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Article
Publication date: 29 September 2022

Sylvain K. Cibangu

The purpose of this short reflection is to allow for an informed use of both phenomenography and phenomenology in information studies and cognate fields.

Abstract

Purpose

The purpose of this short reflection is to allow for an informed use of both phenomenography and phenomenology in information studies and cognate fields.

Design/methodology/approach

The paper apprises uses of phenomenography found particularly in accounts of information literacy commonly describing phenomenography as distinct from phenomenology.

Findings

Both phenomenography and phenomenology continue to hold much credence in methods applied across scores of academic fields, with information studies being among those in the vanguard. Claims displaying differences of phenomenography from phenomenology are misleading and incomplete descriptions of phenomenology.

Originality/value

The paper presents newer materials on the origins of phenomenography and phenomenology to advocate for tighter relationships between and clearer applications of these methods in information studies and beyond.

Details

Journal of Documentation, vol. 79 no. 3
Type: Research Article
ISSN: 0022-0418

Keywords

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Book part
Publication date: 14 December 2023

Abstract

Details

Fashion and Tourism
Type: Book
ISBN: 978-1-80262-976-7

Article
Publication date: 9 June 2022

John J. Posillico, David J. Edwards, Chris Roberts and Mark Shelbourn

This research aims to present a conceptual model for construction management programme curriculum development from the perspective of higher education institutes (HEIs) and aims…

Abstract

Purpose

This research aims to present a conceptual model for construction management programme curriculum development from the perspective of higher education institutes (HEIs) and aims to engender wider polemic debate and stimulate new insight into current higher education practice.

Design/methodology/approach

The overarching epistemology adopts both interpretivist and pragmatist philosophical stances, couched within grounded theory, to critically analyse extant literature on construction management curriculum development. Inductive reasoning forms the basis of new emergent theory that maps curriculum development and highlights the external and internal factors impacting upon such.

Findings

Research findings illustrate that the prevailing body of knowledge lacks a cohesive nucleus of research on construction management curriculum development. Rather, bespoke curriculum development research predominates in uncommunicative silos. Premised upon these findings, the conceptual curriculum model developed defines and delineates the universal internal factors (e.g. student marketplace, course leadership and academic precedents) and external factors (e.g. accreditation, construction industry and professional bodies) that impact upon curriculum development. Identification of these factors provides a sound basis upon which further research can be propagated to enhance curriculum development and unify the current disparate approaches adopted.

Originality/value

This novel research highlights the lack of a cohesive agenda for curriculum development within mainstream construction management literature and based upon this, a conceptual model for future empirical analysis and testing is presented.

Details

Engineering, Construction and Architectural Management, vol. 30 no. 9
Type: Research Article
ISSN: 0969-9988

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