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Ani Henttonen, Kristina Ahlberg, Max Scheja, Bjöörn Fossum & Margareta Westerbotn. (2023) Students’ ways of experiencing writing a bachelor’s thesis: a phenomenographic interview study. Higher Education Research & Development 42:7, pages 1640-1653.
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Gerlese S. Åkerlind. (2023) Critique of the article, ‘Theoretical foundations of phenomenography: a critical review’. Higher Education Research & Development 42:6, pages 1299-1308.
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Gerlese S. Åkerlind. (2023) Common misunderstandings of phenomenographic research in higher education. Higher Education Research & Development 0:0, pages 1-16.
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Ida Naimi-Akbar, Maria Weurlander & Linda Barman. (2023) Teaching-learning in virtual learning environments: a matter of forced compromises away from student-centredness?. Teaching in Higher Education 0:0, pages 1-17.
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Gunn Nyberg. (2023) What it Means to be a Learner and What it Means to Learn and Know in Movement Skill Learning. Quest 75:2, pages 119-135.
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A M L Taylor-Beswick. (2023) Digitalizing social work education: preparing students to engage with twenty-first century practice need. Social Work Education 42:1, pages 44-64.
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Dafydd Mali & Hyoung-joo Lim. (2022) Can the introduction of a research-informed teaching intervention enhance student performance and influence perceptions?. Accounting Education 31:3, pages 322-346.
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C. S. Zygmont & A. V. Naidoo. (2022) Phenomenography — an avant-garde approach to extend the psychology methodological repertoire. Qualitative Research in Psychology 19:1, pages 1-19.
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Anas Hajar. (2021) Theoretical foundations of phenomenography: a critical review. Higher Education Research & Development 40:7, pages 1421-1436.
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Alex Wong, Sendirella George & Farzana Aman Tanima. (2021) Operationalising dialogic accounting education through praxis and social and environmental accounting: exploring student perspectives. Accounting Education 30:5, pages 525-550.
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Wei Ching Lee, Victor Der-Thanq Chen & Li-Yi Wang. (2021) Science teachers’ consideration: a phenomenographic study of learner-centred teaching analysis. Teacher Development 25:3, pages 296-316.
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Blake C. Bennett. (2021) My video coach - a phenomenographic interpretation of athlete perceptions of coaching through a live video feed. Qualitative Research in Sport, Exercise and Health 13:3, pages 455-472.
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Anneli Niikko. (2020) Examining images of teacher students. European Early Childhood Education Research Journal 28:6, pages 884-897.
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Kate Westberg, Constantino Stavros, Francis Farrelly & Aaron C.T. Smith. (2020) Fan empathy as a response to athlete transgressions. Sport Management Review 23:4, pages 719-735.
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Paul Joseph-Richard & Tansy Jessop. (2020) A phenomenographic study of research informed teaching through the eyes of Masters’ students. Studies in Higher Education 45:4, pages 847-861.
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Brid Murphy & Trevor Hassall. (2020) Developing accountants: from novice to expert. Accounting Education 29:1, pages 1-31.
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Guy Durden. (2020) Qualitative differences in beginner teachers’ knowledge of pupils’ understandings: evidence from learning study and implications for teacher education. Journal of Education for Teaching 46:1, pages 99-116.
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Catarina Figueira, Nicholas Theodorakopoulos & Giorgio Caselli. (2018) Unveiling faculty conceptions of academic risk taking: a phenomenographic study. Studies in Higher Education 43:8, pages 1307-1320.
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Melissa James-MacEachern. (2018) A comparative study of international recruitment – tensions and opportunities in institutional recruitment practice. Journal of Marketing for Higher Education 28:2, pages 247-265.
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Betina Szkudlarek & Shou Xin Wu. (2018) The culturally contingent meaning of entrepreneurship: mixed embeddedness and co-ethnic ties. Entrepreneurship & Regional Development 30:5-6, pages 585-611.
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Cláudia Teixeira & Delfina Gomes. (2017) Insights into learning profiles and learning outcomes within introductory accounting. Accounting Education 26:5-6, pages 522-552.
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Brid Murphy. (2017) Professional competence and continuing professional development in accounting: professional practice vs. non-practice. Accounting Education 26:5-6, pages 482-500.
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Lisa van Leent. (2017) Supporting school teachers: primary teachers’ conceptions of their responses to diverse sexualities. Sex Education 17:4, pages 440-453.
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Colin Simpson. (2017) Language, relationships and skills in mixed-nationality Active Learning classrooms. Studies in Higher Education 42:4, pages 611-622.
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Irfan Ahmed Rind. (2016) Conceptualizing students’ learning experiences in English as second language in higher education from structure and agency. Cogent Social Sciences 2:1.
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Andy K. Steck & David R. Perry. (2016) Fostering safe and inclusive spaces for LGBTQ students: Phenomenographic exploration of high school administrators' perceptions about GSAs. Journal of LGBT Youth 13:4, pages 352-377.
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Lisa van Leent & Mary Ryan. (2016) The changing experiences of primary teachers: responding to scenarios involving diverse sexualities. International Journal of Inclusive Education 20:7, pages 711-725.
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Malcolm Tight. (2016) Phenomenography: the development and application of an innovative research design in higher education research. International Journal of Social Research Methodology 19:3, pages 319-338.
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Margy MacMillan. (2014) Student connections with academic texts: a phenomenographic study of reading. Teaching in Higher Education 19:8, pages 943-954.
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Ursula Lucas & Phaik Leng Tan. (2014) Developing the reflective practitioner: placement and the ways of knowing of business and accounting undergraduates. Teaching in Higher Education 19:7, pages 787-798.
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Ashok Iyer & Andrew Roberts. (2014) A Phenomenographic Study in Understanding Architecture Students’ Approaches to Learning the Coursework of Architectural Design. Journal for Education in the Built Environment 9:1, pages 89-109.
