This paper reflects on the use of methods in higher education research. My point of departure is that it appears that higher education scholars -- publishing their work in what we generally see as the relevant higher education journals of our field -- make use of a limited set of methods. Whereas there may be good reasons to select certain methods, there are some concerns. These concerns pertain to researchers not making use of the richness of methods available, possibly choosing easily applicable methods, or applying less rigorous methods. If this were the case, higher education research does not sufficiently live up to its aim to increase our (academic) understanding of key phenomena in higher education.