Relevant bibliographies by topics / Phenomenography

Academic literature on the topic 'Phenomenography'

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Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Phenomenography"

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Cossham, Amanda F. "An evaluation of phenomenography." Library and Information Research 41, no. 125 (February 2, 2018): 17–31. http://dx.doi.org/10.29173/lirg755.

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This article briefly evaluates phenomenography as a research approach. Drawing on findings from a recently-completed research project, it explains the phenomenographic approach, outlines how it was used in the research project, and presents the advantages and disadvantages of phenomenography. It identifies three issues with using phenomenography that do not seem to have been raised elsewhere. Two issues apply generally to all such research: the nature of phenomenographic data, and an inconsistency in phenomenography itself. The third is around mental models and phenomenographic conceptions and applicable to this research project, but has wider implications for the concept of mental models in the cognitive viewpoint of library and information studies (LIS) research.
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Yates, Christine, Helen Partridge, and Christine Bruce. "Exploring information experiences through phenomenography." Library and Information Research 36, no. 112 (September 27, 2012): 96–119. http://dx.doi.org/10.29173/lirg496.

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Phenomenography is a qualitative research approach that seeks to explore variation in how people experience various aspects of their world. Phenomenography has been used in numerous information research studies that have explored various phenomena of interest in the library and information sphere. This paper provides an overview of the phenomenographic method and discusses key assumptions that underlie this approach to research. Aspects including data collection, data analysis and the outcomes of phenomenographic research are also detailed. The paper concludes with an illustration of how phenomenography was used in research to investigate students’ experiences of web-based information searching. The results of this research demonstrate how the phenomenographic approach yields insights into variation, making it possible to develop greater understanding of the phenomenon as it was experienced, and to draw upon these experiences to improve and enhance current practice.
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Go, Luis, and Ming Fai Pang. "Phenomenography in the “Lived” Context of Parental Learning." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110161. http://dx.doi.org/10.1177/16094069211016160.

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Phenomenography is a qualitative research methodology that is often adopted by researchers to investigate people’s lived experience of the phenomena around them. Within the phenomenographic research tradition, there has been much discussion of the influence of the context on the phenomenon under study. Time and again, both phenomenographers and critics of phenomenography have stressed the importance of the researcher being mindful of the context when using phenomenography as a research methodology. In this paper, two phenomenographic studies of the learning of adults under the context of parental learning are reported. We attempt to illuminate empirically the consequences of ignoring the cautionary advice about context in the pilot study and contrast its outcomes with the quality of the research results of the subsequent main study that heeded the advice. It is important to clearly delimit the phenomenon in question by taking careful consideration of the relevant context, as this ensures that phenomenography is conducted on the same, target phenomenon, rather than on different phenomena.
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Forster, Marc. "Phenomenography: A methodology for information literacy research." Journal of Librarianship and Information Science 48, no. 4 (July 9, 2016): 353–62. http://dx.doi.org/10.1177/0961000614566481.

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The qualitative methodology phenomenography has been successfully used to determine the range of information literacy experiences of defined groups and professions. Phenomenographic method is believed to yield research findings which give a richer and more accurate picture of what information literacy means in practical terms. The archetypal definitions of the limited but interrelated experiences of information literacy that a phenomenographic study provides have been used as a basis of evidence-based information literacy educational interventions (Andretta, 2007). What are the epistemological ideas behind phenomenography and what are the data collection and analysis procedures based on its philosophical underpinnings? The key principles as described in the literature are discussed in this paper, beginning with the early work of Marton (1986). The use of phenomenography to research information literacy experience began with Christine Bruce’s (1997) seminal work. The value of the work of Bruce and her followers have been recently recognized by ACRL (2014).
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Beaulieu, Rodney. "PHENOMENOGRAPHY: IMPLICATIONS FOR EXPANDING THE EDUCATIONAL ACTION RESEARCH LENS." Canadian Journal of Action Research 18, no. 2 (January 24, 2018): 62–81. http://dx.doi.org/10.33524/cjar.v18i2.335.

