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The contribution is concerned with the status of ethnographic approaches in higher education research. It proceeds from the assumption that the relationship between ethnographic approaches and higher education research is complicated. At first view, this is counterintuitive because - both from the perspective of ethnography and from the perspective of higher education research - there are a number of good reasons for studying higher education contexts from an ethnographic perspective. Yet, there seem to be reservations between ethnographic approaches and higher education research. The contribution discusses these reservations and proposes that a lack of fit between methodological principles of ethnography and specific characteristics of higher education research can explain the low status of ethnographic approaches in higher education research. Against the background of these relatively abstract considerations, the contribution provides some examples of the challenges ethnographic higher education research faces and why it might be worth facing up to these challenges. |
