As the number of students increase, the costs seem to be even higher due to political and economic factors. Consequently, more and more people from different social class are now attending Universities. Finally, I consider the feasibility of multiple institutional, ethnographic case studies as knowledge resources and potential bridging tools for researchers, planners and managers and how the practitioner-as-researcher model can play an important role in realising this vision.Ībstract Having a 'good' life today, may be synonym of having some kind of graduation. I then outline some of the key tenets of qualitative research and particularly ethnography, in order to make a case for greater use of this type of research strategy in close up studies. I review and summarise some shifts in thinking about how university cultures are conceptualised and how this makes them amenable to empirical research.

My argument here is that change efforts in higher education organisations need to be supported by evidence to inform those leading change of the likelihood of possible outcomes before implementation, if these efforts-and ultimately cultural change in higher education-are to be approached with serious intent. I take as my starting point the insights from, and significant issues raised by, recent work (Bamber, et al., 2009) on change and enhancement projects. It advocates qualitative, bottom-up research focused on examining aspects of professional and organisational life on the ground, and ways in which data can be effectively gathered to that end. It is about connecting with the grassroots.

The emphasis is on the groundwork required to build up an evidence base to inform and guide educational developers and change agents.

The purpose of this piece is to make a case for more ethnographic case study research in our higher education institutions.

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