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Journal articles on the topic 'Phenomenography'

To see the other types of publications on this topic, follow the link: Phenomenography.

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

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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8

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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11

Svensson, Lennart. "Theoretical Foundations of Phenomenography." Higher Education Research & Development 16, no. 2 (June 1997): 159–71. http://dx.doi.org/10.1080/0729436970160204.

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Hazel, Elizabeth, Linda Conrad, and Elaine Martin. "Exploring Gender and Phenomenography." Higher Education Research & Development 16, no. 2 (June 1997): 213–26. http://dx.doi.org/10.1080/0729436970160208.

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13

Davey, Bill. "ANT, Phenomenography and a Research Question in Information Systems." International Journal of Actor-Network Theory and Technological Innovation 6, no. 2 (April 2014): 1–9. http://dx.doi.org/10.4018/ijantti.2014040101.

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This paper describes the research Approach of Phenomenography. A research question that has been addressed by this method is used to allow comparison between Phenomenography and Actor- Network Theory as approaches to questions involving the adoption of new techniques in information systems projects.

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14

Ahlstrand, Pernilla. "Analysing the object of learning, using phenomenography." International Journal for Lesson and Learning Studies 7, no. 3 (July 9, 2018): 184–200. http://dx.doi.org/10.1108/ijlls-12-2016-0053.

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Purpose In this paper, knowledge concerning the meaning of knowing the object of learning is developed using learning study as a research approach. The purpose of this paper is to show how the object of learning, in this case, playing with groove in rhythmic sequences, can be analysed and recognised using phenomenography. Design/methodology/approach The paper reports on a learning study conducted in three different fifth grade elementary school classes. Seven music teachers were involved in preparing the pre-test, designing three research lessons and analysing the material. Findings The findings show that several aspects of the object of learning must be discerned by the learner in order to experience the chosen object of learning and develop in the learning situation. The phenomenographic analysis contributed to refining the meaning of the object of learning. Originality/value In a learning study, knowledge concerning the meaning of the object of learning is generated. The development and specification of this knowledge will be empirically revealed through the analysis process. This paper will contribute to the discussion concerning what must be known in order to develop a specific capability in music education, namely, the capability to feel the groove.

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15

Sjostrom, Bjorn, and Lars Owe Dahlgren. "Applying phenomenography in nursing research." Journal of Advanced Nursing 40, no. 3 (November 2002): 339–45. http://dx.doi.org/10.1046/j.1365-2648.2002.02375.x.

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Entwistle, Noel. "Introduction: Phenomenography in Higher Education." Higher Education Research & Development 16, no. 2 (June 1997): 127–34. http://dx.doi.org/10.1080/0729436970160202.

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Booth, Shirley. "On Phenomenography, Learning and Teaching." Higher Education Research & Development 16, no. 2 (June 1997): 135–58. http://dx.doi.org/10.1080/0729436970160203.

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Stars, Inese, and Zanda Rubene. "A Phenomenographic Study of Adolescents’ Conceptions of Health Information Appraisal as a Critical Component of Adolescent Health Literacy." Acta Paedagogica Vilnensia 44 (September 1, 2020): 62–80. http://dx.doi.org/10.15388/actpaed.44.5.

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This paper reports on a health literacy study that explored adolescents’ conceptualizations of health information appraisal as a social practice in Latvia. The study was guided by phenomenography, a qualitative research approach used to describe people’s conceptions of a particular phenomenon. A purposive, maximum variation sampling was used, and 24 adolescents were recruited to take part in the study, ranging from 13 to 16 year-olds. Semi-structured interviews were undertaken for data collection. A phenomenographic method for data analysis was performed using the guidelines proved by Sandberg. The data analysis presented seven categories of description and an outcome space representing the adolescents’ qualitatively different conceptions of health information appraisal. The implications for health education in school are discussed.

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Mulyana, Agus, and Yeni Kurniawati. "PHENOMENOGRAPHY ANALYSIS OF STUDENTS’ HISTORICAL THINKING ABILITY IN STUDYING SOCIAL HISTORY." Jurnal Cakrawala Pendidikan 39, no. 3 (October 14, 2020): 666–78. http://dx.doi.org/10.21831/cp.v39i3.28982.

