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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/484
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dc.contributor.authorHaggis, Tamsinen_UK
dc.contributor.editorBogg, Jen_UK
dc.contributor.editorGeyer, Ren_UK
dc.date.accessioned2018-02-21T00:32:20Z-
dc.date.available2018-02-21T00:32:20Z-
dc.date.issued2007en_UK
dc.identifier.urihttp://hdl.handle.net/1893/484-
dc.description.abstractIn terms of the framing and focus of research, recent years have seen a theoretical shift in many areas of the social sciences towards a recognition of some of the limits of currently dominant epistemologies. ‘Recognising limits’ is not meant here only in the sense that there will always be limits to the results of all processes of abstraction aimed at explanation. In addition, research is dominated by particular types of abstraction and explanation, when other types may also be possible.en_UK
dc.language.isoenen_UK
dc.publisherRadcliffeen_UK
dc.relationHaggis T (2007) Conceptualising the case in adult and higher education research: a dynamic systems view. In: Bogg J & Geyer R (eds.) Complexity, Science and Society. Oxford: Radcliffe, pp. 38-43. http://www.radcliffe-oxford.com/books/bookdetail.aspx?ISBN=184619203Xen_UK
dc.rights© Bogg, Jan & Geyer, Robert. editors. Complexity, Science & Society. Oxford: Radcliffe Publishing; 2007. Reproduced with the permission of the copyright holder.en_UK
dc.subjectcase studyen_UK
dc.subjectadult educationen_UK
dc.subjecthigher educationen_UK
dc.subjecteducational researchen_UK
dc.subjectdynamic systems theoryen_UK
dc.subjectcomplexity theoryen_UK
dc.titleConceptualising the case in adult and higher education research: a dynamic systems viewen_UK
dc.typePart of book or chapter of booken_UK
dc.citation.spage38en_UK
dc.citation.epage43en_UK
dc.citation.publicationstatusPublisheden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.identifier.urlhttp://www.radcliffe-oxford.com/books/bookdetail.aspx?ISBN=184619203Xen_UK
dc.author.emailtamsin.haggis@stir.ac.uken_UK
dc.citation.btitleComplexity, Science and Societyen_UK
dc.citation.isbn9781846192036en_UK
dc.publisher.addressOxforden_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.wtid827275en_UK
dcterms.dateAccepted2007-12-31en_UK
dc.date.filedepositdate2008-10-17en_UK
rioxxterms.typeBook chapteren_UK
rioxxterms.versionAMen_UK
local.rioxx.authorHaggis, Tamsin|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.contributorBogg, J|en_UK
local.rioxx.contributorGeyer, R|en_UK
local.rioxx.freetoreaddate2008-10-17en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2008-10-17|en_UK
local.rioxx.filenameHaggis_conceptualisingthecase_2007.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source9781846192036en_UK
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