Achieving Empathy and Engagement
A practical approach to the design, conduct and reporting of phenomenographic research
Bibliographic Data
| ID | 5110072 |
|---|---|
| Authors | Peter Ashworth, Ursula Lucas |
| Year | 2000 |
| Volume | 25 |
| Issue | 3 |
| Pages | 295-308 |
| Publication date | 2000-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/713696153 |
| OpenAlex | W2068014034 |
| Language | EN |
| Citations received | 58 |
| References cited | 22 |
Phenomenography is a methodology which has been quietly influential in research on higher education, having been the basis of many studies of approaches to learning and student understandings of a wide range of concepts in a variety of disciplines. Yet there is a need to clarify important aspects of the methodology so that it can be used with increasing effectiveness. This paper seeks to contribute to the discussion and clarification of the phenomenographic research approach on two counts. Firstly, it is argued that phenomenography would benefit from a more rigorous consideration of how to engage with the student’s lived experience. Secondly, drawing on that discussion, the paper sets out a series of guidelines for the conduct of phenomenographic research and demonstrates how these might be achieved in practice by drawing on the experience of two higher education research studies: one into students’ experiences of cheating and the other into lecturers’ and students’ experiences of the teaching and learning of accounting
Cheating · Empathy · Engineering ethics · Epistemology · Higher education · Pedagogy · Phenomenography · Sociology · Teaching method · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Social Psychology
Collective Variation in Experience of Video-review for Reflective Self-evaluation in Undergraduate Ballet Education Course
Student trajectories in high school mathematics
Variation in understanding of Lutheranism and its implications for religious education. Meaning discernment of students and teachers in Finnish upper secondary schools
Ökonomische Bildung für eine nachhaltige Entwicklung
Ökonomische Bildung für eine nachhaltige Entwicklung
Variation and commonality in phenomenographic research methods
A Qualitative Account of Young People’s Experiences Seeking Care from Emergency Departments for Self-Harm
Understanding experience complexity in a smart learning journey
Responsible behaviour in the context of utility maximisation – An interview study on pupils’ business ethics conceptions
A View of Teacher Education’s Frontier
Teaching-learning in virtual learning environments
Examining images of teacher students
Experience of Medical School Faculty in the Transition From Lectures to Active Learning
Academic identities and their deployment within tutorials
Critique of the article, ‘Theoretical foundations of phenomenography
Common misunderstandings of phenomenographic research in higher education
Theoretical foundations of phenomenography
Students’ ways of experiencing writing a bachelor’s thesis
Digitalizing social work education
Qualitative differences in beginner teachers’ knowledge of pupils’ understandings
The relationship between motivation for doing a PhD and research conceptualizations among STEM doctoral students in China
The Parents Were Brilliant!” Engaging Parents in STEM Learning
Fostering safe and inclusive spaces for LGBTQ students
Students’ Conceptions—and Misconceptions—of Social Research
Phenomenography — an avant-garde approach to extend the psychology methodological repertoire
We are all interconnected.”
Phenomenography
The changing experiences of primary teachers
Shedding light
What is the Use of Fieldwork? Conceptions of Students and Staff in Geography and Geology
A phenomenographic approach to understanding some Taiwanese music teachers’ experiences of creativity in the classroom
Experiencing language
A new conceptualization of the professional practice of environmental health
Secondary teachers’ conceptions of student engagement
It's not just about grades”
Teacher educators’ conceptions of modeling
Unpacking a place-based approach – “What lies beyond?” Insights drawn from teachers' perceptions of Outdoor Education
Beginner Teachers’ conceptions of a successful lesson in English secondary schools
My video coach - a phenomenographic interpretation of athlete perceptions of coaching through a live video feed
Supporting school teachers
Qualitatively different ways of differentiating student achievement
European standards for quality assurance and institutional practices of student assessment in the UK, the Netherlands and the Czech Republic
Phenomenography in a more-than-human world - clarity, coherence and critical renewal
Knowledge Must Be Contextual’
Variation in Students' Conceptions of Self-Assessment and Standards
The phenomenology of ‘approach to studying’
Destination competitiveness
Evaluation of the outcome of lifelong learning programmes for social inclusion
The phenomenology of ‘approach to studying’
How Teachers Understand and Use Power in Alternative Assessment
Language, relationships and skills in mixed-nationality Active Learning classrooms
The curriculum? That's just a unit outline, isn't it
Unveiling faculty conceptions of academic risk taking
Developing a capacity to engage in critical reflection
The postgraduate student experience of study support
Doctoral students' experience of information technology research
A phenomenographic study of research informed teaching through the eyes of Masters' students
Considerations of Quality in Phenomenographic Research
Learning to Teach in Higher Education
International Encyclopedia of Adult Education
InterViews
Research students' early experiences of the dissertation literature review
"Bracketing" in phenomenology
Learning to Teach in Higher Education
Understanding Student Learning
Basics of Qualitative Research
Basics of Qualitative Research
Phenomenography ? Describing conceptions of the world around us
On Qualitative Differences in Learning
Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment
| Unique citing works | 58 |
|---|---|
| Citations per year | 2,64 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 55 |