1. Introduction to phenomenography and the aims of this book

In this first chapter, in addition to introducing phenomenography and describing my purposes and perspectives in writing this book, I attempt to position myself within the methodological tradition and explain what attracts me to phenomenography at a personal level. I also highlight the extent to which phenomenography has changed over time, and how phenomenography of the 21st century is not the same as phenomenography of the 1970s–1990s.

Contributors

Gerlese S. Åkerlind

(author)

Professor Emerita at Australian National University

https://orcid.org/0000-0002-3937-7732

Gerlese Åkerlind, PhD, is a professor emerita at the Australian National University (ANU). She was previously Director of the Centre for Educational Development and Academic Methods at the ANU, Director of the Teaching and Learning Centre at the University of Canberra, and a long-term honorary Research Associate of the Oxford Learning Institute at Oxford University. Gerlese has particular expertise in the phenomenographic research tradition, with numerous publications on phenomenographic theory and methods. In addition, her empirical research has primarily used phenomenographic methods, investigating the nature of academic practice, including university teaching, research, research supervision and academic development.