Educational Research and Doctoral Dissertations: A Review Within a Research Community

This article presents some results arising from the meta-analysis of the educational research that has been developed at Universidade Nova de Lisboa (Portugal). The intention was to understand the status of the educational research produced, the main thematic trends studied, affiliated scientific do...

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Bibliographic Details
Published in:Qualitative inquiry 2012-09, Vol.18 (7), p.626-637
Main Authors: Alves, Mariana Gaio, Azevedo, Nair Rios, Gonçalves, Teresa N. R.
Format: Article
Language:English
Subjects:
Academic degrees
Community Research
Doctoral Degrees
Doctoral Dissertations
Doctoral Programs
Educational institutions
Educational Programs
Educational Research
Educational Researchers
Epistemology
Evaluation Methods
Foreign Countries
Interdisciplinary research
Meta Analysis
Portugal
Qualitative analysis
Qualitative Research
Research Methodology
Teaching
Teaching methods
Training
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Summary:This article presents some results arising from the meta-analysis of the educational research that has been developed at Universidade Nova de Lisboa (Portugal). The intention was to understand the status of the educational research produced, the main thematic trends studied, affiliated scientific domains, conceptual frames mobilized, and methodological approaches used. The PhD theses that have been submitted for the doctoral degree in Educational Sciences were analyzed and for each one we searched for the research questions and/or research objectives pursued, the methodology of research developed, the entities examined (e.g., individuals, institutions, or organizations), the main theoretical perspectives assumed and the disciplinary, multidisciplinary, or transdisciplinary approach embraced. This enquiry revealed the predominance of qualitative approaches to research in education. Discovering what was done was a gateway to think about educational researchers training and to highlight some issues related to doctoral programs design, pedagogy, and teaching practices.
ISSN:1077-8004
1552-7565
DOI:10.1177/1077800412450156