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Action research is a growing tradition for improving teachers’ practice and students’ learning outcomes, and it draws from a variety of methods for collecting and analysing data. In this article, phenomenography is proposed as an innovative approach for enhancing action research. With an emphasis on mapping variations on students’ experience, using their own voices, phenomenography offers an analytic system for revealing how students differ in their perspectives, and results from this approach can potentially lead to action research for tailoring curriculum to fit a diverse student population. Though popular among researchers who are interested in studying variation, especially educators, phenomenography is absent in the action research literature. Qualitative analytic approaches tend to reduce data to a few common themes, yet phenomenography is about purposefully coding the data to explore differences. In diverse communities, phenomenography offers a system for tapping a variety of perspectives/conceptions/experiences, including oppositional ones, and action research offers the means for improving educational conditions. While much of action research is committed to inviting multiple voices to resolve educational problems as participatory action research, phenomenography has not been explicitly indicated as a methodological approach throughout the literature. This article draws attention to the potential union of these two disciplines as phenomenographic action research.
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Rocha-Pinto, Sandra Regina da, Leandro Schoemer Jardim, Samantha Luiza De Souza Broman, Maria Isabel Peixoto Guimaraes, and Carlos Frederico Trevia. "Phenomenography’s contribution to organizational studies based on a practice perspective." RAUSP Management Journal 54, no. 4 (October 14, 2019): 384–98. http://dx.doi.org/10.1108/rausp-05-2019-0085.

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Purpose This paper aims to propose the phenomenography as an approach that may contribute to the organizational studies based on the practice perspective, considering that it analyzes the phenomenon through the practitioner’s view and experience. Design/methodology/approach It is a theoretical essay about phenomenography as a theoretical-methodological perspective, considering its concept, its relation with practice theories and how its theoretical-methodological approach is capable of bringing a new perspective over the organizations, in the practice perspective. Findings The phenomenographic method, together with the practice perspective, enables mapping, identifying, describing and relating all the different ways by which an organization, in each one of its structuring dimensions, is effectively experienced. It argues that aspects such as the phenomenographic interview, the second-order perspective, the collective conceptions stated in the outcome space and their relations, the complexity of hierarchy and the abductive theorization about the emerging concepts of collective perceptions form, all together, an alternative and promising theoretical approach to analyze the entanglement between action and the material dimension that constitutes the organizational practices. Practical implications The phenomenographic outcome space may become a catalyst of a theorization about practices, which is capable to modify them or modify the way they are understood. Originality/value It discusses the possibility of phenomenography to theorize from the agents’ collective consciousness.
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Tavares dos Santos, Gabriela, and Anielson Barbosa Da Silva. "Phenomenography as a research method for Management education." Contextus – Revista Contemporânea de Economia e Gestão 20 (February 22, 2022): 42–53. http://dx.doi.org/10.19094/contextus.2022.71414.

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This theoretical essay characterises phenomenography as a research method to broaden the understanding of the phenomenon of management education in Brazil. The historical evolution, epistemological positioning, and basic elements of the method are presented first, followed by a description of the phenomenographic research process, with an emphasis on the scenario, and the procedures for data collection and analysis to identify the convergent perceptions or conceptions. For management education, the results of studies underpinned by phenomenography may help agents involved in the teaching-learning process understand how students and professors experience phenomena and aid not only in how curricula are structured but also in the planning process and the teaching in the environment where students learn.
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Forster, Marc. "“Ethnographic” thematic phenomenography." Journal of Documentation 75, no. 2 (March 6, 2019): 349–65. http://dx.doi.org/10.1108/jd-05-2018-0079.

