CSBibs201402281357.bib

@Article{oai:eprints.qut.edu.au:58814,
  title =	"Website designers : how do they experience information
		 literacy?",
  author =	"Elham Sayyad Abdi and Helen Partridge and Christine
		 Bruce",
  publisher =	"Australian Library and Information Association Ltd.",
  year = 	"2013",
  month =	mar # "~26",
  abstract =	"This paper presents the findings from the first phase
		 of a larger study into the information literacy of
		 website designers. Using a phenomenographic approach,
		 it maps the variation in experiencing the phenomenon of
		 information literacy from the viewpoint of website
		 designers. The current result reveals important
		 insights into the lived experience of this group of
		 professionals. Analysis of data has identified five
		 different ways in which website designers experience
		 information literacy: problem-solving, using best
		 practices, using a knowledge base, building a
		 successful website, and being part of a learning
		 community of practice. As there is presently relatively
		 little research in the area of workplace information
		 literacy, this study provides important additional
		 insights into our understanding of information literacy
		 in the workplace, especially in the specific context of
		 website design. Such understandings are of value to
		 library and information professionals working with web
		 professionals either within or beyond libraries. These
		 understandings may also enable information
		 professionals to take a more proactive role in the
		 industry of website design. Finally, the obtained
		 knowledge will contribute to the education of both
		 website-design science and library and information
		 science (LIS) students.",
  ISSN = 	"00049670",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:eprints.qut.edu.au:58814",
  pages =	"40--52",
  relation =	"DOI:10.1080/00049670.2013.771767; Sayyad Abdi, Elham,
		 Partridge, Helen, \& Bruce, Christine (2013) Website
		 designers : how do they experience information
		 literacy? The Australian Library Journal, 62(1), pp.
		 40-52.",
  rights =	"Copyright 2013 Australian Library and Information
		 Association; This is a preprint of an article whose
		 final and definitive form has been published in The
		 Australian Library Journal (C) 2013 (copyright Taylor
		 \& Francis); The Australian Library Journal is
		 available online at:
		 http://www.tandfonline.com/doi/abs/10.1080/00049670.2013.771767#.UdZAh39--Uk",
  source =	"School of Information Systems; Science \& Engineering
		 Faculty",
  subject =	"080612 Interorganisational Information Systems and Web
		 Services; 080799 Library and Information Studies not
		 elsewhere classified; Information Literacy; Website
		 Design; Phenomenography",
  URL =  	"http://eprints.qut.edu.au/58814/1/58814A.pdf;
		 http://www.tandfonline.com/doi/abs/10.1080/00049670.2013.771767#preview;
		 http://eprints.qut.edu.au/58814/",
}
 

@Article{oai:eprints.qut.edu.au:40969,
  title =	"Experiencing higher degree research supervision as
		 teaching",
  author =	"Christine S. Bruce and Ian D. Stoodley",
  publisher =	"Taylor \& Francis",
  year = 	"2013",
  abstract =	"This article describes research higher degree
		 supervisors{'} experiences of supervision as a teaching
		 and learning practice. While research education is
		 considered central to the HDR experience, comparatively
		 little is known to date of the pedagogical lenses
		 adopted by supervisors as they go about their
		 supervision. We worked with 35 supervisors engaged in
		 discipline-specific and interdisciplinary research
		 across architectural design, science, engineering,
		 computer science, information systems and
		 librarianship. Several of these supervisors conducted
		 projects which interfaced with the social sciences and
		 humanities. The pedagogies, constructed through the
		 discussions and phenomenographic analysis, offer a
		 picture of supervisors{'} collective awareness of
		 supervision as a teaching and learning practice.
		 Supervision as a teaching and learning practice was
		 experienced as: Promoting the supervisor{'}s
		 development, Imparting academic expertise, Upholding
		 academic standards, Promoting learning to research,
		 Drawing upon student expertise, Enabling student
		 development, Venturing into unexplored territory,
		 Forming productive communities, and Contributing to
		 society.",
  ISSN = 	"03075079",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:eprints.qut.edu.au:40969",
  pages =	"226--241",
  relation =	"DOI:10.1080/03075079.2011.576338; Bruce, Christine S.
		 \& Stoodley, Ian D. (2013) Experiencing higher degree
		 research supervision as teaching. Studies in Higher
		 Education, 38(2), pp. 226-241.",
  rights =	"Copyright 2011 Taylor and Francis",
  source =	"Faculty of Science and Technology; Institute for
		 Creative Industries and Innovation; Information
		 Systems",
  subject =	"130103 Higher Education; 130212 Science Technology and
		 Engineering Curriculum and Pedagogy; higher degree
		 research; supervision; pedagogy; experience;
		 phenomenography; HERN",
  URL =  	"http://eprints.qut.edu.au/40969/1/40969.pdf;
		 http://eprints.qut.edu.au/40969/",
}
 

@InProceedings{oai:digital.library.adelaide.edu.au:2440/81597,
  title =	"Collaborative learning and anxiety a phenomenographic
		 study of collaborative learning activities",
  author =	"Katrina Elizabeth Falkner and Nickolas John Gowland
		 Falkner and Rebecca Vivian",
  publisher =	"ACM",
  year = 	"2013",
  abstract =	"Collaborative learning encourages deeper learning,
		 producing significant benefit in learning outcomes.
		 There has been an increasing trend to adopt
		 collaborative activities, due to the expected learning
		 benefits but also because of the expected social
		 benefits and their impact on transition concerns.
		 However, collaborative activities may also introduce
		 additional stress and anxiety for students as they cope
		 with altered participation expectations, and the need
		 to develop collaboration, communication and management
		 skills concurrently with their discipline skills. In
		 this paper we describe a phenomenographic analysis of
		 student's reflections on collaborative activities,
		 including their perceptions of the purpose of such
		 activities, and corresponding behaviours.",
  bibsource =	"OAI-PMH server at digital.library.adelaide.edu.au",
  description =  "Katrina Falkner, Nickolas J.G. Falkner, Rebecca
		 Vivian",
  identifier =	"SIGCSE 2013 - Proceedings of the 44th ACM Technical
		 Symposium on Computer Science Education, 2013:
		 pp.227-232; 978145031868; 0020128354;
		 10.1145/2445196.2445268",
  language =	"en",
  oai =  	"oai:digital.library.adelaide.edu.au:2440/81597",
  pages =	"227--232",
  rights =	"Copyright {\copyright} 2013 ACM",
  subject =	"Computer Science Education; Collaborative Learning;
		 Phenomenography",
  URL =  	"http://hdl.handle.net/2440/81597",
}

