Varieties of Phenomenological Research at the University of Dallas: An Emerging Typology

Garza, Gilbert

doi:10.1080/14780880701551170

Cited by 40 publications

(33 citation statements)

References 28 publications

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“…To illuminate this telic meaning dimension of motivation to teach, we undertook this research from a phenomenological 'project-ive life world approach' situated within the 'Dallas Approach' to phenomenological research (Garza, 2007) and rooted in the philosophy of Martin Heidegger (1927Heidegger ( /1962. Following Heidegger, a person's world is understood in reference to a fundamental 'being ahead' of oneself, a characteristic he calls projecting.…”

Section: Methods Approachmentioning

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%

“…Previous literature has examined this question from the standpoint of motivation to become a teacher, personality dimensions associated with teaching success, and factors associated with teacher burnout. Given that much of the literature seeks to provide an 'explanation' (see Garza, 2007), answers to the question 'Why teach?' remain incomplete.…”

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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: Methods Approachmentioning

confidence: 99%

mentioning

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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“…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. ISSN: 2014- La historia de la educación ha dado un giro en su investigación y perspectiva en las últimas décadas, abrazando el uso de fuentes interpretativas tales como la fotografía, las memorias, las historias y relatos de vida y el material escolar, entre otros.…”

Section: Limitations and Directions For Future Researchmentioning

confidence: 99%

Full Issue 6(3)

Editors

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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“…To meet the aims within the broader theoretical framework of HCI, actor-network theory (ANT; e.g., Latour, 1997) and theoretical discussions of choreography (e.g., Schiller & Rubidge, 2014) are brought together to highlight the role of movement in biomonitoring. One of the greatest strengths of phenomenological methodology is its flexibility and adaptability that allow for its incorporation within other disciplines (e.g., Dourish, 2001;Garza, 2007).…”

Section: Introductionmentioning

confidence: 99%

Quantified Bodies in the Checking Loop: Analyzing the Choreographies of Biomonitoring and Generating Big Data

Parviainen¹

2016

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Varieties of Phenomenological Research at the University of Dallas: An Emerging Typology

Cited by 40 publications

References 28 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)

Quantified Bodies in the Checking Loop: Analyzing the Choreographies of Biomonitoring and Generating Big Data

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