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The Marton Phenomenography Analysis model is interesting to apply because it has a significant characteristic of learning that is based on two academic learning patterns, namely "surface" and "in-depth" learning approaches. This study aimed to investigate students’ historical thinking ability using the Marton Phenomenography Analysis. Qualitative method was utilized with a phenomenography approach. The phenomenography approach was aimed to identify students’ historical thinking ability as they experience, conceptualize, perceive, and understand various historical phenomena of social movements. The subjects were students who took part in Social History. Data were collected from examination, observation, interviews and document study. The results showed that students who have "surface" and "in-depth" learning patterns have different thinking patterns, perspectives, and perceptions. There is a significant difference as much as 12.11% in the historical thinking ability between both groups. The "in-depth" group has an advantage over the "surface" group in terms of understanding changes, comparing historical narratives, interpreting history, understanding historical interpretation, as well as constructing history. Both the "in-depth" and "surface" groups have a good ability in the aspect of knowledge on facts and how to search for historical sources. Finally, both groups have less ability to develop different thinking patterns, create questions from historical stories, and evaluate historical sources.

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Lamb, Peter, Jörgen Sandberg, and Peter W. Liesch. "Small firm internationalisation unveiled through phenomenography." Journal of International Business Studies 42, no. 5 (April 7, 2011): 672–93. http://dx.doi.org/10.1057/jibs.2011.8.

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Ashworth, Peter, and Ursula Lucas. "What is the ‘World’ of Phenomenography?" Scandinavian Journal of Educational Research 42, no. 4 (December 1998): 415–31. http://dx.doi.org/10.1080/0031383980420407.

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R. Raagas, Maria Judith. "The Impact of Racial Identity and Social Spaces on the Academic Experiences of Biracial Students: A Phenomenographic Study for School Administrative Intervention." Frontiers in Education Technology 2, no. 4 (September 11, 2019): p185. http://dx.doi.org/10.22158/fet.v2n4p185.

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This study explored the identity and social spaces that affects academic performances, and behavioral difficulties of biracial students. As teachers have direct experiences with biracial students in every working days in school, these serve as an opportunity for the researcher to study the academic experiences of biracial learners. This research paper is qualitative research that used the phenomenographic approach. Phenomenography is investigative, and, explanatory as, it charts the different ways on how the participants understand, conceptualize, perceive and observe the different aspects of a phenomenon in the environment around them. The participants were grade school teachers wherein their experiences with the biracial students were explored. The researcher interviewed the participants, and the interviews were transcribed verbatim. As findings, five themes were drawn by the researcher from the interview. These are: classroom profile of biracial students, academic performances, behavioral difficulties, racial identity shaped by the parents and environment, and the intervention.

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Assarroudi, Abdolghader, and Abbas Heydari. "Phenomenography: A Missed Method in Medical Research." Acta Facultatis Medicae Naissensis 33, no. 3 (September 1, 2016): 217–25. http://dx.doi.org/10.1515/afmnai-2016-0023.

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SummaryResearch is an approach with which human beings can attempt to answer questions and discover the unknowns. Research methodology is something that is determined by the researcher’s attitude toward the universe as well as by the question he is trying to answer. Some essential questions regarding the research process are: “What is the nature of reality?”, “What is the nature of the relationship between the scholar and the subject of interest?”, and “How can one understand the subject, and what are the methods?”. Research approaches can be categorized as quantitative and qualitative. In the former, measurement, prediction, and control are the bases, while in the latter, exploring, describing, and explaining the phenomena are fundamental. Among qualitative research methods, phenomenography is one of the newest methods. However, in spite of proving to be useful in various disciplines, it has yet to become popular, and many scholars mistake it for phenomenology. The focus of phenomenography is on what is known as the second-order perspective and the different ways that people can experience the same phenomenon, while phenomenology primarily emphasizes the first-order perspective and the similar essences that are derived from various experiences. This article aims to provide a better understanding of phenomenography through explaining it and comparing it with phenomenology in order to facilitate its proper and timely application in medical studies.

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Selley, N. J. "Towards a phenomenography of light and vision." International Journal of Science Education 18, no. 7 (October 1996): 837–46. http://dx.doi.org/10.1080/0950069960180708.

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Jones, C., and M. Asensio. "Experiences of assessment: using phenomenography for evaluation." Journal of Computer Assisted Learning 17, no. 3 (September 2001): 314–21. http://dx.doi.org/10.1046/j.0266-4909.2001.00186.x.

