Empirical versus Theoretical?: Education Faculty’s Scholarly Publications without IRBs

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Hernandez Saca David I.; Hsieh Wu Ying; Kuhn Mason; Meacham Sohyun; Mulholland Colleen; Price Williams Shelley; Skaar Nicole; Townsley Matt

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Journal Paper

Paper Information

Journal: JOURNAL OF HIGHER EDUCATION POLICY AND LEADERSHIP STUDIES Year:2025 | Volume:6 | Issue:4 Page(s): 155-165

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Information Journal Paper

Title

Empirical versus Theoretical?: Education Faculty’s Scholarly Publications without IRBs

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Keywords

Academic Culture

Faculty Scholarship

Knowledge Exchange

Methodological Pluralism

Interdisciplinary Collaboration

Institutional Review Board (IRB)

Abstract

Institutional Review Boards (IRBs) play a vital role in education research by upholding ethical standards and protecting human subjects. However, critics argue that many IRBs lack the expertise to properly assess social science research and may favor quantitative methods. This article engages with the ongoing debate between empirical and theoretical literature in education, drawing on studies such as Carpenter et al. (2023), who analyzed the balance of these types of scholarship in academic journals. Research shows that theoretical and empirical works often cite within their own domains, highlighting their distinct but complementary contributions. The importance of practical, practitioner-focused articles is also emphasized, as they help bridge theory and real-world application despite sometimes lacking empirical data. Systematic and scoping literature reviews further contribute to educational knowledge through rigorous analysis and synthesis of existing research. Overall, a balanced, methodologically pluralistic approach that values both empirical and theoretical work in teaching and learning.

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