ABSTRACT
The chapter presents the author’s research design, describing how scholarship conducted over the period 2007–16 was transformed into a single text. An initial section presents the author’s reflections on her position as educational scholar, foregrounding the researcher’s multiple roles as participant observer, sociological practitioner, educational consultant, and expert witness in media debates on international higher education. This is followed by an account of data production, which presents the different stages of empirical research that provide the foundation for the arguments included in the book. The final section addresses the question of representing international education. Inspired by the tradition of Grounded Theory, the author explains how her work has progressed as a piece of draft writing presented, discussed, and modified over the years. Teaching Practices in a Global Learning Environment marks the end of this journey of discovery, bringing together themes from the four domains of language, culture, knowledge, and organisation in order to demonstrate how international education is the synthesis of factors commonly treated as independent.
