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The purpose of this paper is to extend conceptually the context of service beyond service encounters and servicescapes by applying a service-ecosystem approach to context and experiential view on value.

We develop a conceptual framework of an extended service context that is based on an S-D logic, service-ecosystems view.

The service ecosystem approach proposed here contributes to the advancement of “services” marketing research by extending the context of service in two ways: its emphasis on service as the basis of all exchange allows the consideration of all instances of value-in-use, in-context, to be considered as a service experience; its conceptualization of context broadens the time/place dimensions that conventionally restrain research in service encounters and servicescapes beyond physical, social, symbolic and relational dimensions to consider the multiplicity of institutions across a wider socio-historic space.

This paper offers a broad conceptual framework for considering an extended view of service context. Future research is needed, both conceptual and empirical, to identify more specific components of service context and how they influence evaluations of experience.

Extending the scope of service context draws attention to the participation of customers and other actors in the co-creation of the service context, as well as the experience. This points toward the need to consider the competences and skills of customers as well as their socio-historic perspective in the design and development of a servicescape or more specific service encounter.

We offer a dynamic perspective of service context to help further the reach of services marketing research by extending the context of service across a variety of exchange encounters and pointing toward institutions as a central influence on phenomenological views of experience.

This chapter outlines the potential of phenomenology to illuminate how individuals experience the emotions replete within organizations. It employs one particular type of phenomenological approach known as Interpretative Phenomenological Analysis (IPA). The chapter considers how the hermeneutic and phenomenological foundations of this approach lend themselves to the study of affect. The chapter then clarifies and develops established IPA guidelines to render them more appropriate for research on emotions. In doing so, the chapter demonstrates how IPA can produce contextualized accounts that explore the role of emotions in individuals’ experiences of organizational events and processes.

The purpose of this paper is to argue for the articulation of the affordances of two qualitative methodologies when used within one study to address the multi-dimensional nature of the research phenomena.

This paper considers one example of combining narrative inquiry and phenomenological inquiry to construct new understandings of teacher learning from an Australian study.

The author draws on the individual meaning-making and shared social phenomena of professional learning explored for five secondary school teachers. Findings are accessed in two ways: narrative inquiry enables the construction of unique professional learning narratives and phenomenological inquiry proposes commonalities in the teachers’ experiences.

Selected examples from the study are used to explore what may be learnt from combining two interpretative methodologies within one study with limited references to the overall research findings.

These qualitative methodological designs and their implementation within one study have positive influences on the multifaceted nature of the construction of meaning-making in teacher professional learning. Furthermore, using two qualitative methodologies together provide insights on the study phenomena, in this instance, highlighting the personal aspect of expert teachers’ professional learning needs and the disruptive dissonance of ongoing problematics as central for the teachers throughout their professional learning.

This study offers one possibility for combining methodologies to access the meaning-making in teacher learning and one avenue for creating hermeneutic understanding in using the methods within this approach.

As the consumer experience literature broadens in scope – specifically, from dyads to ecosystems and from provider-centric to consumer-centric perspective – traditional data collection methods are no longer adequate. In that context, the paper aims to discuss three little-used data collection methods that can contribute to this broader view of consumer experience.

The paper identifies methodological requirements for exploring the broadened view of consumer experience and reviews data collection methods currently in use.

The paper elaborates tailored guidelines for the study of consumer experience through first-hand, systemic and processual perspectives for three promising and currently underused data collection methods: phenomenological interviews, event-based approaches and diary methods.

Although the list of identified methods is not exhaustive, the methods and guidelines discussed here can be used to advance empirical investigation of consumer experience as more broadly understood.

Practitioners can apply these methods to gain a more complete view of consumers’ experiences and so offer value propositions compatible with those consumers’ lifeworlds.

The paper principally contributes to the literature in two ways: by defining the methodological requirements for investigating consumer experience from consumer-centric, systemic and processual perspectives, and by specifying a set of data collection methods that meet these requirements, along with tailored guidelines for their use.

The purpose of this paper is to present a framework for empirically studying knowledge creation (KC) with phenomenological approach and propose that understanding interaction as play conceptualized by Hans-Georg Gadamer allows examining KC starting from the idea of a human being interacting in the events of co-creation. The presented framework is used to examine KC in a community of librarians and teachers collaborating to promote children’s joy of reading.

An ethnographic approach is applied to investigate knowledge-creating interaction in a working community. The triangulated data consist of ethnographic observations and video recordings of the community’s gatherings, its members’ interviews and produced documents.

The phenomenological conceptions of temporality of a human being and play are suitable for understanding being in the knowledge-creating interaction, as they give means to understand the meaningfulness of the past experiences, but promote an open attitude toward the future possibilities in a way which promotes KC. Studying interactive events allows understanding how KC can be examined as a collective accomplishment. The playful mode of being in the event was seen as a way to use the limited time available for interaction effectively.

The empirical study was conducted in one community, and further research is needed to test the developed approach in other contexts.

The results may be utilized to develop organizational circumstances, which promote KC by acknowledging the meaningfulness of interaction.

The study presents a novel way to conceptualize and examine KC as an experience and an event with phenomenological approach.