 
@Misc{oai:CiteSeerX.psu:10.1.1.299.7011,
  title =	"Students Learn {CS} in Different Ways: Insights from
		 an Empirical Study 1 Anders Berglund",
  author =	"Mattias Wiggberg",
  year = 	"2013",
  month =	jul # "~22",
  abstract =	"This empirical study demonstrates that students {'}
		 learning of computer science takes place in
		 qualitatively different ways. The results consist of
		 categories, where each category describes a certain way
		 in which the students approach their learning. The
		 paper demonstrates that some of the ways of tackling
		 learning do better than others in producing a good
		 learning outcome, and that they should therefore be
		 encouraged. The data underlying these results were
		 collected through interviews with third and fourth year
		 students in two countries, and were analysed using a
		 phenomenographic research approach. Keywords Computer
		 science education research, the act of learning,
		 phenomenography. 1",
  annote =	"The Pennsylvania State University CiteSeerX Archives",
  bibsource =	"OAI-PMH server at citeseerx.ist.psu.edu",
  language =	"en",
  oai =  	"oai:CiteSeerX.psu:10.1.1.299.7011",
  rights =	"Metadata may be used without restrictions as long as
		 the oai identifier remains attached to it.",
  URL =  	"http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.299.7011;
		 http://crpit.com/confpapers/CRPITV78Berglund.pdf",
}
 

 

@InProceedings{conf/ecis/KaapuT12,
  title =	"Phenomenography: Alternative Research Approach for
		 Studying the Diversity of Users' understandings",
  author =	"Taina Kaapu and Tarja Tiainen",
  year = 	"2012",
  bibdate =	"2013-01-30",
  bibsource =	"DBLP,
		 http://dblp.uni-trier.de/db/conf/ecis/ecis2012.html#KaapuT12",
  booktitle =	"ECIS",
  pages =	"29",
  URL =  	"http://aisel.aisnet.org/ecis2012/29",
}


 



 

@Article{oai:DiVA.org:uu-122304,
  title =	"On the Road to a Software Profession : Students{'}
		 Experiences of Concepts and Thresholds",
  author =	"Jonas Boustedt",
  publisher =	"Uppsala University, Uppsala University, Division of
		 Scientific Computing; Uppsala : Acta Universitatis
		 Upsaliensis",
  year = 	"2010",
  abstract =	"Research has shown that there are gaps in knowledge
		 between newly hired and experienced professionals and
		 that some of these gaps are related to concepts, such
		 as the concepts of object orientation. This problem,
		 and the fact that most computer science majors want to
		 work in the software industry, leads to questions
		 regarding why these gaps exist and how students can be
		 better prepared for their future careers. Against this
		 background, this thesis addresses two theme-based
		 perspectives that focus on students' views of concepts
		 in Computer Science.{\par}{\par}The first theme-based
		 perspective investigated the existence of potential
		 Threshold Concepts in Computer Science. Such concepts
		 should be troublesome, transformative, irreversible,
		 and integrative. Qualitative methods have been mainly
		 used and empirical data have been collected through
		 semi-structured interviews, concept maps, and written
		 stories. The results identified two Threshold Concepts,
		 suggested several more, and then described the ways in
		 which these concepts have transformed
		 students.{\par}{\par}The second theme-based perspective
		 took a phenomenographic approach to find the variation
		 in how students understand concepts related to the
		 software profession. Data were collected via
		 semi-structured interviews. In one study the interviews
		 were held in connection with role-playing where
		 students took on the role of a newly hired programmer.
		 The results show a variety of ways to experience the
		 addressed phenomena in the student collective, ranging
		 from superficial views that often have a practical
		 nature to more sophisticated understandings that
		 reflect a holistic approach, including a professional
		 point of view.{\par}{\par}Educators can use the results
		 to emphasize concepts that are important from students'
		 perspectives. The phenomenographic outcome spaces can
		 help teachers to reflect upon their own ways of seeing
		 contrasted with student conceptions. I have indicated
		 how variation theory can be applied to open more
		 sophisticated ways of seeing, which in this context
		 stresses the professional aspects to help students
		 prepare for becoming professional software
		 developers.{\par}",
  ISSN = 	"1651-6214",
  bibsource =	"OAI-PMH server at www.diva-portal.org",
  identifier =	"ISBN 978-91-554-7789-9",
  language =	"en",
  oai =  	"oai:DiVA.org:uu-122304",
  relation =	"Digital Comprehensive Summaries of Uppsala
		 Dissertations from the Faculty of Science and
		 Technology, 1651-6214 ; 734",
  subject =	"Biographies; class diagram; computer science
		 education; computer science education research;
		 computing concepts; concept map; content analysis;
		 higher education; java interface; learning; object
		 orientation; phenomenography; programming; role-play;
		 software development; software profession; threshold
		 concepts; variation theory; Computer science;
		 Datavetenskap; Subject didactics; {\"A}mnesdidaktik",
  type = 	"Doctoral thesis, comprehensive summary",
  URL =  	"http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-122304",
}
 


 

@Article{oai:doaj-articles:1a2d50e1ab0cb8ecc877d33a49b312a6,
  title =	"Problem solving and creativity in engineering:
		 conclusions of a three year project involving reusable
		 learning objects and robots",
  author =	"Jonathan Adams and Stefan Kaczmarczyk and Phil Picton
		 and Peter Demian",
  publisher =	"The Higher Education Academy",
  year = 	"2010",
  abstract =	"The necessity for creative problem solving skills
		 within the sciences and engineering are highlighted in
		 benchmark and policy statements as essential abilities.
		 None of these statements, however, offer any guidance
		 on how these skills might be fostered, let alone
		 assessed.This paper presents findings from the second
		 cycle of an action research project to develop a
		 dedicated creative problem solving module for first
		 year engineering undergraduates. In the module problem
		 based learning (PBL) techniques have been used with
		 Lego Mindstorm NXT robots to develop creative problem
		 solving skills. The focus of the module has been on
		 developing process skills as opposed to the simple
		 methodical solving of routine problems. Process skills
		 have been introduced and mediated by the use of
		 reusable learning objects (RLOs) within a virtual
		 learning environment (VLE). Separate RLOs have also
		 been used to develop skills in using the robots.The
		 action research cycle has been informed by a parallel
		 project involving interviews designed to explore the
		 perceptions of students, academics and professional
		 engineers of creative problem solving. Phenomenography
		 has been used as the main research tool.Student
		 feedback through online questionnaires, focus groups,
		 classroom-based observation and interviews indicates
		 that the module, and its means of delivery, has proven
		 successful in improving creative problem solving
		 skills. It also highlights the value of developing
		 process skills within a practical and motivational
		 environment.",
  ISSN = 	"17500044",
  bibsource =	"OAI-PMH server at www.doaj.org",
  oai =  	"oai:doaj-articles:1a2d50e1ab0cb8ecc877d33a49b312a6",
  source =	"Engineering Education",
  subject =	"engineering education research; creativity; problem
		 solving; PBL",
  URL =  	"http://www.engsc.ac.uk/journal/index.php/ee/article/view/230/223;
		 http://www.doaj.org/doaj?func=openurl\&genre=article\&issn=17500044\&date=2010\&volume=5\&issue=2\&spage=4",
}
 