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Purpose The workplace is a context of increasing interest in information literacy research, if not necessarily the most visible (Cheuk, 2017). Several studies have described contextual, relationship-based experiences of this subjective, knowledge-development focussed phenomenon (Forster, 2017b). What research contexts and methods are likely to be most effective, especially in workplaces which contain professions of widely differing ontologies and epistemological realities? The paper aims to discuss these issues. Design/methodology/approach An analysis and description of the value and validity of a “qualitative mixed methods” approach in which the thematic form of phenomenography is contextualised ethnographically. Findings This paper describes a new research design for investigation into information literacy in the workplace, and discusses key issues around sampling, data collection and analysis, suggesting solutions to predictable problems. Such an approach would be centred on thematic phenomenographic data from semi-structured interviews, contextualised by additional ethnographic methods of data collection. The latter’s findings are analysed in light of the interview data to contextualise that data and facilitate a workplace-wide analysis of information literacy and the information culture it creates. Originality/value Insights from recent research studies into information literacy in the workplace have suggested the possibility of an epistemologically justifiable, qualitative mixed methods design involving an ethnographic contextualisation of a thematic phenomenographic analysis of the information culture of an ontologically varied and complex workplace – with the potential for descriptive contextualisation, categorisation and generalisability.
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Feldon, David F., and Colby Tofel-Grehl. "Phenomenography as a Foundation for Mixed Models Research." American Behavioral Scientist 62, no. 7 (April 21, 2018): 887–99. http://dx.doi.org/10.1177/0002764218772640.

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Phenomenography is a methodological paradigm, which emphasizes personal conceptions as a necessary construct to understand the relationship between the physical events that people experience and the personal meanings that they derive from those experiences. This perspective provides a useful framework for mixed methodology research, because its ontology provides both equal legitimacy to objective and subjective phenomena and an integrated paradigm within which one can jointly engage quantitative and qualitative methods. We examine several instances of mixed methods research from the literature that utilize a phenomenographic perspective and identify implications for further development of mixed research strategies.
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Smyth, Keith, Frank Rennie, Gareth Davies, and Sonam Tobgay. "Transnational collaboration in building educational research capacity in a new university: An applied phenomenographic investigation." Journal of Perspectives in Applied Academic Practice 8, no. 2 (December 21, 2020): 39–49. http://dx.doi.org/10.14297/jpaap.v8i2.460.

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This paper reports on a phenomenographic investigation concerning the perceptions of primarily early career academics on the value and importance of educational research, and the challenges and enablers of establishing and building educational research capacity, within a new university in a developing country. The study was conducted as part of a three year project which itself is based within a longitudinal programme of collaboration between the Royal University of Bhutan (RUB) and the University of the Highlands and Islands (UHI). The paper outlines the transnational collaborations between the two universities to date, before considering key issues in the development of educational research and an educational research culture within universities that are not research intensive, and for whom educational research is a nascent or emerging area. The rationale and methodological approach for the phenomenographic investigation, which seems to be the first phenomenography to address perceptions relating to the development of educational research within the context of a new university, are then considered. The main findings resulting from the phenomenographic process of thematic analysis are subsequently presented. This includes a synthesis and articulation of the findings in the form of a phenomenographic ‘outcome space’ that pertains to the academics’ motivations and perceptions in relation to the development of educational research at RUB. The paper then articulates how the findings of the phenomenography were applied in identifying and implementing tangible interventions to support the participants to engage in conducting and disseminating educational research projects relating to dimensions of their own educational practice. The paper concludes with recommendations and lessons learned relating to the development of educational research capacity in emergent and transnational collaborative contexts.
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Dissertations / Theses on the topic "Phenomenography"

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Tam, Kwok-hin. "Biology students' conceptions of evolution : a phenomenography /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2226677X.

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Speed, Caroline Leigh, and caroline l. speed@dpcd vic gov au. "Sustainable Dwelling: A Phenomenography of House, Home and Place." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091119.115312.

