| Title | 7. Analysing data and reporting research outcomes |
|---|---|
| Contributor | Gerlese S. Åkerlind(author) |
| DOI | https://doi.org/10.11647/obp.0431.07 |
| Landing page | https://www.openbookpublishers.com/books/10.11647/obp.0431/chapters/10.11647/obp.0431.07 |
| License | https://creativecommons.org/licenses/by-nc/4.0/ |
| Copyright | Gerlese S. Åkerlind; |
| Publisher | Open Book Publishers |
| Published on | 2025-02-10 |
| Long abstract | Phenomenographic data analysis is complicated, involving multiple analytic goals and many iterations through the data. Plus, phenomenography in the 21st century is more complex and rigorous than earlier phenomenographic research, with additional research goals. To help readers understand the analytic process, I present a set of ten iterative steps to the analytic process, illustrating each step with concrete research examples. The chapter concludes with a discussion of indicators of rigour in phenomenographic research, describing strategies that enhance the trustworthiness of the interpretive research process and the credibility of relationally constituted research outcomes. |
| Page range | pp. 133–182 |
| Print length | 50 pages |
| Language | English (Original) |
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.