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The possibilities and actualities of disciplined inquiry

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Abstract

Research on the substantive issues and concerns of higher education is handicapped by higher education's lack of status and recognition as an academic discipline and/or a professional specialty. A major contributing factor is identified as the historical separation of sponsored research and graduate education. Professors of higher education have not been actively involved in funded research and researchers have not participated fully in doctoral programs. An effective solution of the problem should be the cooperation of professors and researchers in recasting theory-based and policy-related research as disciplined inquiry, by strengthening current doctoral programs and by concentrating on the preparation of the next generation of scholars, professors, and researchers.

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  1. Institute of Higher Education, University of Georgia, Candler Hall, 30602, Athens, GA

    Cameron Fincher

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Fincher, C. The possibilities and actualities of disciplined inquiry. Res High Educ 32, 625–650 (1991). https://doi.org/10.1007/BF00974735

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