Conducting Multi-paradigm Inquiry in the Study of Higher Education Organization and Governance: Transforming Research Perspectives on Colleges and Universities

Abstract

Researchers in the field of organizational theory have begun to adopt new analytical and methodological approaches that capitalize on the strengths of multiple social science paradigms. Rather than viewing paradigms as distinct and incommensurable domains, organizational researchers are beginning to use multiple paradigms in the same study to form their research questions, shape their methods, and ground their data analyses. These new forms of multi-paradigm inquiry may be particularly beneficial for developing the knowledge base in complex, multi-faceted research domains. Multi-paradigm inquiry, however, remains underutilized in higher education research. Our goal in this chapter is to familiarize higher education researchers with approaches to multi-paradigm inquiry that can readily be applied to the study of higher education organization and governance. First, we discuss paradigm use in the field of organizational theory and examine the influence of paradigms in higher education research. Second, we examine specific analytical and methodological approaches to multi-paradigm inquiry, which are now used by scholars in the field of organizational theory but are seldom used in studies of higher education. In order to foster more extensive use of multi-paradigm inquiry in the field of higher education, we identify directions for future multi-paradigm research on issues related to organization and governance. We conclude with an overview of the practical considerations associated with conducting multi-paradigm inquiry, as well as recommendations for researchers who seek to incorporate these techniques into their research repertories.