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Serge F. Hein

Serge F. Hein, Associate Professor

Serge Hein portrait
Serge F. Hein, Associate Professor

School of Education
1750 Kraft Drive, Room 2045 (0302)
Blacksburg, VA 24061
540-231-9713  |

Serge F. Hein is an associate professor in the Educational Research and Evaluation program. A major focus of his current research is poststructuralism, particularly the work of Gilles Deleuze, and its implications for qualitative inquiry in general and post-qualitative inquiry in particular.

  • Qualitative Methodology
  • Poststructuralism
  • Post-Qualitative Inquiry
  • Social Psychology of Education
  • Group Processes in Education Settings
  • PhD, University of Alberta
  • MEd, University of Alberta
  • BComm, University of Alberta
  • International Association of Qualitative Inquiry
  • International Congress of Qualitative Inquiry
  • Editorial / Curatorial Board Member, Qualitative Inquiry, 01-01-2016 -- present


Hein, S. F. (in press). Epistemology. In A. M. Kuntz (Ed.), Routledge Encyclopedia of Qualitative Research Methods.

Hein, S. F. (in press). Agential realism, intra-action, and diffractive methodology. In N. K. Denzin, Y. S. Lincoln, M. D. Giardnia, & G. Cannella (Eds.). Sage Handbook of Qualitative Research (6th ed.).

Hein, S. F. (2021). Deleuze and absolute immanence: Achieving fully immanent inquiry. Qualitative Inquiry, 27, 512-521.

Hein, S. F. (2020). Deleuze, Derrida, and post-qualitative inquiry: Experimentation and creation versus fundamental powerlessness. In N. K. Denzin & M. D. Giardina (Eds.), Qualitative Inquiry and the Politics of Resistance: Possibilities, Performances, and Praxis (pp. 130-136). New York, NY: Routledge.

Hein, S. F. (2020). Thinking about theory and practice in non-oppositional terms. In N. K. Denzin & J. Salvo (Eds.), New Directions in Theorizing Qualitative Research: Theory as Resistance (pp. 73-81). Gorham, ME: Myers Education Press.

Skaggs, G., Hein, S. F., & Wilkins, J. L. M. (2020). Using diagnostic profiles to describe borderline performance in standard setting. Educational Measurement: Issues and Practice, 39, 45-51.

Hein, S. F. (2019). Deleuze, immanence, and immanent writing in qualitative inquiry: Non-linear texts and being a traitor to writing. Qualitative Inquiry, 25, 83-90.

Hein, S. F. (2017). Deleuze's new image of thought: Challenging the dogmatic image of thought in qualitative inquiry. Qualitative Inquiry, 23, 656-665.

Skaggs, G., Wilkins, J. L. M., & Hein, S. F. (2017). Estimating an observed score distribution from a cognitive diagnostic model. Applied Psychological Measurement, 41, 150-154.

Skaggs, G., Hein, S. F., & Wilkins, J. L. M. (2016). Diagnostic profiles: A standard setting method for use with a cognitive diagnostic model. Journal of Educational Measurement, 53, 448-458

Hein, S. F. (2016). The new materialism in qualitative inquiry: How compatible are the philosophies of Barad and Deleuze? Cultural Studies <-> Critical Methodologies, 16, 132-140.

Skaggs, G., Wilkins, J. L. M., & Hein, S. F. (2016). Grain size and parameter recovery with TIMSS and the general diagnostic model. International Journal of Testing, 16, 310-330.

Hein, S. F. (2015). Spatiotemporality, anthonomasia, and post-qualitative inquiry. Qualitative Inquiry21, 3-10.

Hein, S. F. (2013). Thinking and writing with ontological time in qualitative inquiry. Qualitative Inquiry19, 493-501.

Determining algebra readiness and cognitive skills profiles by using a diagnostic cognitive model to set a performance standard on a pre-algebra test. National Science Foundation Grant, $348,000. Principal Investigator: Gary Skaggs, Co-Principal Investigators: Serge Hein and Jesse Wilkins. (2011-2013)

Increasing the participation of women in engineering: An examination of gender stereotypes, self-beliefs, choice of major, academic achievement, and program withdrawal. Summer Scholars Program, Institute for Society, Culture, and Environment (ISCE), Virginia Tech, $12,950. Principal Investigator: Brett Jones, Co-Principal Investigators: Serge Hein, Marie Paretti, and Tamara Knott. (2008-2009)

A comparison of item response theory models for setting standards on a passage-based educational test. A Support Program for Innovative Research Strategies (ASPIRES) Faculty Research Grant, Virginia Tech, $26,000. Principal Investigator: Gary Skaggs, Co-Principal Investigator: Serge Hein. (2005-2006)

  • Methodological Consulting to Students and Professionals Outside of Virginia Tech (01-01-2005 - Present)

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