Teaching in higher education: An interpretive phenomenological analysis
Report
Holland, Fiona G. 2014. Teaching in higher education: An interpretive phenomenological analysis. Sage. https://doi.org/10.4135/978144627305014528646
| Authors | Holland, 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 ... |
| Keywords | Higher education; Lecturers; Interpretive phenomenological analysis; Psychology; Education |
| Year | 2014 |
| Publisher | Sage |
| Digital Object Identifier (DOI) | https://doi.org/10.4135/978144627305014528646 |
| Web address (URL) | http://hdl.handle.net/10545/621253 |
| hdl:10545/621253 | |
| File | File Access Level Open |
| File | File Access Level Open |
| Publication dates | 2014 |
| Publication process dates | |
| Deposited | 13 Jan 2017, 11:35 |
| ISBN | 9781473952249 |
| Contributors | University of Derby |
| Journal | SAGE Research Methods Cases |
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