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In Melbourne, Australia, current debates regarding the ongoing provision of suburban residential development to meet housing demand tend to focus on its capacity to contribute to the overall achievement of sustainable development at the metropolitan scale. Within this context, sustainability issues are framed as an environmental problem, and the legislative proposals to address them, in general, are technology focused. However there is growing evidence that deeper changes in human behaviour and understanding are required to achieve a sustainable outcome at the residential scale, and that these 'sustainability issues' are in fact environmental symptoms of a wider human problem. This thesis presents the results of an investigation of domestic architecture, as experienced by thirteen people, eleven of whom have voluntarily chosen to design, build and live in sustainable houses in and around Melbourne. The respondents' complex, multidimensional lived experiences of house, home, place and sustainability are explored within a framework based on theories of place. The first of these theories is Heidegger's concept of Being, especially Being-in-the-World, and the way in which this relates to the human experience of place. The second is the related concept of Dwelling, which for Heidegger is the basic character of Being and is intimately connected with building. The third perspective draws heavily from Heidegger's concepts of Being and Dwelling to define place as the experience of rootedness, authenticity, and insidedness, and the absence of these as placelessness. The fourth theory is the genius loci of place, also referred to as the spirit of place. Dwelling is the point of departure for this theory which discusses the way in which architecture concretises the spirit of place, so place may be experienced as an integrated totality. The final theory, articulated by Bachelard, suggests that place, as memory, is the conflation of intimate experience, memory, and imagination. This perspective is explored through the experience of home, especially the memories of home. Using phenomenography as a research approach, the qualitatively different ways the respondents describe their understanding and experience of house, home, place and sustainability, and the relationships between these, are explored. Insight into these understandings and experiences is achieved through the use of unstructured, in-depth interviews and a purposefully designed mixed-media package (cultural probe) which aims to provoke inspirational, creative and emotional responses. Conclusions are drawn regarding the interplay of notions of house, home and place and sustainability, and the ways in which the relationships between these phenomena influence sustainable behaviour.
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McCracken, Janet Rae. "Phenomenographic instructional design : case studies in geological mapping and materials science." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270015.

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Irvin, Lois Ruth, and lois-irvin@juno com. "Teacher conceptions of student engagement in learning:A phenomenographic investigation." Central Queensland University. School of Learning and Innovation, 2006. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070718.143103.

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This study utilises a phenomenographic approach to investigate teacher conceptions of student engagement in learning. The research question asks: “What are the qualitatively different conceptions of student engagement in learning held by secondary English teachers in Central Queensland?” The research aims to contribute to knowledge about student engagement by investigating the teacher perspectives generally ignored in the research literature. This thesis begins with a review of academic research, scholarship, and government documents where multiple and conflicting understandings of engagement are identified. Phenomenography has been chosen as the empirical research approach because it is designed to map variation in understandings. Standard phenomenographic analysis is used in conjunction with two frameworks congruent with phenomenography. The first framework is based on understandings of intentionality and the second on understandings of awareness. Together these frameworks allow for in-depth analysis of conceptions by identifying the parts and contexts of conceptions and differentiating between the participant’s understanding and his or her conception of how this understanding is facilitated. The empirical component of the research involves semi-structured interviews with 20 Central Queensland secondary English teachers about their classroom experiences with student engagement. These data are transcribed and analysed as per phenomenographic protocol. This study identifies six conceptions within the what aspect, teacher conceptions of student engagement. These correspond with three conceptions comprising the how aspect, teacher conceptions of how to facilitate student engagement. The findings of the empirical research and scholarly review of literature build conceptual knowledge about student engagement. This research indicates that educational stakeholders do not hold similar understandings of student engagement. If the concept of student engagement is to become educationally fruitful, the term must be more explicitly defined in educational research and government policy documents to promote shared understandings among stakeholder groups.
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Solomonides, Ian Paul. "Learning intervention and the approach to study of engineering undergraduates." Thesis, University of Nottingham, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308312.

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Ryan, Pamela M. "Understanding and Responding to Destructive Leadership in School-Related Contexts: An Autopoietic Perspective." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/18398.

