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Editorial: Improving quantitative research in higher education learning and teaching

Louise Taylor, Hai Min Dai, Hilary Ng, David Playfoot Orcid Logo, Sarah Rose

Journal of University Teaching and Learning Practice, Volume: 22, Issue: 2

Swansea University Author: David Playfoot Orcid Logo

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DOI (Published version): 10.53761/jc59jm21

Abstract

Empirical research in higher education learning and teaching is vital if we are to enhance our understanding of how to improve students’ experiences and outcomes. Historically, however, this research has received less attention, recognition, and investment compared to discipline-specific research. C...

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Published in: Journal of University Teaching and Learning Practice
ISSN: 1449-9789 1449-9789
Published: Open Access Publishing Association 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69592
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last_indexed 2025-06-10T14:32:09Z
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spelling 2025-06-09T15:23:41.4381085 v2 69592 2025-05-30 Editorial: Improving quantitative research in higher education learning and teaching 4dbddc73fd0fe464304ba8ad95cbc96e 0000-0003-0855-334X David Playfoot David Playfoot true false 2025-05-30 PSYS Empirical research in higher education learning and teaching is vital if we are to enhance our understanding of how to improve students’ experiences and outcomes. Historically, however, this research has received less attention, recognition, and investment compared to discipline-specific research. Consequently, the field has suffered from a lack of methodological quality. In this Editorial, we consider common methodological problems in this research in view of international standards for quality research. Focusing on quantitative methods, we offer guidance to educators for developing rigorous higher education research, using a psychological science lens. We structure our discussion around three Principles for conducting theoretically-driven and systematic research, using tools that can increase the reliability, validity, and subsequent impact of research. Principle 1 = Theorise well, Principle 2 = Prioritise method robustness, and Principle 3 = Analyse, do not merely describe. Ultimately, our aim is to support educators to conduct robust research for improving higher education learning and teaching, and facilitate the dissemination of impactful findings by sharing them with others at scale in educational journals. Journal Article Journal of University Teaching and Learning Practice 22 2 Open Access Publishing Association 1449-9789 1449-9789 Quantitative research , Scholarship of Learning and Teaching, Educational research, Research Design, Research Impact 30 5 2025 2025-05-30 10.53761/jc59jm21 COLLEGE NANME Psychology School COLLEGE CODE PSYS Swansea University Not Required 2025-06-09T15:23:41.4381085 2025-05-30T10:57:12.4444294 Faculty of Medicine, Health and Life Sciences School of Psychology Louise Taylor 1 Hai Min Dai 2 Hilary Ng 3 David Playfoot 0000-0003-0855-334X 4 Sarah Rose 5 69592__34358__0226bfef07b74e6488421c01f956eff9.pdf Taylor_2025_JUTLP.pdf 2025-05-30T11:49:04.6414882 Output 203519 application/pdf Version of Record true © by the authors, in its year of first publication. This publication is an open access publication under the Creative Commons Attribution CC BY-ND 4.0 license. true eng https://creativecommons.org/licenses/by-nd/4.0/
title Editorial: Improving quantitative research in higher education learning and teaching
spellingShingle Editorial: Improving quantitative research in higher education learning and teaching
David Playfoot
title_short Editorial: Improving quantitative research in higher education learning and teaching
title_full Editorial: Improving quantitative research in higher education learning and teaching
title_fullStr Editorial: Improving quantitative research in higher education learning and teaching
title_full_unstemmed Editorial: Improving quantitative research in higher education learning and teaching
title_sort Editorial: Improving quantitative research in higher education learning and teaching
author_id_str_mv 4dbddc73fd0fe464304ba8ad95cbc96e
author_id_fullname_str_mv 4dbddc73fd0fe464304ba8ad95cbc96e_***_David Playfoot
author David Playfoot
author2 Louise Taylor
Hai Min Dai
Hilary Ng
David Playfoot
Sarah Rose
format Journal article
container_title Journal of University Teaching and Learning Practice
container_volume 22
container_issue 2
publishDate 2025
institution Swansea University
issn 1449-9789
1449-9789
doi_str_mv 10.53761/jc59jm21
publisher Open Access Publishing Association
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
document_store_str 1
active_str 0
description Empirical research in higher education learning and teaching is vital if we are to enhance our understanding of how to improve students’ experiences and outcomes. Historically, however, this research has received less attention, recognition, and investment compared to discipline-specific research. Consequently, the field has suffered from a lack of methodological quality. In this Editorial, we consider common methodological problems in this research in view of international standards for quality research. Focusing on quantitative methods, we offer guidance to educators for developing rigorous higher education research, using a psychological science lens. We structure our discussion around three Principles for conducting theoretically-driven and systematic research, using tools that can increase the reliability, validity, and subsequent impact of research. Principle 1 = Theorise well, Principle 2 = Prioritise method robustness, and Principle 3 = Analyse, do not merely describe. Ultimately, our aim is to support educators to conduct robust research for improving higher education learning and teaching, and facilitate the dissemination of impactful findings by sharing them with others at scale in educational journals.
published_date 2025-05-30T05:30:05Z
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score 11.096212

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