Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research

Education as Change

Volumn 13, Issue 2, 2009, Pages 339-355

  Collier Reed, Brandon I ^a   Ingerman, Åke ^b   Berglund, Anders ^c  

^a UNIVERSITY OF CAPE TOWN   (South Africa)

^b UNIVERSITY OF GOTHENBURG   (Sweden)

^c UPPSALA UNIVERSITY   (Sweden)

Author keywords

Context; Credibility; Phenomenography; Transferability; Trustworthiness

Indexed keywords

EID: 79960814753     PISSN: 16823206     EISSN: 19479417     Source Type: Journal    
DOI: 10.1080/16823200903234901     Document Type: Article

References (31)

1. Åkerlind, G. S. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research and Development, 24(4), 321-334.
2. Ashworth, P., & Lucas, U. (2000). Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research. Studies in Higher Education, 25(3), 295-308.
3. Berglund, A. (2005). Learning computer systems in a distributed project course: The what, why, how and where (Vol. 62): Acta Universitatis Upsaliensis.
4. Booth, S. (1992). Learning to program: A phenomenographic perspective. (Vol. 89): University of Gothenburg.
5. Booth, S. (2008). Transformation and phenomenography: Strange bed-fellows? Reflections on the potential significance of phenomenography and variation theory on research on transformation and higher education in South Africa. Keynote presented at the European Association for Research on Learning and Instruction SIG 9: Implications of Phenomenography and Variation Theory in Practice, Kristianstad, Sweden.
6. Bowden, J. A. (2000). Experience of phenomenographic research: A personal account. In J. A. Bowden & E. Walsh (Eds.). Phenomenography (pp. 47-61). Melbourne: RMIT University Press.
7. Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London. New York: RoutledgeFalmer.
8. Collier-Reed, B. I. (2006). Pupils' experiences of technology: Exploring dimensions of technological literacy. Unpublished PhD thesis. University of Cape Town.
9. Cope, C. (2000). Educationally critical aspects of the experience of learning about the concept of an information system. Unpublished PhD thesis. La Trobe University, Bundoora, Victoria.
10. Cope, C. (2004). Ensuring validity and reliability in phenomenographic research using the analytical framework of a structure of awareness. Qualitative Research Journal, 4(2), 5-18.
11. Cope, C., Horan, P., & Garner, M. (1997). Conceptions of an information system and their use in teaching about IS [Electronic Version]. Informing Science Journal, 9-22.
12. Francis, H. (1996). Advancing phenomenography - questions of method. In G. Dall'Alba & B. Hasselgren (Eds.), Reflections on phenomenography - toward a methodology? (Vol. 109, pp. 35-47): University of Gothenburg.
13. Gurwitsch, A. (1964). Field of consciousness. Pittsburgh: Duquesne University Press.
14. Ingerman, Å. (2002). Exploring two facets of physics. Coherent current transport in superconducting structures. Phenomenographic studies of sense-making in physics, Chalmers University of Technology, Gothenburg.
15. Johansson, B., Marton, F., & Svensson, L. (1985). An approach to describing learning as a change between qualitatively different conceptions. In L. Pines & T. West (Eds.). Cognitive structure and conceptual change (pp. 233-257). New York: Academic Press.
16. Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing: Sage Publications.
17. Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry: Sage Publications.
18. Lincoln, Y., & Guba, E. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. In D. D. E. Williams (Ed.), Naturalistic evaluation (pp. 73-84). San Francisco: Jossey-Bass.
19. Marton, F. (1981). Phenomenography - describing conceptions of the world around us. Instructional Science, 10(2), 177-200.
20. Marton, F. (1986). Phenomenography - a research approach to investigating different understandings of reality. Journal of Thought, 21, 28-49.
21. Marton, F. (1996). Cognosco ergo sum - reflections on reflections. In G. Dall'Alba & B. Hasselgren (Eds.), Reflections on phenomenography - toward a methodology? (Vol. 109, pp. 163-187): University of Gothenburg.
22. Marton, F., & Booth, S. (1997). Learning and awareness. New Jersey: Lawrence Erlbaum Associates.
23. Mertens, D. M., & McLaughlin, J. A. (2004). Research and evaluation methods in special education. Thousand Oaks, Calif.: Corwin Press.
24. Morse, J. M., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 1-19.
25. Prosser, M. (2000). Using phenomenographic research methodology in the context of research in teaching and learning. In J. A. Bowden & E. Walsh (Eds.), Phenomenography (pp. 34-46). Melbourne: RMIT University Press.
26. Rolfe, G. (2006). Validity, trustworthiness and rigour: quality and the idea of qualitative research. Journal of Advanced Nursing. 53(3), 304-310.
27. Säljö, R. (1988). Learning in educational settings: Methods of inquiry. In P. Ramsden (Ed.), Improving learning: New perspectives (pp. 33-48). London: Kogan Page.
28. Säljö, R. (1996). Minding action - conceiving of the world versus participating in cultural practices. In G. Dall'alba & B. Hasselgren (Eds.). Reflections on phenomenography (pp. 19-33). Gothenburg, Sweden.
29. Sandberg, J. (1997). Are phenomenographic results reliable? Higher Education Research & Development. 16(2), 203-212.
30. Stenbacka, C. (2001). Qualitative research requires quality concepts of its own. Management decision, 39(7), 551-555.
31. Trigwell, K. (2000). A phenomenographic interview on phenomenography. In J. A. Bowden & E. Walsh (Eds.). Phenomenography (pp. 62-82). Melbourne: RMIT University Press.