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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
Keywords
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