Teaching in higher education: An interpretive phenomenological analysis

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Holland, Fiona G. 2014. Teaching in higher education: An interpretive phenomenological analysis. Sage. https://doi.org/10.4135/978144627305014528646
AuthorsHolland, Fiona G.
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 ...

KeywordsHigher education; Lecturers; Interpretive phenomenological analysis; Psychology; Education
Year2014
PublisherSage
Digital Object Identifier (DOI)https://doi.org/10.4135/978144627305014528646
Web address (URL)http://hdl.handle.net/10545/621253
hdl:10545/621253
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Publication dates2014
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Deposited13 Jan 2017, 11:35
ISBN9781473952249
ContributorsUniversity of Derby
JournalSAGE Research Methods Cases
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https://repository.derby.ac.uk/item/94w52/teaching-in-higher-education-an-interpretive-phenomenological-analysis

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