@InProceedings{conf/iticse/Thompson10,
  title =	"From phenomenography study to planning teaching",
  author =	"Errol Thompson",
  bibdate =	"2010-07-06",
  bibsource =	"DBLP,
		 http://dblp.uni-trier.de/db/conf/iticse/iticse2010.html#Thompson10",
  booktitle =	"ITiCSE, Proceedings of the 15th Annual {SIGCSE} Conference on
		 Innovation and Technology in Computer Science
		 Education, {IT}i{CSE} 2010, Bilkent, Ankara, Turkey,
		 June 26-30, 2010",
  publisher =	"ACM",
  year = 	"2010",
  editor =	"Reyyan Ayfer and John Impagliazzo and Cary Laxer",
  ISBN = 	"978-1-60558-729-5",
  pages =	"13--17",
  URL =  	"http://doi.acm.org/10.1145/1822090.1822096",
}


 
@Article{oai:DiVA.org:uu-9551,
  title =	"Novice Programming Students' Learning of Concepts and
		 Practise",
  author =	"Anna Eckerdal",
  publisher =	"Uppsala University, Uppsala University, Division of
		 Scientific Computing; Uppsala : Acta Universitatis
		 Upsaliensis",
  year = 	"2009",
  abstract =	"Computer programming is a core area in computer
		 science education that involves practical as well as
		 conceptual learning goals. The literature in
		 programming education reports however that novice
		 students have great problems in their learning. These
		 problems apply to concepts as well as to
		 practise.{\par}{\par}The empirically based research
		 presented in this thesis contributes to the body of
		 knowledge on students' learning by investigating the
		 relationship between conceptual and practical learning
		 in novice student learning of programming. Previous
		 research in programming education has focused either on
		 students' practical or conceptual learning. The present
		 research indicates however that students' problems with
		 learning to program partly depend on a complex
		 relationship and mutual dependence between the
		 two.{\par}{\par}The most significant finding is that
		 practise, in terms of activities at different levels of
		 proficiency, and qualitatively different conceptual
		 understandings, have dimensions of variation in
		 common.{\par}{\par}An analytical model is suggested
		 where the dimensions of variation relate both to
		 concepts and activities. The implications of the model
		 are several. With the dimensions of variation at the
		 center of learning this implies that when students
		 discern a dimension of variation, related conceptual
		 understandings and the meaning embedded in related
		 practises can be discerned.{\par}{\par}Activities as
		 well as concepts can relate to more than one dimension.
		 Activities at a higher level of proficiency, as well as
		 qualitatively richer understandings of concepts, relate
		 to more dimensions of variation.{\par}{\par}Concrete
		 examples are given on how variation theory and patterns
		 of variation can be applied in teaching programming.
		 The results can be used by educators to help students
		 discern dimensions of variation, and thus facilitate
		 practical as well as conceptual learning.{\par}",
  ISSN = 	"1651-6214",
  bibsource =	"OAI-PMH server at www.diva-portal.org",
  identifier =	"ISBN 978-91-554-7406-5",
  language =	"en",
  oai =  	"oai:DiVA.org:uu-9551",
  relation =	"Digital Comprehensive Summaries of Uppsala
		 Dissertations from the Faculty of Science and
		 Technology, 1651-6214 ; 600",
  subject =	"Computer science education; computer science education
		 research; object-oriented programming; novice students;
		 phenomenography; variation theory; dimensions of
		 variation; learning; higher education; concepts;
		 practise; Ways of Thinking and Practising; Computer
		 science; Datavetenskap; Subject didactics;
		 {\"A}mnesdidaktik",
  type = 	"Doctoral thesis, comprehensive summary",
  URL =  	"http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9551",
  annote={writes on four research themes: students' experience of learning to program, sutdents' understandings of central concepts in programming, how students use and experience help and students' motives for learning programming. She states that categories were formulated and these results can be used to identify aspects of learning to program that are critical from the students' perspective.}
}
 
@Proceedings{ict2009,
  author =	"Tero Vartiainen",
  editor =	"Gunilla Bradley and Piet Kommers",
  keywords =	"Moral problems, IT field, phenomenography.",
  title =	"{IT} {PROFESSIONALS}? {PERCEPTIONS} {ON} {THE}
		 {NATURE} {OF} {MORAL} {PROBLEMS}",
  booktitle =	"Proceedings of the IADIS International Conference ICT,
		 Society and Human Beings 2009 (part of MCCSIS 2009)",
  year = 	"2009",
  type = 	"Full Paper",
  publisher =	"IADIS",
  ISBN = 	"978-972-8924-82-9",
  URL =  	"http://iadisportal.org/index.php?option=com_booklibrary&catid=211&id=6132&lang=en&task=view",
  file = 	"http://iadisportal.org/index.php?option=com_booklibrary&catid=211&id=6132&lang=en&task=view",
  abstract =	"This study reveals IT professionals? perceptions on
		 the concept of moral problem and what it is like to be
		 in such a situation. Twenty-one IT professionals were
		 interviewed and phenomenography was used in the
		 analysis. The collective description shows that moral
		 problems are perceived both as compulsory
		 decision-making and compulsory wrong-doing situations.
		 Moral problems are felt to be mentally hard but they
		 involve a developmental opportunity. These results are
		 reflected to the literature and implications for
		 computing associations, firms and educational
		 institutes are presented.",
  pages =	"43--50",
}

 

