The Eclectic Use of Theory in Educational Research Doctoral Theses

Abstract

A range of different theories may inform educational research. Rather than drawing on well established grand theories’, more and more educational researchers are drawing on different theories for different research purposes. In this article we review 179 doctoral theses written within the educational sciences in order to examine (1) How frequently is an eclectic use of theory employed within the educational sciences, and how do the candidates combine the different theories? and (2) How do the candidates justify their eclectic use of theory? The theses studied were submitted between 2010 and 2021 to the faculties of education at the two largest universities in Norway, the Norwegian University of Science and Technology (NTNU) and the University of Oslo (UiO). A total of 179 theses were screened to identify words and expressions that could classify them as having an eclectic use of theory. The current analysis provides insights into the frequency of employing an eclectic approach to theory within the field of educational sciences, how educational scientists combine different theories and how they justify their eclectic use of theory. We find that 25 of the theses are eclectic in their theoretical framing, however few candidates corroborate and demonstrate their combination of theories. The lack of demonstration and justification of the integration of theories can be a result of the academic format in a Norwegian article-based PhD and the fact that PhD-candidates often are novices in both the use and discussion of academic theories.