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Leadership is integral to the health and wellbeing of individuals and organisations. Relevant literature typically assumes a conception of leadership as ethical influence for good purpose, yet it is not always so. When exercised destructively, leadership has the potential to cause personal distress, group dysfunction and cultural fracture. Although some theoretical literature discusses such leadership, there are few empirical studies. This study applies autopoietic theory to explore the existence and impact of destructive leadership in school-related contexts and suggest possible prevention and intervention strategies. The research methodology used is phenomenography, which seeks to understand a phenomenon by defining variation in collective experience. Fifteen interviews were undertaken with leaders in school-related settings who identified with having past experience of leadership practices they defined as destructive. The purposive sample population was cross-sectoral and cross–school phase. The study is framed by three research questions which aim to identify the qualitatively different ways by which the phenomenon can be understood. The findings suggest that destructive leadership causes significant, lasting and pervasive harm to individuals and organisations; that it is exercised as power and control without adequate checks and balances; derives from personality dispositions, professional inadequacy or aberrant values; and impacts in personal, interpersonal or intrapersonal cycles, mediated or mitigated through individual or social conditions. Five contributions emerge: a phenomenographically-derived framework to analyse a dysfunctional social system; an autopoietically-derived interpretation of individual, organisation and ethical impact; reinforcing vicious and virtuous circles of control and trust; a theory of ‘dysergy’, whereby the sum of the parts of a dysfunctional system constitute a diminished whole; and a whole system approach to intervention. The theoretical implication of the study is of the potential for personal and organisational learning, while the practical implication is for the application of a whole system model of leadership.
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Hsu, Tsui Hua. "Understanding the health experiences of Taiwanese workers." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16476/1/Tsui_Hua_Hsu_Thesis.pdf.

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This thesis attempt to uncover the qualitative different ways that Taiwanese workers experienced health. Workers' health is important to a country's economic, cultural and social development. Both Taiwanese government and health professionals acknowledgement the importance of health. A considerable amount of literature has been released over the past two decades in Taiwan around related issues. Most published research has reported investigation into occupational disease diagnosis, disease prevention, safety behaviours and health-related intervention for behaviour change. None has addressed the health experiences of workers. To address this gap in knowledge and literature, phenomenographic research has been completed to identify and describe the ways in which Taiwanese workers in an industrial complex experience health. In-depth interview was undertaken with eighteen participants. The interview was tape-recorded and then transcribed verbatim. Data was collected in Mandarin or Taiwanese and analysed in Chinese. This avoids the loss or change of original meaning during the translation process. Significant quotations were then translated to English by the principal researcher. Discussions between the researcher and supervisor, and between researcher and another native English speaker who is be able to read Chinese were continuous through the analysis process to ensure that the English translation is as close possible as to the original meaning. The outcomes of the research have been the identification of five conceptions of health which together represent understanding of the experience and the meaning of health. The five distinct conceptions are: health is absence of disease; health is a holistic view of the body function; health is a reward of doing 'good' deeds; health as living a healthy lifestyle; and health as a consequence of stress management. All conceptions combined constitute an outcome space that represents the referential and structural relationship between conceptions. The research outcomes contribute to an understanding of how a group of Taiwanese workers were aware of their health experience and have significant implications for health professionals in developing and conducting health intervention, for policy makers in planning occupational health policies, for describing health with a cultural context and for educators of health professionals. Furthermore, this research provides the basis for further research into specific aspects of health and its meaning in different work settings.
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Hsu, Tsui Hua. "Understanding the health experiences of Taiwanese workers." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16476/.

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This thesis attempt to uncover the qualitative different ways that Taiwanese workers experienced health. Workers' health is important to a country's economic, cultural and social development. Both Taiwanese government and health professionals acknowledgement the importance of health. A considerable amount of literature has been released over the past two decades in Taiwan around related issues. Most published research has reported investigation into occupational disease diagnosis, disease prevention, safety behaviours and health-related intervention for behaviour change. None has addressed the health experiences of workers. To address this gap in knowledge and literature, phenomenographic research has been completed to identify and describe the ways in which Taiwanese workers in an industrial complex experience health. In-depth interview was undertaken with eighteen participants. The interview was tape-recorded and then transcribed verbatim. Data was collected in Mandarin or Taiwanese and analysed in Chinese. This avoids the loss or change of original meaning during the translation process. Significant quotations were then translated to English by the principal researcher. Discussions between the researcher and supervisor, and between researcher and another native English speaker who is be able to read Chinese were continuous through the analysis process to ensure that the English translation is as close possible as to the original meaning. The outcomes of the research have been the identification of five conceptions of health which together represent understanding of the experience and the meaning of health. The five distinct conceptions are: health is absence of disease; health is a holistic view of the body function; health is a reward of doing 'good' deeds; health as living a healthy lifestyle; and health as a consequence of stress management. All conceptions combined constitute an outcome space that represents the referential and structural relationship between conceptions. The research outcomes contribute to an understanding of how a group of Taiwanese workers were aware of their health experience and have significant implications for health professionals in developing and conducting health intervention, for policy makers in planning occupational health policies, for describing health with a cultural context and for educators of health professionals. Furthermore, this research provides the basis for further research into specific aspects of health and its meaning in different work settings.
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Ireland, Joseph Ernest. "Inquiry teaching in primary science : a phenomenographic study." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45772/1/Joseph_Ireland_Thesis.pdf.