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Kettunen, Jaana, and Päivi Tynjälä. "Applying phenomenography in guidance and counselling research." British Journal of Guidance & Counselling 46, no. 1 (February 17, 2017): 1–11. http://dx.doi.org/10.1080/03069885.2017.1285006.

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Polat, Brittany. "Experiencing language: phenomenography and second language acquisition." Language Awareness 22, no. 2 (May 2013): 111–25. http://dx.doi.org/10.1080/09658416.2012.658811.

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Marton, Ference, and Wing Yan Pong. "On the unit of description in phenomenography." Higher Education Research & Development 24, no. 4 (November 2005): 335–48. http://dx.doi.org/10.1080/07294360500284706.

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Ebenezer, Jazlin V., and Gaalen L. Erickson. "Chemistry students' conceptions of solubility: A phenomenography." Science Education 80, no. 2 (April 1996): 181–201. http://dx.doi.org/10.1002/(sici)1098-237x(199604)80:2<181::aid-sce4>3.0.co;2-c.

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Walker, Chris. "Learning to learn, phenomenography and children’s learning." Educational and Child Psychology 15, no. 3 (1998): 25–33. http://dx.doi.org/10.53841/bpsecp.1998.15.3.25.

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This paper explores phenomenography and its roots in phenomenology. The principles of a phenomenographical approach and how these can be applied to children’s learning are considered. The relevance of this approach for the educational psychologist as researcher is briefly examined.

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Åkerlind, Gerlese S. "What Future for Phenomenographic Research? On Continuity and Development in the Phenomenography and Variation Theory Research Tradition." Scandinavian Journal of Educational Research 62, no. 6 (June 5, 2017): 949–58. http://dx.doi.org/10.1080/00313831.2017.1324899.

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Durden, Guy. "Improving teacher learning: variation in conceptions of learning study." International Journal for Lesson and Learning Studies 7, no. 1 (January 2, 2018): 50–61. http://dx.doi.org/10.1108/ijlls-09-2017-0041.

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Purpose The purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers’ learning about learning study. Design/methodology/approach A phenomenographic study based on semi-structured interviews with 18 beginner teachers of business and economics in England taking part in a learning study during their initial teacher education. Findings The study identified five conceptions of learning study and five associated critical aspects. Results raise questions about the relationship between the process and instructional design elements of learning study. Originality/value The study offers a framework for exploring differences in the quality of learning studies and the relationship between teacher conceptions of learning study and the degree of conceptual change in students in a learning study. It also enables facilitator/researchers to design and manage interventions to develop teacher understanding of learning study that are consistent with the principles of PVT.

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Giorgi, Amedeo. "A Phenomenological Perspective On Some Phenomenographic Results On Learning." Journal of Phenomenological Psychology 30, no. 2 (1999): 68–93. http://dx.doi.org/10.1163/156916299x00110.

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AbstractIn this article two different descriptive, qualitative analytic perspectives applied to the area of learning are compared, demonstrating, in part, that normal science in qualitative research can be conducted. The two perspectives are phenomenography and phenomenology and the comparison is between the different perspectives themselves and the results they produce. Phenomenography is basically an empirical approach that developed more from practice than theory and the phenomenological scientific approach used is a particularization of the Husserlian philosophical phenomenological method, as its practice is claimed to be consistent with phenomenological criteria at the level of scientific application. There is a certain convergence in the findings of the two approaches but the level of analysis actually performed by each perspective made a direct comparison of the findings difficult.

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Cho-Hee, Yoon, and Na Jae-Hoon. "A Phenomenography of College Students’ Experiences of Learning." Korean Journal of Educational Psychology 29, no. 3 (September 30, 2015): 427–58. http://dx.doi.org/10.17286/kjep.2015.29.3.03.

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Neuman, Dagmar. "Chapter 5: Phenomenography: Exploring the Roots of Numeracy." Journal for Research in Mathematics Education. Monograph 9 (1997): 63. http://dx.doi.org/10.2307/749947.

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Trigwell, Keith. "Phenomenography: An Approach to Research into Geography Education." Journal of Geography in Higher Education 30, no. 2 (July 2006): 367–72. http://dx.doi.org/10.1080/03098260600717489.

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Lister, Raymond. "A research manifesto, and the relevance of phenomenography." ACM SIGCSE Bulletin 35, no. 2 (June 2003): 15–16. http://dx.doi.org/10.1145/782941.782953.