@phdthesis{oai:eprints.qut.edu.au:16682,
  title =	"Conceptions of geographic information systems ({GIS})
		 held by senior geography students in Queensland",
  author =	"Bryan A. West",
  year = 	"2008",
  abstract =	"Geographical Information Systems (GIS) represent one
		 of the major contributions to spatial analysis and
		 planning of the new technologies. While teachers and
		 others have viewed its potential contribution to
		 geographical education as considerable, it has not been
		 known with any certainty whether they present a
		 valuable educational tool that aids geographical
		 education. The value of GIS to geographical education
		 is viewed as depending on a geographical education
		 being, in itself, valuable. Within this context,
		 synergetic focus groups are employed to explore the
		 conceptions of GIS held by 109 secondary school
		 students studying Senior Geography in metropolitan and
		 regional Queensland, Australia. A phenomenographic
		 approach is adopted to identify the six qualitatively
		 different ways, or conceptions, in which the
		 participating students experience GIS as: 1. Maps and a
		 source of maps in geography. 2. Mapping in geography: a
		 way to use and create maps. 3. A professional mapping
		 tool: exceeding the needs of senior geography. 4.
		 Frustrating geography: irksome and presenting many
		 challenges to the student-user. 5. Relevant geography:
		 within and beyond the school experience. 6. A better
		 geography: offering a superior curriculum, and broader
		 geographical education, when contrasted to a senior
		 geography that omits its use. The structural and
		 referential elements of each of these conceptions are
		 elucidated within corresponding Categories of
		 Description. The qualitatively different ways in which
		 the conceptions may be experienced are illustrated
		 through an Outcome Space, comprising a metaphoric
		 island landscape. This structural framework reveals
		 that for the Senior Geography students who participated
		 in this investigation, the extent to which GIS may
		 augment the curriculum is influenced by the nature of
		 students' individual understandings of how GIS manages
		 spatial data. This research project is a response to
		 repeated calls in the literature for teachers of
		 geography themselves to become researchers and for a
		 better understanding of GIS within geography education.
		 It reviews the salient literature with respect to
		 geography and geography education generally, and GIS
		 within geographical education specifically. The
		 investigation has confirmed that qualitatively
		 different conceptions of GIS exist amongst students and
		 that these are not consistently aligned with
		 assumptions about its use and benefits as presented by
		 current literature. The findings of the study
		 contribute to knowledge of the potential educational
		 outcomes associated with the use of GIS in geography
		 education and decisions related to current and
		 potential geography curricula. It provides guidance for
		 future curriculum development involving GIS and argues
		 for additional research to inform educators and the
		 spatial sciences industry about the actual and
		 perceived role of GIS within geography education.",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:eprints.qut.edu.au:16682",
  relation =	"West, Bryan A. (2008) Conceptions of geographic
		 information systems (GIS) held by senior geography
		 students in Queensland. PhD thesis, Queensland
		 University of Technology.",
  rights =	"Copyright Bryan Andrew West",
  school =	"Queensland University of Technology",
  subject =	"conceptions of GIS; geographical information systems;
		 GIS; geography education; information and
		 communications technologies; maps and mapping;
		 phenomenography; senior geography; students; teaching
		 and learning; qualitative research methods",
  URL =  	"http://eprints.qut.edu.au/16682/1/Bryan_Andrew_West_Thesis.pdf;
		 http://eprints.qut.edu.au/16682/",
}
 
@InProceedings{conf/icer/Boustedt08,
  title =	"A methodology for exploring students' experiences and
		 interaction with large-scale software through role-play
		 and phenomenography",
  author =	"Jonas Boustedt",
  bibdate =	"2013-08-16",
  bibsource =	"DBLP,
		 http://dblp.uni-trier.de/db/conf/icer/icer2008.html#Boustedt08",
  booktitle =	"ICER, International Computing Education Research Workshop,
		 {ICER} '08, Sydney, Australia, September 6-7, 2008",
  publisher =	"ACM",
  year = 	"2008",
  editor =	"Michael E. Caspersen and Raymond Lister and Mike
		 Clancy",
  ISBN = 	"978-1-60558-216-0",
  pages =	"27--38",
  URL =  	"http://dl.acm.org/citation.cfm?id=1404520",
}


 

@Misc{oai:dipp.nrw.de:dipp:1251,
  title =	"Teachers' professional development in a community",
  titletranslation = "A study of the central actors, their networks and
		 web-based learning",
  author =	"Essi Ryymin and Jiri Lallimo and Kai Hakkarainen",
  year = 	"2007",
  month =	dec # "~27",
  abstract =	"The goal of this article was to study teachers'
		 professional development related to web-based learning
		 in the context of the teacher community. The object was
		 to learn in what kind of networks teachers share the
		 knowledge of web-based learning and what are the
		 factors in the community that support or challenge
		 teachers professional development of web-based
		 learning. The findings of the study revealed that there
		 are teachers who are especially active, called the
		 central actors in this study, in the teacher community
		 who collaborate and share knowledge of web-based
		 learning. These central actors share both technical and
		 pedagogical knowledge of web-based learning in networks
		 that include both internal and external relations in
		 the community and involve people, artefacts and a
		 variety of media. Furthermore, the central actors
		 appear to bridge different fields of teaching expertise
		 in their community. According to the central actors'
		 experiences the important factors that support
		 teachers' professional development of web-based
		 learning in the community are; the possibility to learn
		 from colleagues and from everyday working practices, an
		 emotionally safe atmosphere, the leader's personal
		 support and community-level commitment. Also, the
		 flexibility in work planning, challenging pupils,
		 shared lessons with colleagues, training events in an
		 authentic work environment and colleagues'
		 professionalism are considered meaningful for
		 professional development. As challenges, the knowledge
		 sharing of web-based learning in the community needs
		 mutual interests, transactive memory, time and
		 facilities, peer support, a safe atmosphere and
		 meaningful pedagogical practices. On the basis of the
		 findings of the study it is suggested that by intensive
		 collaboration related to web-based learning it may be
		 possible to break the boundaries of individual
		 teachership and create such sociocultural activities
		 which support collaborative professional development in
		 the teacher community. Teachers' in-service training
		 programs should be more sensitive to the culture of
		 teacher communities and teachers' reciprocal relations.
		 Further, teacher trainers should design teachers'
		 in-service training of web-based learning in
		 co-evolution with supporting networks which include the
		 media and artefacts as well as people.",
  bibsource =	"OAI-PMH server at www.dipp.nrw.de",
  identifier =	"urn:nbn:de:0009-5-12510",
  language =	"eng",
  oai =  	"oai:dipp.nrw.de:dipp:1251",
  rights =	"fDPPL",
  source =	"eleed ; 4 , 1",
  subject =	"e-learning; professional development; web-based
		 learning; social network analysis; phenomenography;
		 central actors; teacher community; teachers' in-service
		 training; ddc: 005.11; ddc: 006.4; ddc: 153.15; ddc:
		 371.358; pacs: systems theory application in education;
		 pacs: software engineering techniques; pacs: Groupware;
		 pacs: multimedia; pacs: education and training",
  URL =  	"http://eleed.campussource.de/archive/4/1251",
}
 
