TRENDS AND APPROACHES IN RESEARCH FOR COLOMBIAN UNIVERSITY EDUCATION.
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Abstract
In this review, four tendencies are highlighted: a) technical, in which ex-post quantitative validation and the verification of correlations between variables are privileged; b) reductionist positivist, which starts from precise hypotheses in order to proceed to test them; c) interpretativist, in which the understanding of specific concepts is sought through the deepening of the daily life of the phenomenon, and; d) qualitativist, which is shown by the interest in describing the meaning and complexity of moral categories. These perspectives have had a great influence on the study of this field, achieving and enriching different achievements and contributions based on criteria of methodological mixture. I would like to point out that none of these publications (unless one escapes) openly manifests the research current underlying the selection of the categories of analysis, the design of the instruments or the way in which the results are interpreted.
What is observed in most of this type of research is that it focuses on the knowledge of ideal types, the sense of being and/or the factors surrounding the categories. The results of these studies affirm that it is feasible to measure them and make practical recommendations for university education. However, it is evident that they contribute little to scientific knowledge, that is, they offer a general view without results about the multiple relationships that are implied in the categories of study (the empirical evidence is reduced to the formulation of the validity of the measurement obtained). Nor does it offer complex theoretical analyses or contribute to the understanding of the causes of the phenomena studied.
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