ABSTRACT
During the last twenty years, there has been a stream of publications about learning, teaching and supervising research in Higher Education. All along, attention has been drawn to the particular place of problem definition in research processes. Almost unanimously, researchers have pointed out that (ill-timed and ill-defined) research problems are a key factor in explaining the alarming output of degree and post-degree education. 1 Clearly and quickly defining a relevant research problem seems to be an important precondition for a satisfactory and efficient research process.