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Trigwell, Keith, and Michael Prosser. "Using phenomenography to understand the research-teaching nexus." Education as Change 13, no. 2 (December 2009): 325–38. http://dx.doi.org/10.1080/16823200903234877.

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Barnard, Alan, and Rozanno Locsin. "Understanding Caring in Nursing: Phenomenography and Visual Representation." International Journal of Human Caring 10, no. 2 (March 2006): 20.1–20. http://dx.doi.org/10.20467/1091-5710.10.2.20.

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Berry, Janet. "Understanding Caring in Nursing: Phenomenography and Visual Representation." International Journal of Human Caring 10, no. 2 (March 2006): 20.2–20. http://dx.doi.org/10.20467/1091-5710.10.2.20a.

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Stolz, Steven A. "Phenomenology and phenomenography in educational research: A critique." Educational Philosophy and Theory 52, no. 10 (February 3, 2020): 1077–96. http://dx.doi.org/10.1080/00131857.2020.1724088.

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Andretta, Susie. "Phenomenography: a conceptual framework for information literacy education." Aslib Proceedings 59, no. 2 (March 27, 2007): 152–68. http://dx.doi.org/10.1108/00012530710736663.

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Prosser, Michael. "Phenomenography and the Principles and Practices of Learning." Higher Education Research & Development 12, no. 1 (January 1993): 21–31. http://dx.doi.org/10.1080/0729436930120103.

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Forster, Marc. "Developing an “experience framework” for an evidence-based information literacy educational intervention." Journal of Documentation 72, no. 2 (March 14, 2016): 306–20. http://dx.doi.org/10.1108/jd-06-2015-0077.

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Purpose – The purpose of this paper is to describe how an “experience framework” for an evidence-based information literacy educational intervention can be formulated. Design/methodology/approach – The experience framework is developed by applying the qualitative methodology phenomenography to the analysis of the variation in the experience of a phenomenon by a target group, making specific use of one of its data analysis methods, that pioneered by Gerlese Akerlind. A phenomenographic study’s descriptions of the limited but related experiences of the phenomenon, and the detail of context and complexity in experience achieved through the Akerlind data analysis technique, are essential to a framework’s structure and educationally valuable richness of detail. Findings – The “experience framework”, an example of which is set out in this paper, is formed from a detailed range of contexts, forms and levels of complexity of experience of a phenomenon, such as information literacy, in a group or profession. Groupings of aspects of that experience are used to formulate, through the application of variation theory, an education theory developed from previous phenomenographic research, learning contexts and aims which can form the focus of educational activities. Originality/value – The framework can be used to form the basis of an evidence-based educational intervention to enrich the experience of any concept within LIS that Information professionals work to develop in their users.

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Mughal, Farooq, and Aneesa Zafar. "Socio-Culturalism and Knowledge Sharing in Multicultural Virtual Learning Communities: Mapping a Conceptual Framework using a Case-based ‘Quanto-Phenomenography’ Approach." International Journal of Learning and Development 1, no. 2 (December 19, 2011): 1. http://dx.doi.org/10.5296/ijld.v1i2.1178.

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Abstract The aim of this paper is to investigate the impact of socio-cultural values on the process of knowledge sharing in a multicultural virtual (online) learning community. The study was conducted on a community of place consisting of a mix of students (n = 50) from different parts of the world using a virtual learning environment designed to support learning within and outside the classroom. Pertinent to this, the paper explores three significant areas: a). what societal and cultural values influence the process of knowledge sharing; b) which values are considered important by the community members; and c). do these socio-cultural values limit the utility of a virtual learning environment. The theoretical basis of this study is strongly related to Vygotsky’s (1983) theory of ‘mediated mind’ and Thorne’s (1999) theory on ‘internet-mediation’. The authors conduct a theoretical discourse of the literature to develop a framework consistent upon the VLC model proposed by Schwier (2007) and the three-phased integrative model of virtual communities as societies developed by Romm et al. (1997). The authors use an integrative ‘quanto-phenomenographic’ approach by employing a mix of descriptive and phenomenographic research. The analysis revealed that the socio-cultural values influenced the knowledge sharing process at two-levels i.e. the user level and the environment level yielding altogether 12 socio-cultural values which including nationality, integrity, trust, gender etc. which might inhibit the utility of a virtual learning environment. Keywords: knowledge sharing, virtual learning community, socio-culturalism, culture, multiculturalism, virtual learning environment, phenomenography

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HIDAYAH, Nurdin, Herlan SUHERLAN, and Fajar Kusnadi Kusumah PUTRA. "Stakeholders’ Synergies in Developing Smart Tourism Destination. A Phenomenographic Study." Journal of Environmental Management and Tourism 13, no. 2 (March 31, 2022): 313. http://dx.doi.org/10.14505/jemt.v13.2(58).02.

