Exploring Pathways to Scientific Higher Education Research: Social Science Methodology and Empirical Science
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i2.5149
Abstract
Developing higher education studies as a discipline with greater scientific rigor is an essential path for advancing higher education research. Amidst the coexistence of crises and complexities in China's higher education research, the field urgently requires reform and innovation based on its unique characteristics. The application of social science methodology and empirical science will serve as pathways to enhance the scientific rigor of higher education research.
Keywords
higher education research; scientific advancement; social science methodology; empirical science
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[2] Wang Yongquan. Several Issues in the Development of Higher Education Science [J]. Educational Research, 1983, Vol. 4(5):8-13.
[3] Zhang Yingqiang. The Crisis and Countermeasures in China's Higher Education Studies Today [J]. Research in Higher Education, 2017, 38(01): 8-11+24.
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[5] Ye Lan, Chen Guisheng, Qu Baokui. Advancing Toward Scientific Objectives: An Overview of the Evolution of Educational Research Methods in China Over the Past Decade [J]. Chinese Journal of Education, 1989, (03): 2-6.
[6] Tian Huwei. A Review of Research Methodology in China's Higher Education [J]. Jiangsu Higher Education, 2007, (05): 18-21.
[7] (France) Émile Durkheim. The Rules of Sociological Method [M]. Beijing: Commercial Press, November 2007.11.
[8] Fan Yongfeng, Song Naiqing. The Scientific Approach to Educational Research: Limits and Breakthroughs [J]. Educational Research, 2016, 37(01): 94-101.
[9] Mu Xiaoyong. The Scientific Approach to Educational Research: Maintaining the Tension Between Theory and Empirical Evidence [J]. Journal of Educational Science, Hunan Normal University, 2020, 19(02): 37-42.
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