@Misc{oai:CiteSeerXPSU:10.1.1.1.4605,
  title =	"In {G}. Kadoda (Ed). Proc. {PPIG} 13 Pages 53-69 13",
  author =	"Th Workshop Of and Anders Berglund",
  year = 	"2007",
  abstract =	"This PhD student paper discusses a possible approach
		 for studying students{'}learning about computer
		 networks in a course that is jointly taught by two
		 universities as an internationally distributed course.
		 Since the students are working in virtual teams,
		 consisting of six students, three in Sweden and three
		 in the US, with a technically advanced assignment, the
		 environment in which the learning takes place has a
		 significant influence on the learning. An approach to
		 studying the students{'}experience of their learning as
		 well as their experience of the context of the
		 learning, combining phenomenography with activity
		 system, is proposed. While the experience of the
		 learning is studied with a phenomenographic approach,
		 an activity system seen {"}from within{"} through the
		 eyes of a learner is used to analyse the experienced
		 context. My Phd project - its background and purpose
		 Phenomenography has proved to be a fruitful approach
		 for studying students{'}experience of learning in
		 higher education. It has, however, been criticised for
		 not paying sufficient attention to the context of the
		 learning. In my research, studying students{'}learning
		 in an internationally distributed course, that is
		 students{'} learning in a particular environment, the
		 context becomes important. Since this context is an
		 integrated part of the students{'}experience of their
		 learning, as well as a factor that is expected to
		 influence the outcome of the learning to a large
		 degree, I need to analyse the context as it is
		 experienced by the students. My choice is to use a
		 phenomenographic perspective on the context seen which
		 is seen as an activity system, a choice that I argue
		 will give me the possibility to analyse the
		 students{'}experience of their learning in the
		 experienced context.",
  bibsource =	"OAI-PMH server at citeseerx.ist.psu.edu",
  contributor =  "CiteSeerX",
  language =	"en",
  oai =  	"oai:CiteSeerXPSU:10.1.1.1.4605",
  relation =	"10.1.1.107.7030",
  rights =	"Metadata may be used without restrictions as long as
		 the oai identifier remains attached to it.",
  URL =  	"http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1.4605;
		 http://www.ppig.org/workshops/../papers/13th-berglund.pdf",
}

 

@Article{journals/aslib/Andretta07,
  title =	"Phenomenography: a conceptual framework for
		 information literacy education",
  author =	"Susie Andretta",
  journal =	"Aslib Proceedings",
  year = 	"2007",
  number =	"2",
  volume =	"59",
  bibdate =	"2013-11-12",
  bibsource =	"DBLP,
		 http://dblp.uni-trier.de/db/journals/aslib/aslib59.html#Andretta07",
  pages =	"152--168",
  URL =  	"http://dx.doi.org/10.1108/00012530710736663",
}


 
@Article{oai:GenericEPrints.OAI2:6305,
  title =	"Changing foci and expanding horizons- some reflections
		 on directions for phenomenography and variation
		 theory",
  author =	"Bruce Christine",
  year = 	"2006",
  month =	jan # "~01",
  abstract =	"This paper documents my journey of reflection, as I
		 consider the way forward for phenomenography and
		 variation theory. In the first half of the paper, I
		 analyse my personal experience of phenomenography and
		 variation theory, and explore some aspects of their
		 development. My own professional journey suggests that
		 phenomenography and variation theory have the potential
		 to transform learning and teaching at every level; and
		 have the potential to transform disciplines as
		 colleagues begin to take an interest in understanding
		 variation in the experience of phenomena related to
		 their discipline. In the second half of the paper, I
		 explore socio-political and methodological directions.
		 I propose that the currently minor themes of growing
		 teacher-researchers and fostering discipline-based
		 research are likely to become more dominant; and that
		 continuing emphases on phenomenography and variation
		 theory will shed new light on our continuing
		 conversations and debates in the university
		 environment. Phenomenography is also becoming
		 established as a well respected
		 qualitative/interpretive research approach in the wider
		 arena. We need to continue to strengthen the research
		 approach, including establishing its interrelationship
		 with variation theory, to make it more readily useable
		 by colleagues engaged in {`}discipline{'} research, and
		 by teacher-researchers.",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:GenericEPrints.OAI2:6305",
  subject =	"Faculty of Information Technology",
  URL =  	"http://eprints.qut.edu.au/archive/00006305/;
		 http://eprints.qut.edu.au/archive/00006305/01/6305.pdf",
}
 
