Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research

By P. Ashworth, U. Lucas. 2000

468 citations recorded by the source corpus.

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. There is a need to clarify important aspects of the methodology so that it can be used with increasing effectiveness. This article seeks to contribute to the discussion and clarification of the phenomenographic research approach in two ways. 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 article 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.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/7c440574afae917d026772e611920ca99a6dfb42

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Citations in the corpus

What Skills and Attributes Does an Accounting Graduate Need? Evidence from Student Perceptions and Employer Expectations (2008, unknown): “The reviews were designed to acknowledge that while “generalizations across individuals are of value, it is important that the individual’s unique experience is not lost” (Ashworth and Lucas, 2000, p. 304).”
Deep and surface approaches to learning within introductory accounting: a phenomenographic study (2001, background): “However, such a prescribed intention may be too de nitive and lead to a distortion of the students’ experiences (Walsh, 1994; Ashworth and Lucas, 1998, 2000).”
The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students (2009, background): “The first step in analysis was bracketing or excluding preconceived ideas (Marton 1994; Ashworth and Lucas 2000) to minimise researcher subjectivity.”
The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study (2016, methodology): “2014; Kelly 2012), nor is the concept of collaboration between the disciplines (Banks and Barlex 2014; Bybee 2013). Ramely (2011) described her vision for the term STEM; where she sought to develop a coherent, not integrated, curriculum, where science and mathematics served as ‘bookends’ for technol”