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dc.contributor.authorHolland, Fiona G.
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 ...
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
html.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 ...


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