The authors discuss the lifeworld as a research concept for the field of information behaviour, which serves to problematise the concept of unit of analysis. In so doing, the authors demonstrate how the lifeworld can be adopted as a unit of analysis in information behaviour research, that is, how research can be based in the lifeworld rather than merely looking at the lifeworld. The paper aims to discuss these issues.

The authors first situate our discussion in the current of information behaviour scholarship. The authors then introduce the concepts of lifeworld and unit of analysis and consider how they intersect. Next, to show the importance of the lifeworld, the authors present two recent studies in which the lifeworld emerged. Finally, the authors discuss how lifeworld-based research can be conducted more conscientiously.

Though many research approaches deal with lived experience in one way or another, they tend not to fully grasp these experiences. As opposed to units of analysis such as individual, social group, person-in-situation, etc., using lifeworld as a unit of analysis allows phenomena to be researched holistically and without reductionism.

The authors limit the discussion to the concept of the lifeworld as developed by Husserl, the concept’s originator. The lifeworld has been discussed and extended by other authors since, but this work is not considered here. The viewpoint is offered as a supplementary perspective, meant to be enriching to our field of study, rather than divisive.

This is the first time the concept of the lifeworld has been fully explicated in information science. As the authors discuss, two recent information behaviour studies that “discovered” the lifeworld through their analysis. Future studies that attend to the lifeworld from the start have the capacity to build on this work and extend the horizons of information science.

The purpose of this paper is to provide an overview and evaluation of interpretative phenomenological analysis (IPA) for the library and information science (LIS) community, as this method has only recently been used for exploring experiences of various phenomena related to LIS.

IPA is discussed within the phenomenological tradition. Two examples of recent IPA studies are examined in parallel to show application of the IPA method. Issues and challenges of applying IPA to LIS research questions are discussed.

IPA is an alternative phenomenological method, adding to the repertoire of qualitative methods used for LIS research. It was an effective method for exploring experience among information professionals: it was equally suitable for studying reference and information service work for academic library professionals and burnout experience for information and communication technology workers.

Only a few LIS studies have used IPA and no discussion or evaluation of the method has been published for this field. This paper provides a discussion of the method for LIS researchers interested in this emerging phenomenological method.

In this paper, the authors underpin thematic analysis with a philosophical and methodological dimension and present a nuanced perspective on the application of thematic analysis in a data-driven context. Thematic analysis is a widely used qualitative analytic method; it is perceived as a transparent approach that offers single meaning. However, through Husserlian descriptive phenomenology, this paper aims to examine issues regarding subject/object and multidimensional meanings and realities.

In most extant studies, thematic analysis has become a prescriptive approach. This emerging qualitative approach has been applied to a range of studies on social and organisational issues, knowledge management and education. However, despite its wide usage, researchers are divided as to its effectiveness. Many choose quantitative approaches as an alternative, and some disagree as to what counts as the definitive framework and process for thematic analysis. Consequently, the authors provide a level of validity for thematic analysis through emphasising a specific methodological approach based on ontological and epistemological positions.

Contrary to the common mantra from contemporary qualitative researchers who claim thematic analysis is often based on a static and enduring approach, the current paper highlights the dynamic nature of a thematic analytic approach and offers a deeper understanding of the ways in which researchers can use the right approach to understand the emerging complex data context.

Several insights regarding the literature on thematic analysis were identified, including the current conceptualisation of thematic analysis as a dynamic approach. Understanding thematic analysis through phenomenology provides a basis on which to undertake a whole range of inclusive approaches that were previously undifferentiated from a quantitative perspective.

The purpose of this paper is to examine knowledge-creating interaction in developing an innovation in a multidisciplinary research community with hermeneutic phenomenology, to understand how previous experiences and future prospects shape the process and to examine the circumstances, which support or limit knowledge creation.

The approach of this study is phenomenological and the empirical case study has been conducted using ethnography. The data consist of field notes, videos, interviews and documents of a BCDC energy consortium, developing energy weather forecast (EWF) in a new type of research environment.

The results indicate that the role of actual interactive events was crucial in the development of EWF. Hermeneutic approach illustrated that the roots of that event were in the past experiences of the participants and the circumstances, which promoted the development of the innovation, but the acknowledgment of the future prospects was crucial in finalizing the process. The role of a leader organizing the interaction and collaborative work was also substantial.

The results of this study could be used to plan and organize knowledge creation processes in organizations, especially in universities and research communities, striving to create multidisciplinary research environments and practices.

This study proposes a new approach based on hermeneutic phenomenology to examine it in a unified way, by focusing on the key aspects of elements affecting knowledge-creating interaction.

The purpose of this paper is to review the characterisation of the concept of service experience in service marketing research.

Using content analysis, 30 articles and two books published in the period from 2005 to 2007 are analysed.

Three characterisations of the concept of service experience are identified in the literature review: phenomenological service experience (which relates to the value discussion in service‐dominant logic and interpretative consumer research); process‐based service experience (which relates to understanding service as a sequential process); and outcome‐based service experience (which relates to understanding service experience as one element in models of service linking a number of variables or attributes to various outcomes).

To facilitate meaningful research in this area, it is important that researchers critically consider the nature of the concept of service experience in terms of who experiences it, the scope, content, and context of the service experience, and how service experience relates to other concepts, such as value.

No systematic literature review of the characterisation of the concept of service experience has previously been undertaken.