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This study aims to investigate the stakeholders' synergies in realising smart tourism destination. This study uses a qualitative method with a phenomenography approach. We adopted stakeholders' theory to valued stakeholder roles and perception in pursuing sustainability, competitiveness and managing smart tourism destination in Wonosobo, Indonesia. In-depth interviews with five main stakeholders' namely local government, media, tourism business, tourism community, and travel bloggers followed by three phenomenography qualitative data analysis stages. The findings have revealed some obstacles in implementing smart tourism from stakeholders' perspectives, such as human resource's ability, stakeholders' synergy, and government support. This study has also revealed six factors: public system development, digital promotion, Internet infrastructure, public and private sectors partnership, and human resources development to support smart tourism. This study has proposed the strategic plan for the local government to support smart tourism destinations, namely: partnerships, government support, human resource’s ability, and tourism business competitiveness, that will lead to smart tourism destinations. This study has provided a framework and managerial implication accordingly.

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Fisher, Ron, Mark Francis, Andrew Thomas, Kevin Burgess, and Katherine Mutter. "Conceptions of value as family resemblances." Qualitative Market Research: An International Journal 19, no. 4 (September 12, 2016): 378–94. http://dx.doi.org/10.1108/qmr-11-2015-0084.

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Purpose The purpose of this paper is to consider value as individual and experiential, based on the relationships between conceptions of value, rather than attempting to identify a common factor. The authors use the term “family” to represent the relationships between conceptions of value and provide a philosophical basis that underpins this. The authors also propose an appropriate method for researching value as family resemblances. Design/methodology/approach In this conceptual paper, the authors propose a new approach to understanding the nature of value in terms of family resemblances. In many marketing studies, value is described as being phenomenologically based, with an increasing number also emphasizing its experiential nature. Attempts to conceptualize value phenomenologically lead to tension between the search for an essence and the qualitatively different ways in which value is experienced by individuals. The authors propose phenomenography as a research approach that accommodates value based on differences rather than essences. Findings Recognizing that there is no necessary condition or essence by which value may be defined resolves the tension that has arisen from the simultaneous search for a common feature and the assertion that value is experientially created by individuals. The research also highlights that the nature of value may differ between people, time and place or some aspects of it may be the same. Regarding value in terms of family resemblances accommodates actors’ different conceptions of value. Phenomenography is an appropriate approach to operationalize conceptions of value in terms of family membership. Research limitations/implications Understanding value as a family, and using phenomenography as method, provides methodological clarity to a long-standing research issue. Using the approaches outlined in this study will enable empirical studies of the nature of value in any context to be conducted soundly and relatively quickly. It will also provide a more inclusive and holistic set of values based on the experiences of individuals. Practical implications The research provides important insights for practitioners through clearer conceptions of value. These include the ability to plan and deliver business outcomes that are more closely aligned with customer values. Understanding the conceptions of value experienced by actors in marketing, as determined through family resemblances, has clear implications for researchers and practitioners. Originality/value Understanding actors’ conceptions of value through the lens of family resemblances resolves a long-standing research issue. Using phenomenography as method is an approach seldom used in marketing that addresses the need for increased use of qualitative research in marketing.

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Tyler, Mark A. "The Whisperings of a Doctor of Philosophy Student’s Phenomenography." International Journal of Pedagogies and Learning 4, no. 2 (February 2008): 6–14. http://dx.doi.org/10.5172/ijpl.4.2.6.

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Moyano-Díaz, Emilio. "BUILDING THE CONCEPT OF HAPPINESS FOR ADULTS FROM PHENOMENOGRAPHY." Universum (Talca) 31, no. 2 (December 2016): 141–56. http://dx.doi.org/10.4067/s0718-23762016000200009.

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Cibangu, Sylvain K., and Mark Hepworth. "The uses of phenomenology and phenomenography: A critical review." Library & Information Science Research 38, no. 2 (April 2016): 148–60. http://dx.doi.org/10.1016/j.lisr.2016.05.001.

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