@Book{oai:GenericEPrints.OAI2:5454,
  title =	"{E}-Learning \& Learning Objects: Learning Information
		 Searching in an {E}-Learning Environment",
  author =	"Sylvia Lauretta Edwards and Helen Partridge",
  year = 	"2006",
  month =	jan # "~01",
  abstract =	"The benefits of e-learning, and consequently the
		 driving forces behind the e-learning uptake in higher
		 education have been widely discussed. They include
		 greater accessibility and flexibility, a more cost
		 effective and cost efficient program of study, and a
		 higher quality of student learning experience. However,
		 in 2001 Zenger and Uehlein observed that in the recent
		 {"}rush to e-learning the emphasis has been largely on
		 the e and not on the learning (p. 60). What Zenger and
		 Uehlein are suggesting is that in the current focus on
		 technological applications in higher education the
		 reason for the application (i.e. meaningful learning
		 for students) has been forgotten. The Queensland
		 University of Technology (QUT) is committed to
		 {"}[providing] outstanding learning environments and
		 programs that lead to excellent outcomes for graduates
		 (QUT, 2003, p. ii). In pursuit of this goal the
		 university has identified as one of its {"}top
		 priorities the {"}[integration of information and
		 communications technology into our
		 teaching{\ldots}functions and infrastructure (QUT,
		 2003, p.ii). In direct defiance to the observations of
		 Zenger and Uehlein, QUT will {"}make a coordinated and
		 strategic effort to use the increasing capacity and
		 flexi-bility of technologies to transform our teaching
		 and learning environment in ways which engage and
		 challenge students, and which enable different learning
		 envi-ronment [italics added], on-campus and off-campus,
		 to be used in ways which are complementary and mutually
		 reinforcing (QUT, 2003, p. 4). This chapter will
		 provide a case study on how e-learning is being
		 de-signed, developed and implemented with QUT with a
		 balanced focus on both the e and the learning. The
		 Faculty of Information Technology at QUT is dedicated
		 to the development of graduates who are not only
		 discipline savvy but also highly information literate.
		 To facilitate the development of informa-tion literacy
		 the Faculty supported a project which involved the
		 crea-tion of an online learning tool known as the
		 Reflective Online Search-ing Skills (ROSS) Environment.
		 ROSS is a flexible and interactive online learning tool
		 for developing student skills and knowledge within the
		 area on online searching. It was developed for use
		 within the un-dergraduate unit ITB322 Information
		 Resources. This chapter will dis-cuss how ROSS was
		 developed to take advantage of emerging technol-ogy
		 (the e) whilst grounded in sound instructional theory
		 and meaning-ful learning principles (the learning). In
		 this paper we will also briefly outline the various
		 types of e-learning models and indicate which of these
		 models we used in our design, and explain the learning
		 theory and research findings which underpin the overall
		 development of ROSS. The learning theory is variation
		 theory and the research method was phenomenography. In
		 our work, the student perspective was also con-sidered
		 with student expectations and perceptions informing
		 both the design and the use of ROSS. The paper will
		 also discuss how ROSS, an e-learning strategy developed
		 for use within a specific undergraduate IT unit, is
		 being developed into an online learning object for use
		 by other QUT academics regardless of discipline. The
		 many challenges in the creation and use of ROSS will be
		 outlined, as well as examples from the Pilot product in
		 one subject unit, and its subsequent beta version used
		 in other faculties. These challenges occur for both the
		 teaching staff during the instructional design phase
		 and for the students during the implementation phase.
		 The lessons learnt, or the pitfalls, in the development
		 of re-usable learning objects will all be discussed and
		 summarised at the end of the chapter. The chapter will
		 provide recommendations on how to ensure the design and
		 implemen-tation of e-learning and learning objects is
		 considered in a holistic man-ner guided by sound
		 pedagogy and student needs and attitudes. The chapter
		 is significant because it provides a best practice
		 example of how to blend together imaginative use of
		 technology, instructional theories and principles, and
		 student{'}s expectations, to careful craft e-learning
		 and learning objects so as to facilitate the learning
		 experience of stu-dents in a holistic manner.",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:GenericEPrints.OAI2:5454",
  subject =	"280103 Information Storage, Retrieval and Management;
		 330199 Education Studies not elsewhere classified;
		 280000 Information, Computing and Communication
		 Sciences",
  URL =  	"http://eprints.qut.edu.au/archive/00005454/",
}

 

@Article{oai:DiVA.org:uu-5754,
  title =	"Learning computer systems in a distributed project
		 course : The what, why, how and where",
  author =	"Anders Berglund",
  publisher =	"Uppsala University, Computer Systems; Uppsala : Acta
		 Universitatis Upsaliensis",
  year = 	"2005",
  abstract =	"Senior university students taking an internationally
		 distributed project course in computer systems find
		 themselves in a complex learning situation. To
		 understand how they experience computer systems and act
		 in their learning situation, the what, the why, the how
		 and the where of their learning have been studied from
		 the students{'} perspective. The what aspect concerns
		 the students{'} understanding of concepts within
		 computer systems: network protocols. The why aspect
		 concerns the students{'} objectives to learn computer
		 systems. The how aspect concerns how the students go
		 about learning. The where aspect concerns the
		 students{'} experience of their learning environment.
		 These metaphorical entities are then synthesised to
		 form a whole.{\par}{\par}The emphasis on the
		 students{'} experience of their learning motivates a
		 phenomenographic research approach as the core of a
		 study that is extended with elements of activity
		 theory. The methodological framework that is developed
		 from these research approaches enables the researcher
		 to retain focus on learning, and specifically the
		 learning of computer systems, throughout.{\par}{\par}By
		 applying the framework, the complexity in the learning
		 is unpacked and conclusions are drawn on the
		 students{'} learning of computer systems. The results
		 are structural, qualitative, and empirically derived
		 from interview data. They depict the students{'}
		 experience of their learning of computer systems in
		 their experienced learning situation and highlight
		 factors that facilitate learning.{\par}{\par}The
		 results comprise sets of qualitatively different
		 categories that describe how the students relate to
		 their learning in their experienced learning
		 environment. The sets of categories, grouped after the
		 four components (what, why, how and where), are
		 synthesised to describe the whole of the students{'}
		 experience of learning computer
		 systems.{\par}{\par}This study advances the discussion
		 about learning computer systems and demonstrates how
		 theoretically anchored research contributes to teaching
		 and learning in the field. Its multi-faceted,
		 multi-disciplinary character invites further debate,
		 and thus, advances the field.{\par}",
  ISBN = 	"91-554-6187-5",
  ISSN = 	"1104-2516",
  bibsource =	"OAI-PMH server at www.diva-portal.org",
  identifier =	"ISBN 91-554-6187-5",
  language =	"en",
  oai =  	"oai:DiVA.org:uu-5754",
  relation =	"Uppsala Dissertations from the Faculty of Science and
		 Technology, 1104-2516 ; 62",
  subject =	"computer science education; computer science education
		 research; computer networking; computer systems;
		 phenomenography; activity theory; learning; higher
		 education; team collaboration; remote collaboration;
		 Computer science; Datavetenskap; Subject didactics;
		 {\"A}mnesdidaktik",
  type = 	"Doctoral thesis, monograph",
  URL =  	"http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5754",
}
 

