Teaching in higher education: An interpretive phenomenological analysis

Hdl Handle:
http://hdl.handle.net/10545/621253
Title:
Teaching in higher education: An interpretive phenomenological analysis
Authors:
Holland, Fiona G. ( 0000-0003-4596-8560 )
Abstract:
This case study explores the lived experiences of 13 academics who taught in one English post-1992 university. Work relationships, workload and perception of the management's support of teaching were investigated via semi-structured interviews. Interviews were transcribed and analysed using interpretive phenomenological analysis. Previous research using interpretive phenomenological analysis has been established within health and counselling fields; however, its use within educational settings is emergent. The themes that arose from the data revealed that lecturers mostly find their initial time in the role to be stressful and poorly managed. Participants described their working lives with multiple references to the language of war, battle and struggle. Participants found that the levels of university bureaucracy impeded their teaching effectiveness; they battled with time management and felt tension between ...
Affiliation:
University of Derby
Citation:
Holland, F, (2014). Teaching in higher education: An interpretive phenomenological analysis. SAGE Research Methods Cases. 10.4135/978144627305014528646
Publisher:
Sage
Journal:
SAGE Research Methods Cases
Issue Date:
2014
URI:
http://hdl.handle.net/10545/621253
DOI:
10.4135/978144627305014528646
Additional Links:
http://methods.sagepub.com/case/teaching-in-higher-education-an-interpretive-phenomenological-analysis; http://methods.sagepub.com/
Type:
Research Report
Language:
en
ISBN:
9781473952249
Sponsors:
N/A
Appears in Collections:
Department of Life Sciences

Full metadata record

DC FieldValue Language
dc.contributor.authorHolland, Fiona G.en
dc.date.accessioned2017-01-13T11:35:14Z-
dc.date.available2017-01-13T11:35:14Z-
dc.date.issued2014-
dc.identifier.citationHolland, F, (2014). Teaching in higher education: An interpretive phenomenological analysis. SAGE Research Methods Cases. 10.4135/978144627305014528646en
dc.identifier.isbn9781473952249-
dc.identifier.doi10.4135/978144627305014528646-
dc.identifier.urihttp://hdl.handle.net/10545/621253-
dc.description.abstractThis case study explores the lived experiences of 13 academics who taught in one English post-1992 university. Work relationships, workload and perception of the management's support of teaching were investigated via semi-structured interviews. Interviews were transcribed and analysed using interpretive phenomenological analysis. Previous research using interpretive phenomenological analysis has been established within health and counselling fields; however, its use within educational settings is emergent. The themes that arose from the data revealed that lecturers mostly find their initial time in the role to be stressful and poorly managed. Participants described their working lives with multiple references to the language of war, battle and struggle. Participants found that the levels of university bureaucracy impeded their teaching effectiveness; they battled with time management and felt tension between ...en
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://methods.sagepub.com/case/teaching-in-higher-education-an-interpretive-phenomenological-analysisen
dc.relation.urlhttp://methods.sagepub.com/en
dc.subjectHigher educationen
dc.subjectLecturersen
dc.subjectInterpretive phenomenological analysisen
dc.subjectPsychologyen
dc.subjectEducationen
dc.titleTeaching in higher education: An interpretive phenomenological analysisen
dc.typeResearch Reporten
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalSAGE Research Methods Casesen
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