Engineering Phenomenography

Gibbings, Peter; Lidstone, John; Bruce, Christine

doi:10.1108/s2056-375220150000001014

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…Its pioneer is considered to be Ference Marton, who applied this method to explore attitudes towards learning (Marton and Saljo, 1976;Dahlgren and Marton, 1978;Francis, 1993;Entwistle, 1997). It should be noted that phenomenography is widely used in Health Sciences (Lepp and Ringsberg, 2011), IT (Hsieh and Tsai, 2017;Khan and Markauskaitė, 2017), Environmental Protection (Teeter and Sandberg, 2016), Engineering (Gibbings, Lidstone and Bruce, 2015), and many other fields of science (Tight, 2016). In Education Sciences, phenomenography has begun to be used to explore attitudes towards learning (Marton and Saljo, 1976;Dahlgren and Marton, 1978;Francis, 1993;Entwistle, 1997).…”

Section: Research Methodology 11 Research Designmentioning

confidence: 99%

Critical Thinking in Higher Education and Labour Market

Indrašienė¹,

Jegelevičienė²,

Penkauskienė³

et al. 2021

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Preface 6 variety in conceptualisations on what it is, how it is shown, what it addresses,and what it requires. The use and development of critical thinking are regularly and intentionally supported both in the labour market and higher education, despite diverse and clear indications that all that supporting of critical thinking, all that teaching of critical thinking are not always equally effective. Different conceptualisations of critical thinking result in different interpretations of the value of particular interventions, and, in turn, these different interpretations result in different reactions to those interventions. In addition to that insight, the monograph also extends an invitation for more research on fostering critical thinking, both by creating situations that afford critical thinking and by developing what is needed to engage in critical thinking. Here, too, we can only hope that the invitation will be widely accepted.The monograph highlights the importance of critical thinking, that is, why it is equally important to research it. It also highlights the complexity of critical thinking, stressing the need for research that acknowledges that complexity. The monograph recognises and illustrates that critical thinking deserves and requires multiple research approaches. Understanding critical thinking, the practice of critical thinking, the fostering of critical thinking, and the development of critical thinking requires knowledge and an in-depth understanding of the literature on critical thinking; it also requires engagement in empirical research, from qualitative and quantitative to descriptive, explanatory and interventionist. The monograph reveals that more conceptual and more empirical research need one another. Through instantiation, empirical research helps understand and validate conceptual research on critical thinking, while the use of conceptual literature is essential for deconstructing the findings in order to make them meaningful. The methodological richness and solid embeddedness in the (international) literature of this monograph might be intimidating, but extend an invitation to researchers and scholars in the domain of critical thinking to be especially critical when it comes to making methodological choices. Again, we can only hope that the invitation will be widely accepted.In The Society of the Spectacle, Guy Debord invites us to be critical and not to be 'spectators', writing: 'Spectators do not find what they want, they want what they find'. This monograph helps to not become spectators -to remain critical first and foremost about (the development of) critical thinking.

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Section: Research Methodology 11 Research Designmentioning

confidence: 99%

Critical Thinking in Higher Education and Labour Market

Indrašienė¹,

Jegelevičienė²,

Penkauskienė³

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Each may focus on different aspects of a phenomenon with the relationships between the aspects of an understanding becoming more intricate, so that the hierarchy shows that the understandings are increasingly complex and multifaceted, (Marton & Booth, 1997). Most phenomenographic hierarchies shows progression, although there is evidence that understandings can diverge, branch out, and then reconverge at higher levels (Åkerlind, 2012;Gibbings, Lidstone, & Bruce, 2015).…”

Section: Phenomenographymentioning

confidence: 99%

“…The first provides little or no explanation (Gibbings et al;Reid & Petocz, 2006;Schroer et al, 2015) leaving doubts about its rigour and, therefore, derived results. The second group details the analysis as being structured and rational (Lamb et al, 2011;Sandberg, 2000;Wright et al, 2007).…”

Section: Analysis Processmentioning

confidence: 99%

Managers’ understandings of the practice of sustainability: a practice theory approach

Nichols¹

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The purpose of this study is to gain an understanding of how managers practise sustainability as they go about the management of organisations. Based on the Brundtland Commission's definition of sustainable development, sustainability is presented as consisting of economic prosperity, environmental quality, and social equity dimensions, commonly known as the triple bottom line. The natural resourcebased view of the firm that concentrates on the environment, is an alternative model used in the literature. Organisations and the natural environment literature uses these models to frame a research agenda, resulting in it becoming, almost by default, sustainability's 'big' theory. Despite 25 years of research in this field, prior research has failed to investigate the routine sustainability activities managers include in their everyday work to identify the ways managers understand and practise sustainability. Using components of Schatzki's practice theory, in combination with phenomenography, this study investigates the activities, understandings, and ways managers practise sustainability in the unique setting of restaurants. Data collection and analysis involves two phases. The first phase comprises of twenty-five in-depth semi-structured interviews with chefs and managers from the restaurant industry. The second phase, involves conducting observations at seven restaurants, selected from the original interview participants. These interviews and observations combined with field notes provide a unique perspective on the ways managers practise sustainability. A Practice Theoretical Account of Managers' Practice of Sustainability reveals that managers' practise and understand sustainability in five distinctly different ways. In addition, the practice theoretical account has four defining features. First, the manager's understanding of sustainability informs and organises sustainability activities to form these five distinct ways of practising sustainability. This is counter to the majority of previous frameworks, which assume there is only one way to practise sustainability. These five ways of practising sustainability are 1) Purposeful Frugality, 2) Ethical Provenance, 3) Meaningful Relationships, 4) Bio-Physical Systems, and 5) Leading Lights. Second, everyday activities of the practice of sustainability can be arranged into four key sets of sustainability activities consisting of managing business affairs, managing materiality, managing people, and managing waste. Third, there is an entwining between the activities and understanding which informs the practice of sustainability. Finally, the ways of practising sustainability exhibit a hierarchical ordering from Purposeful Frugality to Leading Lights. Understandings higher in the hierarchy comprehend complex relationships between the different key sets of sustainability activities, the inclusion of different everyday activities, and the organising of these everyday activities. By using practice theory to investigate how managers incorporate sustainability into their eve...

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My video coach - a phenomenographic interpretation of athlete perceptions of coaching through a live video feed

Bennett

2020

Qualitative Research in Sport, Exercise and Health

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Engineering Phenomenography

Cited by 3 publications

References 9 publications

Critical Thinking in Higher Education and Labour Market

Critical Thinking in Higher Education and Labour Market

Managers’ understandings of the practice of sustainability: a practice theory approach

My video coach - a phenomenographic interpretation of athlete perceptions of coaching through a live video feed

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