European research projects are faced with a common methodological problem: how to analyse issues across countries, cultures, organisations, regions or systems. Within these contexts various methods are applied, ranging from traditional means of comparative investigation to innovative concepts of collaborative research. As an initial overview, methodological approaches in educational research across Europe have been compiled in an electronic resource base (ACROSS Base: www.across.wifo-gate.org). This base provides evidence from newly completed projects, presenting the various methods that have emerged out of partnership work. In order to stimulate discussion on these methodological issues among European colleagues a roundtable is proposed, involving several authors quoted in the ACROSS Base. The debate will focus on the issue of how various methodological approaches serve European research collaboration. The following questions will be addressed: " Which specific methods in support of partnership research have been tried out or developed? " Which methods originating from comparative research have been taken up? According to these questions, contributors will briefly review selected methods and assess their suitability for collaborative research. The debate is intended to promote fresh thinking on these issues rather than to arrive at general conclusions. Specific approaches Anja Heikkinen Recent projects with European partners have included the actor-based cultural approach in studying gendering of competences (GENDERQUAL) and the deconstructive action research approach in evaluation of exclusiveness of (vocational) education through re-integrative programmes. Both methodological approaches are cases for discussing the options of cross-cultural research on (vocational and adult) education. Johanna Lasonen A collaborative writing process was introduced in a project involving a large European partnership (Post-16 Strategies). This is a way of knowing and acquiring knowledge based on writing, based on the hypothesis that knowledge emerges in social interaction. Thus, writing is not just a cognitive process and producing text but also social action. Learning through collaborative writing is more a collaborative social endeavour than a competition between the participants. Comparative approach David Raffe Recent projects have compared national survey data on the transition from school to work in several European countries. They identify issues of availability and comparability of data. Underlying these technical problems is a conceptual issue: if the aim of the research is to explore differences in national transition systems, how is it possible to compare data which are defined and constructed in terms that are specific to national systems? Jean-Paul Reef Assessment tools related to the ability of problem solving in large scale international comparative studies have been analysed (NATCCC-PS network), including educational indicators and a model curriculum analysis on the understanding of problem solving. The analyses was aimed at an inventory to determine the role which the 'problem-solving ability' plays in vocational training. Final note The roundtable is intended to attract educational researchers from various EERA networks. Special invitations will be extended to the Postgraduate Network and the Network of Comparative Education. The synthesis report of the roundtable discussion will be published as part of the ACROSS Base.