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In spite of having a long history in education, inquiry teaching (the teaching in ways that foster inquiry based learning in students) in science education is still a highly problematic issue. However, before teacher educators can hope to effectively influence teacher implementation of inquiry teaching in the science classroom, educators need to understand teachers’ current conceptions of inquiry teaching. This study describes the qualitatively different ways in which 20 primary school teachers experienced inquiry teaching in science education. A phenomenographic approach was adopted and data sourced from interviews of these teachers. The three categories of experiences that emerged from this study were; Student Centred Experiences (Category 1), Teacher Generated Problems (Category 2), and Student Generated Questions (Category 3). In Category 1 teachers structure their teaching around students sensory experiences, expecting that students will see, hear, feel and do interesting things that will focus their attention, have them asking science questions, and improve their engagement in learning. In Category 2 teachers structure their teaching around a given problem they have designed and that the students are required to solve. In Category 3 teachers structure their teaching around helping students to ask and answer their own questions about phenomena. These categories describe a hierarchy with the Student Generated Questions Category as the most inclusive. These categories were contrasted with contemporary educational theory, and it was found that when given the chance to voice their own conceptions without such comparison teachers speak of inquiry teaching in only one of the three categories mentioned. These results also help inform our theoretical understanding of teacher conceptions of inquiry teaching. Knowing what teachers actually experience as inquiry teaching, as opposed to understand theoretically, is a valuable contribution to the literature. This knowledge provides a valuable contribution to educational theory, which helps policy, curriculum development, and the practicing primary school teachers to more fully understand and implement the best educative practices in their daily work. Having teachers experience the qualitatively different ways of experiencing inquiry teaching uncovered in this study is expected to help teachers to move towards a more student-centred, authentic inquiry outcome for their students and themselves. Going beyond this to challenge teacher epistemological beliefs regarding the source of knowledge may also assist them in developing more informed notions of the nature of science and of scientific inquiry during professional development opportunities. The development of scientific literacy in students, a high priority for governments worldwide, will only to benefit from these initiatives.
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Christensen, Mette. "Sygeplejerskers efterlevelse af anbefalinger for håndhygiejne." Thesis, Nordic School of Public Health NHV, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3199.

