Abstract
This paper introduces a research methodology in higher education that elicits personal theories of several aspects of higher education (e.g., research, teaching, learning, and/or professional development) and that is an alternative to traditional methods of studying people's perceptions and perspectives (by questionnaire, interview, or structured group discussion). The paper outlines Kelly's repertory grid technique and the theoretical assumptions on which it is based. Some examples are given to illustrate how the research method may be applied to higher education research and development and how it may assist people in reconstructing their teaching or research practice.
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