Mapping Dutch Higher Education Lecturers’ Discourse on Research at Times of Academic Drift

Didi M.E. Griffioen, Uulkje de Jong

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With the introduction of research activities in higher professional education in the Dutch higher education system, the notions of ‘research’ that were previously silently agreed upon among academics in traditional universities also came under pressure. Additionally, both
types of higher education actively claim to have educational programs of a different character. The ground underneath the difference is claimed to be the presence of distinct research activities. This study considers this difference through the discourse on ‘research’ of lecturers in both higher professional education and university education. In interviews, lecturers were asked to judge an argument on their own work-related activities to be ‘research’ or ‘nonresearch’. Through a network-analysis approach, the data results in five discursive building blocks that all lecturers apply in their arguments, and three discursive themes on research. Furthermore, this research indicates that differences among lecturers on discursive themes are
only partly based on institutional differences.
Original languageEnglish
Pages (from-to)81-94
Number of pages14
JournalScottish Journal of Arts, Social Sciences and Scientific Studies
Issue number1
Publication statusPublished - Jun 2015


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