Enhancing ways of knowing: The case for utilizing participant-generated visual methods in higher education research

Authors

Carrie A. Kortegast, Northern Illinois University
Kristin McCann, Northwestern University
Katie Branch, University of Rhode Island
Amanda O. Latz, Ball State University
Bridget Turner Kelly, University of Maryland, College Park
Chris Linder, The University of Utah

Document Type

Article

Date of Original Version

12-1-2019

Abstract

Incorporating visual methods and representations into research opens possibilities for deeper understandings of how individuals experience institutions of higher education. Written and spoken words and numerical data are necessary in research but may be insufficient in developing new understandings of the social world. Participant-generated visual methods (PGVMs) can increase our repertoire of methods, thus, expanding what is and can be known. We argue that PGVMs enhance, expand, and provide new understandings in higher education research. We provide an overview of literature, share examples from our own work, discuss logistical and ethical challenges, and conclude with implications for higher education researchers.

Publication Title, e.g., Journal

Review of Higher Education

Volume

42

Issue

2

Citation/Publisher Attribution

Kortegast, C., McCann, K., Branch, K., Latz, A.O., Kelly, B.T., & Linder, C. (2019). Enhancing Ways of Knowing: The Case for Utilizing Participant-Generated Visual Methods in Higher Education Research. The Review of Higher Education 42(2), 485-510. doi:10.1353/rhe.2019.0004.