Copyright
Gerlese S. Åkerlind;Published On
2025-02-10Page Range
pp. 15–34Language
- English
Print Length
20 pages
2. Developments in phenomenography over time
From a research ‘approach’ to a ‘methodology’
Chapter of: Phenomenography in the 21st Century: A Methodology for Investigating Human Experience of the World(pp. 15–34)
In Chapter 2, I describe how phenomenography has changed and developed over time, grouping developments into four key stages: (1) commencement of phenomenography; (2) clarification of methods; (3) theoretical developments in phenomenography; and (4) phenomenographic practice in the 21st century. In order to make the implications of the changes more meaningful, I present concrete examples in the chapter of different kinds of research questions and outcomes expected at different stages. In introducing terms like 21st-century phenomenography, I want to be clear though that early approaches to phenomenographic research are still recognisably and acceptably phenomenographic; it is just that more sophisticated ways of conducting phenomenographic research are now encouraged.
Contributors
Gerlese S. Åkerlind
(author)Professor Emerita at Australian National University
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.