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Jan Kohoutek. (2014) European standards for quality assurance and institutional practices of student assessment in the UK, the Netherlands and the Czech Republic. Assessment & Evaluation in Higher Education 39:3, pages 310-325.
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Fiona Hallett. (2013) Study support and the development of academic literacy in higher education: a phenomenographic analysis. Teaching in Higher Education 18:5, pages 518-530.
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Brittany Polat. (2013) Experiencing language: phenomenography and second language acquisition. Language Awareness 22:2, pages 111-125.
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Ursula Lucas & Phaik
Leng Tan. (2013) Developing a capacity to engage in critical reflection: students' ‘ways of knowing’ within an undergraduate business and accounting programme. Studies in Higher Education 38:1, pages 104-123.
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Jennifer Hennessy & Patricia Mannix McNamara. (2012) ‘What rough beast?’ Conceptualising the poetry teacher in Ireland through the eyes of the pupil. Asia-Pacific Journal of Teacher Education 40:4, pages 379-394.
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Samantha Sin, Anna Reid & Alan Jones. (2012) An Exploration of Students' Conceptions of Accounting Work. Accounting Education 21:4, pages 323-340.
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Maurice De Greef, Dominique Verté & Mien Segers. (2012) Evaluation of the outcome of lifelong learning programmes for social inclusion: a phenomenographic research. International Journal of Lifelong Education 31:4, pages 453-476.
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Joseph E. Ireland, James J. Watters, Jo Brownlee & Mandy Lupton. (2012) Elementary Teacher’s Conceptions of Inquiry Teaching: Messages for Teacher Development. Journal of Science Teacher Education 23:2, pages 159-175.
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Gerlese
S. Åkerlind. (2012) Variation and commonality in phenomenographic research methods. Higher Education Research & Development 31:1, pages 115-127.
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Ursula Lucas. (2011) Towards A ‘Scholarship of Teaching and Learning’: The Individual and the Communal Journey. Accounting Education 20:3, pages 239-243.
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Alison Stokes, Kirsty Magnier & Ruth Weaver. (2011) What is the Use of Fieldwork? Conceptions of Students and Staff in Geography and Geology. Journal of Geography in Higher Education 35:1, pages 121-141.
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Paul Prinsloo, Sharon Slade & Fenella Galpin. (2011) A phenomenographic analysis of student reflections in online learning diaries. Open Learning: The Journal of Open, Distance and e-Learning 26:1, pages 27-38.
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Margaret Healy & Maeve McCutcheon. (2010) Teaching with Case Studies: An Empirical Investigation of Accounting Lecturers' Experiences. Accounting Education 19:6, pages 555-567.
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Subhash Abhayawansa & Lariane Fonseca. (2010) Conceptions of Learning and Approaches to Learning—A Phenomenographic Study of a Group of Overseas Accounting Students from Sri Lanka. Accounting Education 19:5, pages 527-550.
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Fiona Hallett. (2010) The postgraduate student experience of study support: a phenomenographic analysis. Studies in Higher Education 35:2, pages 225-238.
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BrandonI. Collier-Reed, Åke Ingerman & Anders Berglund. (2009) Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research. Education as Change 13:2, pages 339-355.
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LoisR. Harris & GavinT.L. Brown. (2009) The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice 16:3, pages 365-381.
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Peter Ashworth & Kay Greasley. (2009) The phenomenology of ‘approach to studying’: the idiographic turn. Studies in Higher Education 34:5, pages 561-576.
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Christine Bruce, Ian Stoodley & Binh Pham. (2009) Doctoral students’ experience of information technology research. Studies in Higher Education 34:2, pages 203-221.
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Graham D. Hendry. (2009) Problem-based learning tutors’ conceptions of their development as tutors. Medical Teacher 31:2, pages 145-150.
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Tamsin Haggis. (2008) ‘Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research. Educational Philosophy and Theory 40:1, pages 158-176.
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Kay Greasley & Peter Ashworth. (2007) The phenomenology of ‘approach to studying’: the university student's studies within the lifeworld. British Educational Research Journal 33:6, pages 819-843.
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Ralph Mason & Janelle McFeetors. (2007) Student trajectories in high school mathematics: Issues of choice, support, and identity‐making. Canadian Journal of Science, Mathematics and Technology Education 7:4, pages 291-316.
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DianneJ. Watters & JamesJ. Watters. (2007) Approaches to Learning by Students in the Biological Sciences: Implications for teaching. International Journal of Science Education 29:1, pages 19-43.
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SharonP. Fraser & AgnesM. Bosanquet. (2006) The curriculum? That’s just a unit outline, isn’t it?. Studies in Higher Education 31:3, pages 269-284.
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GerleseS. Åkerlind. (2005) Variation and commonality in phenomenographic research methods. Higher Education Research & Development 24:4, pages 321-334.
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Lynne Leveson
. (2004) Encouraging better learning through better teaching: a study of approaches to teaching in accounting. Accounting Education 13:4, pages 529-548.
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Kelvin H. K. Tan
& Michael Prosser. (2004) Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics’ conceptions of grade descriptors. Assessment & Evaluation in Higher Education 29:3, pages 267-282.
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Dianne Bills
. (2004) Supervisors' conceptions of research and the implications for supervisor development. International Journal for Academic Development 9:1, pages 85-97.
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Irene Tempone$suffix/text()$suffix/text() & Elaine Martin. (2003) Iteration between theory and practice as a pathway to developing generic skills in accounting
. Accounting Education 12:3, pages 227-244.
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Ursula Lucas. (2001) Deep and surface approaches to learning within introductory accounting: a phenomenographic study. Accounting Education 10:2, pages 161-184.
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