The seminar discusses the multiple concepts of quality in education research. While perceived as central to research work and currently high on science policy agenda, there is no final/consensual definition of quality; rather it is contextual, complex and dynamic in nature and different notions of quality co-exist. Educational researchers are nevertheless expected to identify key criteria of ‘good’ research; they, however, also need to be able to take a critical stance on dominant notions of research quality by recognizing and contesting context and field specific views.

In this seminar, participants will first share their research outputs (Ph.D. research projects, or any other project) in form of poster (a template will be provided) and will have plenty room for discussing quality features and characteristics. Participants will then draw from academic literature on the topic to enhance their understandings and are placed in the position to offer formative feedback on research quality to their peers.