Applying phenomenography in guidance and counselling research

Kettunen, Jaana; Tynjälä, Päivi

doi:10.1080/03069885.2017.1285006

Cited by 45 publications

(52 citation statements)

References 42 publications

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“…In qualitative research, the quality of the data and the variation of respondents is a bigger concern than the quantity of the data. Some researchers have reported very small saturation point, that is, the point where no new information emerges when the number of participants is increased (Kettunen and Tynjälä 2018). We believe that in our study the experts interviewed and our analysis provided a useful basis for further, quantitative, investigation.…”

Section: Discussionmentioning

confidence: 96%

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Modelling competences and anticipating the future competence needs in the forest sector

Rekola¹,

Nippala²,

Tynjälä³

et al. 2018

Silva Fenn.

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Modelling competences and anticipating the future competence needs in the forest sector Rekola M., Nippala J., Tynjälä P., Virtanen A. (2018). Modelling competences and anticipating the future competence needs in the forest sector. Silva Fennica vol. 52 no. 3 article id 9983. 19 p. https://doi.org/10.14214/sf.9983 Highlights• The most frequently used practices of modelling competences in Finnish forest sector organisations were superior-subordinate review discussions and quantitative surveys.• Competence modelling was used for several human resources functions but surprisingly not for hiring and compensation.• The experts interviewed underlined the need for generic competences in the future, especially they highlighted the importance of information processing and personal self-management skills. AbstractThis explorative study examined practices of competence modelling in the forest sector organisations and how organisations anticipate changes in competence needs in the future. Semi-structured in-depth interviews (n = 10) were conducted amongst forest sector experts in Finland and data was analysed by thematic analysis. The findings showed that the practices of modelling competences were diverse, most frequently used ones being superior-subordinate review discussions and quantitative competence surveys. In addition to these formal systems, informal modelling, especially on the team level and in smaller companies was also frequent. Organisations used competence modelling for several human resources functions, such as appraisal, motivation and promotion of employees. Surprisingly hiring and compensation functions were not mentioned. Perceptions related to competence modelling were generally speaking positive. The most important challenges were the lack of further actions and sometimes the extraordinary burden to the employees. When anticipating the future, the experts interviewed mentioned several commonly recognised trends, e.g., development of information technology, fragmentation of working life and structural changes in labour markets. All these require more generic competences related to information processing and personal self-management, especially respondents highlighted the importance of self-awareness skills. It is concluded that several useful practices for competence modelling already exist and that present study provides a basis for further quantitative further study.

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Section: Discussionmentioning

confidence: 96%

“…The purpose was to collaboratively produce the categories. This kind of group approach to data analysis makes it less likely that the analysis will stop partway (Bowden 2000; Kettunen and Tynjälä 2018). The final results reported here are thus based on researcher triangulation approach.…”

Section: Collection Of the Data And Analytic Methodsmentioning

confidence: 99%

Modelling competences and anticipating the future competence needs in the forest sector

Rekola¹,

Nippala²,

Tynjälä³

et al. 2018

Silva Fenn.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Here, the group process helped to ensure the completeness of the analysis. Furthermore, it helped minimize each researcher's personal perspective to remain true to the data in formulating the categories of description (Kettunen & Tynjälä, 2018). After preliminary categories were decided, these were discussed and finally agreed on after some negotiations regarding interpretations.…”

Section: Rigor Reliability and Validitymentioning

confidence: 99%

“…Finally, the findings of this research depend on the context (higher education of Bangladesh), which is in line with the phenomenographic research approach. Kettunen and Tynjälä (2018) reported that "qualitative studies' findings are unique in their respective contexts; nonetheless, transferability to other settings and groups may be possible" (p. 7). Therefore, the students' conceptions of mobile learning, which were discerned in this research, may be useful for similar contexts in other countries in a global perspective.…”

Section: Limitation and Conclusionmentioning

confidence: 99%

A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education

et al. 2019

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This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from four universities of Bangladesh took part in semi-structured interviews to explore their in-depth understandings and experiences of m-learning. The findings indicate that university students perceived five qualitatively different ways of using mobile devices in their learning: a medium for communication; a medium for management of learning materials; a tool for effective learning; a means for collaborative learning; and a means for development of new ideas. The findings of this research demonstrate students’ pedagogical understanding of using mobile devices in higher education. The outcomes of this research could play a crucial role in informing students on how they can use their mobile devices for learning purposes and providing educators with empirical evidence on students’ pedagogical practices of using mobile devices in other developing and more developed countries in the world.

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“…Ma r t o n [ 24 ] d es c r i b e s phenomenography as an empirical study of the diverse ways in which people experience and apprehend various phenomena. Since the early 2000s, its use as a research method has broadened from education into a wider range of topic areas, such as mental health [25], information literacy [26] and counselling [27], where the purpose of the research is to understand the diverse ways in which groups of people experience phenomena. It is not a method that is apparent in information technology (IT) literature; research into user perceptions of IT has tended to concentrate upon methods that attempt to find consensus or majority views that relate to ease of use and usefulness of technology, such as the Technology Acceptance Model [28].…”

Section: Phenomenographic Methods For Evaluating Virtual Aveburymentioning

confidence: 99%

Experiencing sense of place in virtual and physical Avebury

Falconer

2017

Pers Ubiquit Comput

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This paper discusses the findings from a project to construct a simulation of Avebury henge, a Late Neolithic/ Early Bronze Age monument in SW Britain, in a 3D, virtual world environment. The aims of the study were to explore the archaeological research and interpretation necessary to plan and construct such a simulation in an interactive, online environment, to identify which aspects of visualisation and soundscape design appear to have the greatest impact upon users' sense of place in the virtual simulation and to explore the experiences of a small group of users in the virtual simulation and the effects of those experiences upon their sense of place at the physical site. The findings from this project demonstrated that in undertaking a simulation of an ancient site, a core set of sources need to be selected to create the main parts of the simulation. There is often much debate in archaeological literature regarding the way in which archaeological findings are interpreted, and a different virtual Avebury would be constructed if different interpretations had been chosen. Any simulation of an ancient site should therefore clearly recognise and state the basis upon which it has been designed. The evaluation showed that responses to virtual environments, and the resulting effect upon responses to physical environments, are complex and personal, resulting in a range of experiences and perceptions, suggesting that the range of users' experiences might be a more significant issue than attempting to find any general consensus on user reactions to simulated ancient sites.

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Applying phenomenography in guidance and counselling research

Cited by 45 publications

References 42 publications

Modelling competences and anticipating the future competence needs in the forest sector

Modelling competences and anticipating the future competence needs in the forest sector

A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education

Experiencing sense of place in virtual and physical Avebury

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