2023-10-27 Scott Daniel

A phenomenography of lecturing Phenomenography is a research methodology for characterising critical variation in people’s experience of a phenomenon, based on variation theory. In my PhD research, I used phenomenography to investigate academics’ conceptions of lecturing.

In this interactive talk I give a crash course in phenomenography and summarise the findings from my PhD research, detailing the five ‘ways of experiencing’ lecturing that I identified, along with the three themes of expanding awareness (student diversity, interaction, and the purpose of a lecture) that help frame them.

Scott Daniel

Presentation slides¶

About Scott Daniel¶

My PhD findings are summarised in this paper.

Daniel, S. (2022). "A phenomenographic outcome space for ways of experiencing lecturing" Higher Education Research & Development 41(3): 681-698.

About Scott Daniel¶ For those interested in some background reading on phenomenography and how we can make sense of interview data here is a sample of papers to start on:

Bowden, J. A., & Green, P. (2005). Doing developmental phenomenography. RMIT University Press.

Bussey, T. J., Orgill, M., & Crippen, K. J. (2013). Variation theory: A theory of learning and a useful theoretical framework for chemical education research [10.1039/C2RP20145C]. Chemistry Education Research and Practice, 14(1), 9-22. https://doi.org/10.1039/C2RP20145C

Säljö, R. (1997). Talk as Data and Practice — a critical look at phenomenographic inquiry and the appeal to experience. Higher Education Research & Development, 16(2), 173-190. https://doi.org/10.1080/0729436970160205

Sandberg, J. (2005). How do we justify knowledge produced within interpretive approaches? In Organ. Res. Methods (Vol. 8, pp. 41-68).

Sandbergh, J. (1997). Are Phenomenographic Results Reliable? Higher Education Research & Development, 16(2), 203-212. https://doi.org/10.1080/0729436970160207