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Formål – At beskrive variationen i sygeplejerskers opfattelse af deres efterlevelse af anbefalinger for håndhygiejne samt hvilke faktorer sygeplejersker oplever, har betydning for om de udfører håndhygiejne som anbefalet.   Design - Beskrivende og undersøgende undersøgelse med en fænomenografisk forsknings-tilnærmelse. Semi-strukturerede interviews med fokus på sygeplejerskers egen opfattelse af deres efterlevelse af anbefalinger for håndhygiejne.   Ramme – Hvidovre Hospital.   Informanter – 14 sygeplejersker (12 kvinder, to mænd) fordelt på 11 afdelinger, indenfor kirurgiske specialer, medicinske specialer, kvinde-barn specialer og intensivterapi.   Resultat –  Analysen viser, at de interviewede sygeplejersker er af den opfattelse, at de stort set altid efterlever anbefalingerne for håndhygiejne. Endvidere blev der ved analysen identificeret seks forskellige opfattelser af de faktorer, der har indflydelse på, om sygeplejerskerne følger anbefalinger for håndhygiejne: Håndhygiejne er en naturlig handling; Smitterisiko; Akutte situationer, uforudsigelighed og travlhed; Omgivelsernes opmærksomhed; Håndhygiejnefaciliteter; Akkreditering, hygiejneaudit og håndhygiejnekampagne.   Konklusion – Sygeplejerskers oplevelse af, at de udfører håndhygiejne som anbefalet og deres forskellige opfattelser af faktorer, der har betydning for, om de følger anbefalingerne for håndhygiejne bør have indflydelse på de håndhygiejneaktiviteter, der planlægges og iværksættes med henblik på at øge sygeplejerskers efterlevelse af anbefalingerne for håndhygiejne.
Aim – To describe variations in nurses’ ways of experiencing compliance with recommendations for hand hygiene and factors nurses experience as having influence on their compliance with hand hygiene.   Design – Descriptive and explorative study using a phenomenographic approach. Semi-structured interviews, focusing on the nurses’ own experiences regarding compliance with recommendations with hand hygiene.   Setting – Hvidovre Hospital.   Subjects – 14 nurses (12 women, 2 men) from 11 different wards, within the surgical speciality, the medical speciality, the women-child speciality and intensive care.   Results – The analysis shows that the interviewed nurses perceive that they nearly always follow the recommendations for hand hygiene. Furthermore six different perceptions of factors with influence on nurses’ compliance with recommendations for hand hygiene were identified in the analysis: Hand hygiene is a natural action; Infection risk; Acute situations, unpredictability and busyness; The attention of the surroundings; Facilities for hand hygiene; Accreditation, hygiene audit and hand hygiene campaign.   Conclusion – Nurses’ experiences of compliance with recommendation for hand hygiene and the different perceptions of factors influencing wether they follow recommendations for hand hygiene ought to influence the planning and implementations of hand hygiene activities in order to promote nurses’ compliance with recommendation for hand hygiene.

ISBN 978-91-7844-743-5

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Books on the topic "Phenomenography"

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Bowden, John A., and Eleanor Walsh. Phenomenography. Melbourne: RMIT University Press, 2000.

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Bowden, John A., and Pam Green. Doing developmental phenomenography. Melbourne: RMIT University Press, 2005.

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Gloria, Dall'Alba, and Hasselgren Biörn, eds. Reflections on phenomenography: Toward a methodology? Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1996.

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Panning for gold: Information literacy and the Net Lenses Model. Blackwood, S. Aust: Auslib Press, 2006.

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Renström, Lena. Conceptions of matter: A phenomenographic approach. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1988.

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Booth, Shirley. Learning to program: A phenomenographic perspective. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1992.

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Neuman, Dagmar. The origin of arithmetic skills: A phenomenographic approach. Göteborg, Sweden: [Université de Göteborg], 1987.

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Davis, William Jeffrey. A Phenomenographic Study of Pre-collegiate Conceptions of Teaching. [New York, N.Y.?]: [publisher not identified], 2019.

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Tullberg, Aina. Teaching "the mole": A phenomenographic inquiry into the didactics of chemistry. Göteborg, Sweden: Acta universitatis Gothoburgensis, 1997.

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Ekeblad, Eva. Children, learning, numbers: A phenomenographic excursion into first-grade children's arithmetic. Göteborg, Sweden: Acta Universitatis Gothoburgensis, 1996.

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Book chapters on the topic "Phenomenography"

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Orgill, MaryKay. "Phenomenography." In Encyclopedia of the Sciences of Learning, 2608–11. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_271.

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Johns, Diana F. "Phenomenography." In Being and Becoming an Ex-Prisoner, 97–112. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: International series on desistance and rehabilitation ; 11: Routledge, 2017. http://dx.doi.org/10.4324/9781315619637-5.

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Koole, Marguerite. "Phenomenography." In Springer Texts in Education, 371–76. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-04394-9_57.