@Article{oai:eprints.lincoln.ac.uk:600,
  title =	"Attributes and levels of programme management
		 competence: an interpretive study",
  author =	"David Partington and Sergio Pellegrinelli and Malcolm
		 Young",
  publisher =	"Elsevier / IPMA",
  year = 	"2005",
  month =	feb,
  abstract =	"Growth in the use of programmes as a vehicle for
		 implementing strategy has been accompanied by a need to
		 understand the competence of effective programme
		 managers. Corporate leaders know that promoting proven
		 project managers into a programme manager role is
		 unreliable, yet little rigorous research has been done
		 into the distinctiveness of programme management
		 competence. Using the interpretive approach known as
		 phenomenography, we studied the management of 15
		 strategic programmes spread over seven industry
		 sectors. We present our findings in the form of a
		 framework of 17 key attributes of programme management
		 work, each conceived at four levels in a hierarchy of
		 competence",
  ISSN = 	"0263-7863",
  bibsource =	"OAI-PMH server at eprints.lincoln.ac.uk",
  identifier =	"Partington, David and Pellegrinelli, Sergio and Young,
		 Malcolm (2005) Attributes and levels of programme
		 management competence: an interpretive study.
		 International journal of project management : the
		 journal of the International Project Management
		 Association, 23 (2). pp. 87-95. ISSN 0263-7863",
  oai =  	"oai:eprints.lincoln.ac.uk:600",
  pages =	"87--95",
  subject =	"N210 Management Techniques; N100 Business studies;
		 N200 Management studies",
  type = 	"PeerReviewed",
  URL =  	"http://dx.doi.org/10.1016/j.ijproman.2004.06.004;
		 http://eprints.lincoln.ac.uk/600/",
}

 

@Misc{oai:arXiv.org:physics/0401053,
  title =	"Learning-focuses in physics simulation learning
		 situations",
  note = 	"Comment: 6 pages, presented at the 12th SAARMSTE
		 conference, Cape Town",
  author =	"Ake Ingerman and Cedric Linder and Delia Marshall",
  year = 	"2004",
  month =	jan # "~12",
  abstract =	"This is a report on a qualitative study of students'
		 learning where a physicscomputer simulation session is
		 used to supplement lectures on the topic.Drawing on
		 phenomenography as the analytical framework, the
		 students'learning-focuses were analysed. The result is
		 a description of four distinctlydifferent
		 learning-focuses that emerged when the students
		 involved in the studyinteracted with the computer
		 simulations. These learning-focuses were thenanalysed
		 in terms of the level of interaction, the nature of
		 physics knowledgeand views of learning experienced by
		 the students. These results were then usedto identify
		 advantages and disadvantages of learning through
		 interaction withsimulations.",
  bibsource =	"OAI-PMH server at export.arxiv.org",
  oai =  	"oai:arXiv.org:physics/0401053",
  subject =	"Physics - Physics Education",
  URL =  	"http://arxiv.org/abs/physics/0401053",
}
 

@Article{oai:eprints.qut.edu.au:3229,
  title =	"Masters Students{'} Experiences of Learning to
		 Program: An Empirical Model",
  author =	"Christine S. Bruce and Ruth J. Christie and Ian D.
		 Stoodley",
  year = 	"2004",
  month =	nov,
  abstract =	"The investigation reported here examined how Masters
		 students experience learning to program. The
		 phenomenographic research approach adopted permitted
		 the analysis of 1) how students go about learning to
		 program, that is the {`}Act{'} of learning to program,
		 and 2) what students understand by {`}programming{'},
		 that is the {`}Object{'} of learning to program.
		 Analysis of data from twenty-three participants
		 identified five different experiences of the Act of
		 learning to program and five different experiences of
		 the Object of learning to program. Together the
		 findings comprise an empirical model of the learning to
		 program experience amongst the participating students.
		 We suggest how our findings are significant for
		 programming teachers and offer tools to explore
		 students{'} views.",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:eprints.qut.edu.au:3229",
  relation =	"Bruce, Christine S., Christie, Ruth J., \& Stoodley,
		 Ian D. (2004) Masters Students{'} Experiences of
		 Learning to Program: An Empirical Model. In QualIT,
		 24-26th November 2004, Griffith University, Brisbane.",
  rights =	"Copyright 2004 (The authors)",
  source =	"Faculty of Science and Technology",
  subject =	"130103 Higher Education; 130399 Specialist Studies in
		 Education not elsewhere classified; 080399 Computer
		 Software not elsewhere classified; phenomenography;
		 learning; programming; higher education; student
		 experience",
  URL =  	"http://eprints.qut.edu.au/3229/1/3229_1.pdf;
		 http://eprints.qut.edu.au/3229/",
}
 

@Misc{oai:GenericEPrints.OAI2:999,
  title =	"Using Phenomenography to Construct the Students
		 Experience of Learning. (PowerPoint presentation) Paper
		 by invitation presented at The Australian New Zealand
		 Institute of Information Literacy ({ANZIIL}) Research
		 practices for librarians symposium, 7th-8th July 2003,
		 Brisbane, Australia",
  author =	"Sylvia Edwards",
  year = 	"2003",
  month =	jan # "~01",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  description =  "No abstract available",
  oai =  	"oai:GenericEPrints.OAI2:999",
  subject =	"Faculty of Information Technology; 400200
		 Librarianship",
  URL =  	"http://eprints.qut.edu.au/archive/00000999/;
		 http://eprints.qut.edu.au/archive/00000999/01/July_2003.pdf",
}

 

@Article{journals/sigcse/Lister03,
  title =	"A research manifesto, and the relevance of
		 phenomenography",
  author =	"Raymond Lister",
  journal =	"SIGCSE Bulletin",
  year = 	"2003",
  number =	"2",
  volume =	"35",
  bibdate =	"2008-07-16",
  bibsource =	"DBLP,
		 http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lister03",
  pages =	"15--16",
  URL =  	"http://doi.acm.org/10.1145/782941.782953",
}

 
@TechReport{oai:CiteSeerXPSU:10.1.1.142.1751,
  title =	"On the Understanding of Computer Network Protocols",
  author =	"Anders Berglund and Anders Berglund",
  year = 	"2002",
  abstract =	"How students {'} learn about network protocols is
		 studied in a project-centred, internationally
		 distributed, university course in computer systems
		 taught jointly by two universities. Insights into
		 students {'} understanding of basic concepts within
		 computer networks are gained through an empirical
		 phenomenographic research approach. The use of
		 phenomenography as a research approach makes it
		 possible to learn about computer science, as it is
		 experienced by the students. The context in which the
		 research is carried out and issues concerning by whom
		 the context is experienced, are investigated and form a
		 part of the methodological basis. Students {'}
		 understanding of some protocols that are used within
		 the project, as well as their experience of the general
		 concept of network protocols are investigated, and
		 different ways of experiencing the protocols are
		 discerned. Some aspects that indicate good learning
		 outcomes are identified, such as being capable of
		 understanding a protocol in different ways and of
		 making relevant choices between the ways it could be
		 experienced according to the context in which it
		 appears. Based on these results a discussion on
		 learning and teaching is developed. It is argued that
		 a",
  annote =	"Uppsala University",
  bibsource =	"OAI-PMH server at citeseerx.ist.psu.edu",
  contributor =  "CiteSeerX",
  language =	"en",
  oai =  	"oai:CiteSeerXPSU:10.1.1.142.1751",
  relation =	"10.1.1.109.5873; 10.1.1.142.1582; 10.1.1.109.5642;
		 10.1.1.120.9065",
  rights =	"Metadata may be used without restrictions as long as
		 the oai identifier remains attached to it.",
  URL =  	"http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.142.1751;
		 http://www.it.uu.se/research/reports/lic/2002-002/2002-002.pdf",
}
 
