodological perspective because they focus on higher education and on policy and organizational contexts. This volume will greatly benefit classes on higher education policy and organization as well as a general methods course.
-Deborah Faye Carter, Associate Professor, School of Educational Studies, Claremont Graduate University