Assumptions underlying quantitative and qualitative research: Implications for institutional research
dc.contributor.author | Hathaway, Russel S. | en_US |
dc.date.accessioned | 2006-09-08T21:37:50Z | |
dc.date.available | 2006-09-08T21:37:50Z | |
dc.date.issued | 1995-10 | en_US |
dc.identifier.citation | Hathaway, Russel S.; (1995). "Assumptions underlying quantitative and qualitative research: Implications for institutional research." Research in Higher Education 36(5): 535-562. <http://hdl.handle.net/2027.42/43615> | en_US |
dc.identifier.issn | 0361-0365 | en_US |
dc.identifier.issn | 1573-188X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/43615 | |
dc.description.abstract | 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. | en_US |
dc.format.extent | 1618255 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers-Human Sciences Press; Human Sciences Press, Inc. ; Springer Science+Business Media | en_US |
dc.subject.other | Education (General) | en_US |
dc.subject.other | Education | en_US |
dc.title | Assumptions underlying quantitative and qualitative research: Implications for institutional research | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | The University of Michigan, 4216D School of Education Building, 48109-1259, Ann Arbor, MI | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/43615/1/11162_2005_Article_BF02208830.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1007/BF02208830 | en_US |
dc.identifier.source | Research in Higher Education | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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