Thematic Collation: An Illustrative Analysis of the Experience of Regret

Garza, Gilbert

doi:10.1080/14780880903490839

Cited by 13 publications

(12 citation statements)

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“…The homogeneity of the sample in regard to tenured status, disciplines (all humanities, two from English), and university level instruction might also constrain the generalizability of the findings. While it is our expectation that the imaginative variation in our analysis would enable us to arrive at the 'trans-situational' elements of our findings (see Garza, 2007Garza, , 2011Giorgi, 2009;Giorgi & Giorgi, 2003, Wertz, 1983, 1985, and even as phenomenological researchers have shown that in-depth analysis of even a single case can suffice to develop a general structure of a phenomenon (see Wertz, 1983Wertz, , 1985 it would be beneficial to expand the current analysis to include a greater variety of teachers, across a greater variety of disciplines, with a greater range of experience and within a greater variety of educational settings in future research.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

“…remain incomplete. Utilizing a phenomenological approach (Garza, 2007;Giorgi, 1970) and a modified thematic collation analysis (Garza, 2011) of data generated in structured interviews with professors at a small, liberal arts university whose central mission is teaching, this paper presents a reframing of this question in terms of what teaching means to teachers. By employing a phenomenological approach, our aim was to understand how, with respect to teaching, "the motive, the act and the end are all constituted in a single upsurge" of meaning (Sartre, 1956, p. 565).…”

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confidence: 99%

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Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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Previous literature has examined teachers' motivations to teach in terms of intrinsic and extrinsic motives, personality dimensions, and teacher burnout. These findings have been cast in the rubric of differences between teachers and non-teachers and the linear relations between these measures among teachers. Utilizing a phenomenological approach (Giorgi, 1970) to analyze data generated in structured interviews with four tenured professors from small, liberal arts universities whose central mission is teaching, this paper presents the telic or project-ive horizons of teaching -those motives aimed at what is 'not yet' (Heidegger, 1927(Heidegger, /1962. Results revealed that teaching is understood by teachers to be a dialogical enterprise between a teacher and learners across dimensions of transformation, knowledge, and personhood. This dialogue entailed an abiding tension between self and other, activity and passivity, giving and receiving, preparation and spontaneity, instructing and learning, leading and following, asserting and withdrawing. It comprised an orientation to a teachers' vision for the possible future personhood of the teacher and their students and to the character of the world which teachers and learners inhabit together. These findings are discussed in terms of the reviewed literature and as a case in point for a vital complementarity of research approaches. Keywords ResumenLa literatura ha examinado las motivaciones de los docentes para enseñar en términos de motivos intrínsecos y extrínsecos, las dimensiones de la personalidad, y el desgaste. Estos hallazgos han sido expuestos mediante diferencias entre maestros y no-maestros y las relaciones lineales de este indicativo entre los maestros. Utilizando un enfoque fenomenológico (Giorgi, 1970) para analizar los datos generados en entrevistas estructuradas con cuatro profesores titulares de una pequeña universidad de humanidades cuya misión central es la docencia, este trabajo presenta los horizontes telic o proyect-ivos de la enseñanza -esos motivos que apuntan a lo que "no es todavía" (Heidegger, 1927(Heidegger, /1962. Los resultados revelaron que la enseñanza es entendida por los maestros como una relación dialógica entre un maestro y sus estudiantes a través de dimensiones de transformación, conocimiento y personalidad. Este diálogo implicaba una tensión constante entre el yo y el otro, la actividad y la pasividad, el dar y recibir, la preparación y la espontaneidad, instruir y aprender, dirigir y seguir, afirmar y retirar. Esto comprendía una orientación de los maestros hacia su posible futura personalidad y la de sus estudiantes y sobre el carácter del mundo en el que profesores y estudiantes cohabitan. Estos hallazgos se discuten en términos de la literatura revisada y como ejemplo de una complementariedad vital de los enfoques de investigación

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Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

mentioning

confidence: 99%

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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“…Using a phenomenological 'approach' (Giorgi, 1970) focused on the interplay of projects and understandings Heidegger, 1927Heidegger, /1962) and a modified version of Garza's (2011) thematic collation technique, the following steps were conducted to analyze the data: First, all three authors independently listened to the interviews in full to become familiar with and develop an impression of the entire collection of data. Second, since we were interested in exploring the meanings of being a teacher, we listened to the interviews a second time explicitly noting places in the data, or moments, that revealed a dimension of meaning of being a teacher.…”

Section: Discussionmentioning

confidence: 99%

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Full Issue 6(3)

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2017

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To cite this article: Paterson, R. (2017). 'Because sometimes your failures can also teach you certain skills': Lecturer and student perceptions of employability skills at a transnational university. Qualitative Research in Education, 6(3), 241-275. doi:10.17583/qre.2017.2583 To link this article: http://dx.doi.org/10.17583/qre.2017.2583 PLEASE SCROLL DOWN FOR ARTICLEThe terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY).Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 (Received: 22 February 2017; Accepted: 19 September 2017; Published: 28 October 2017) AbstractThis exploratory study investigates lecturers' and students' understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.Keywords: global higher education, employability skills, transnational education, employability pedagogy Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 ResumenEste estudio exploratorio investiga la percepción de los profesores y estudiantes de los conceptos y el lenguaje que se utilizan en las estrategias de educación superior para desarrollar las habilidades de empleabilidad. Mientras que los conocimientos disciplinarios son el objetivo de la mayoría de los posgrados, las habilidades de empleabilidad son cada vez un factor más importante al evaluar a los posibles empleados. La adquisición de habilidades de empleabilidad en la educación ha surgido como una respuesta a las demandas de la industria de graduados preparados para el mundo laboral. La internacionalización y globalización hacen que los empleadores busquen graduados con habilidades blandas, destrezas y logros adicionales. El contexto es Westminster International University, Tashkent (WIUT), una universidad trans...

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“…Her solution was to ask focused process and meaning questions of each individual account giving rise to a more fundamental and shared significance. Similarly, Garza () has proposed developing an idiographic thematic narrative which might prepare ‘the ground for a comparative or general level of analysis’ (Garza, :50). We suggest addressing this tension on a case‐by‐case basis, being open and attentive to ones’ engagement with the data and what it is telling us.…”

Section: Introductionmentioning

confidence: 99%

‘I'm worried about getting water in the holes in my head’: A phenomenological psychology case study of the experience of undergoing deep brain stimulation surgery for Parkinson's disease

Eatough

Shaw²

2016

British J Health Psychol

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This research has elucidated the complexity of decision-making, the emotional landscape, and specific bodily nature of the experience of DBS. It has suggested implications for practice informed by both existential-phenomenological theory and health psychology. Statement of contribution What is already known on this subject? Deep brain stimulation (DBS) is a newly developed form of biotechnological surgery and research indicates a mismatch between motor success and psychosocial adjustment. Most studies focuses on life post-DBS and there is relatively little research on how people make the decision to have the procedure, what their experience is of undergoing it including its emotional aspects. What does this study add? This study demonstrates that making decisions with respect to health and illness is complex and best understood as a form of embodied cognition. Findings indicate that the experience of undergoing DBS surgery is one of multiple emotions, especially fear and feelings of 'unhomelikeness'. This study highlights the relevance of a lifeworld, people-centered and humanizing approach to helping health care professionals support people through an illness/treatment trajectory.

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Thematic Collation: An Illustrative Analysis of the Experience of Regret

Cited by 13 publications

References 10 publications

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Full Issue 6(3)

‘I'm worried about getting water in the holes in my head’: A phenomenological psychology case study of the experience of undergoing deep brain stimulation surgery for Parkinson's disease

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