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Lamb, Peter, Jörgen Sandberg, and Peter W. Liesch. "Small Firm Internationalisation Unveiled Through Phenomenography." In JIBS Special Collections, 267–315. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74228-1_8.

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Kyriakoullis, Leantros, and Panayiotis Zaphiris. "Using Phenomenography to Understand Cultural Values in Facebook." In Lecture Notes in Computer Science, 216–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58509-3_18.

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Hajar, Anas. "Critical reflexive phenomenography in a study abroad context." In Reflexivity in Applied Linguistics, 96–114. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003149408-6.

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Thomas, Aaron. "Phenomenography of Student Perceptions of an Online Metacognitive Tool." In Intelligent Tutoring Systems, 692–94. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07221-0_109.

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Feldon, David F., and Colby Tofel-Grehl. "Phenomenography as a Basis for Fully Integrated Mixed Methodologies." In The Routledge Handbook for Advancing Integration in Mixed Methods Research, 124–38. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429432828-12.

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Buck, P., M. J. Goedhart, W. Gräber, W. H. Kaper, T. Koballa, C. Linder, F. Marton, et al. "On the Methodology of ‘Phenomenography’ As A Science Education Research Tool." In Science Education Research in the Knowledge-Based Society, 31–41. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_4.

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Press, Nona, and Dolene Rossi. "The strengths and applications of collaborative autoethnography and phenomenography through methodological fusion in educational research." In The Routledge International Handbook of Autoethnography in Educational Research, 102–14. London: Routledge, 2022. http://dx.doi.org/10.4324/b23046-11.

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Conference papers on the topic "Phenomenography"

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Thompson, Errol. "From phenomenography study to planning teaching." In the fifteenth annual conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822090.1822096.

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Williams, Eric A., Justyna P. Zwolak, and Eric Brewe. "Physics Major Engagement and Persistence: A Phenomenography Interview Study." In 2017 Physics Education Research Conference. American Association of Physics Teachers, 2018. http://dx.doi.org/10.1119/perc.2017.pr.104.

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Ba’in, Suyahmo, Suwito Eko Pramono, and Hamdan Tri Atmaja. "Study Phenomenography (Phenomenographic Approach) Towards Trauma Healing Patterns on Community Conflict Victims in the Slope of Merapi Merbabu in Boyolali." In 6th International Conference on Education & Social Sciences (ICESS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210918.010.

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Singh, Shweta. "GAMIFICATION: PHENOMENOGRAPHY TO ENHANCE ENGAGEMENT OF ADULT LEARNERS IN VOCATIONAL EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1906.

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Sharma, Manjula D. "On the use of phenomenography in the analysis of qualitative data." In 2003 PHYSICS EDUCATION RESEARCH CONFERENCE: 2003 Physics Education Conference. AIP, 2004. http://dx.doi.org/10.1063/1.1807249.

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Cooper-Smith, Lyndall, Bill Davey, and Arthur Adamopoulos. "USING PHENOMENOGRAPHY TO ANALYSE THE PERCEPTIONS INSTRUCTORS HAVE ABOUT GROUP WORK." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0731.

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Mimirinis, Mike, Shannon Chance, and Inês Direito. "Variation and phenomenography: recognising and understanding qualitatively different experiences of engineering learning." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0149.

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Brightman, Andrew O., Nicholas D. Fila, Justin L. Hess, Alison J. Kerr, Dayoung Kim, Michael C. Loui, and Carla B. Zoltowski. "Applying Phenomenography to Develop a Comprehensive Understanding of Ethics in Engineering Practice." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658475.

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Khairin, Fibriyani Nur, and Yana Ulfah. "Finding the Diverse Meaning of Reality by Using Phenomenography in Accounting Education Research." In Proceedings of the Annual International Conference of Business and Public Administration (AICoBPA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aicobpa-18.2019.23.

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Stylianou, Kostas, Antigoni Parmaxi, and Stelios Kyriacou. "USING PHENOMENOGRAPHY TO CAPTURE THE VARIATIONS IN STUDENTS’ ATTITUDES TOWARDS COMPUTER ASSISTED LANGUAGE LEARNING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0863.

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