@TechReport{A-2002-6,
  author =	"Hannakaisa Isom{\"a}ki",
  title =	"The Prevailing Conceptions of the Human Being in
		 Information Systems Development: Systems Designers�
		 Reflections",
  institution =  "Department of Computer and Information Sciences,
		 University of Tampere",
  year = 	"2002",
  number =	"A-2002-6",
  abstract =	"The goal of human-centred information systems
		 development (ISD) is to adjust information systems (IS)
		 to meet human characteristics and action. This
		 perspective is in this study referred to as the
		 humanisation of IS. Traditionally, the prevailing
		 argument has been that the humanisation of IS can be
		 best achieved by utilising human-centred ISD
		 methodologies. In this study it is argued that it is
		 the prevailing conceptions of IS designers of the user
		 that are more fundamental. Even if the designers are to
		 use a human-centred methodology the designers�
		 intentions and design activity will be directed by
		 their conceptions about the nature of those people that
		 will interact with the system. This dissertation
		 investigates the nature and comprehensiveness of
		 information systems (IS) designers� conceptions of the
		 human being as a user of an IS. Two particular
		 standpoints are taken in the study. First, the user is
		 defined as a human being. This means that users are
		 conceptualised according to their fundamental
		 constituents as humans rather than in terms of
		 different instrumental tasks and purposes which people
		 accomplish with the aid of IS. Second, IS designers�
		 conceptions of humans as users of an IS are seen as
		 knowledge that reflects IS designers� competence in
		 humanising IS. Competence is here seen as constituted
		 by the meaning that users take on for the designers in
		 their experience, which, in turn, reflect partial or
		 more comprehensive notions of people indicating
		 qualitatively different levels of competence. An
		 interpretatively oriented approach referred to as
		 phenomenography was adopted in this study. By drawing
		 on in-depth interviews with 20 Finnish IS designers, 18
		 qualitatively different conceptions of the human being
		 were categorised from the IS designers� descriptions.
		 These conceptions are not only varied in their
		 conceptualisations of the different human qualities,
		 but also constitute a hierarchy of competence. This
		 hierarchy can be drawn up in terms of three forms of
		 thought: the separatist, functional, and holistic forms
		 of thought. The separatist form of thought provides
		 designers predominantly with technical perspectives and
		 a capacity to objectify matters. The functional form of
		 thought focuses on external task information and task
		 productivity, nevertheless, with the help of positive
		 emotions. The holistic form of thought provides
		 designers with competence in human-centred ISD,
		 although without revealing all aspects of the richness
		 of the human condition. The study rethinks the
		 conception of the human being in ISD. The empirical
		 results suggest that only few of the Finnish IS
		 designers have the ability to contribute to the
		 humanisation of IS.",
  note = 	"Ph.D. Thesis.",
  URL =  	"http://acta.uta.fi/pdf/951-44-5388-3.pdf",
}
 

@Misc{oai:handelsepc.OAI2:2206,
  title =	"Identifying software engineers' competence at Iquity
		 systems -Using a phenomenographic approach",
  author =	"Mark Castellino and David Hellstr{\"o}m",
  publisher =	"G{\"o}teborg University - School of Economics and
		 Commercial Law/Graduate Business School",
  year = 	"2001",
  abstract =	"Technological change, intense global competition and
		 the increasing emergence of knowledge-intensive
		 companies have put new demands on management in
		 organisations, which have led to a shift from valuing
		 physical assets to more focusing on humans and their
		 competence. But, in this highly debatable field of
		 competence, academics are arguing about how to define
		 what it actually is while organisations, which
		 recognise the importance of attracting and developing
		 competent employees as the key for future success, are
		 implementing a system or strategy that gives an
		 illusion of competence within the field of management.
		 In this research, we used a phenomenographic approach
		 to identify what competence is for Software Engineers
		 at Iquity Systems Inc. This method allowed us to attain
		 the Software Engineers' descriptions and experiences of
		 working as a Software Engineer. Our major finding could
		 be seen as quite revolutionary in the field of
		 competence, as we found that competence could be seen
		 in another way than the traditional rationalistic view,
		 looking at attributes necessary for accomplishing work.
		 Instead, we argue that an individual's
		 understanding/conception of work organises and delimits
		 his way of accomplishing work.",
  bibsource =	"OAI-PMH server at www.handels.gu.se",
  language =	"eng",
  oai =  	"oai:handelsepc.OAI2:2206",
  subject =	"Competence; phenomenography; interpretative;
		 rationalistic; social construction; Software Engineers;
		 Iquity Systems Inc",
  type = 	"D",
  URL =  	"http://www.handels.gu.se/epc/archive/00002206/;
		 http://www.handels.gu.se/epc/archive/00002206/01/Castellino_2000_42.pdf",
}
 

@Article{journals/jcal/JonesA01,
  title =	"Experiences of assessment: using phenomenography for
		 evaluation",
  author =	"C. Jones and M. Asensio",
  journal =	"J. Comp. Assisted Learning",
  year = 	"2001",
  number =	"3",
  volume =	"17",
  bibdate =	"2004-08-25",
  bibsource =	"DBLP,
		 http://dblp.uni-trier.de/db/journals/jcal/jcal17.html#JonesA01",
  pages =	"314--321",
  URL =  	"http://dx.doi.org/10.1046/j.0266-4909.2001.00186.x",
}


 

@Misc{oai:CiteSeerPSU:668020,
  title =	"The Image of the Human Being in Information",
  author =	"Hannakaisa Isomki",
  year = 	"1999",
  month =	jul # "~07",
  abstract =	"This paper describes the qualitatively different views
		 of users that Finnish IS designers have. This view is a
		 basis for the IS-user relationship. A method of
		 empirical research for investigating human beings'
		 views of the surrounding world, phenomenography, is
		 presented. The preliminary results of the analysis
		 indicate that IS designers tend to give meaning to
		 users through the intentions of the situation in
		 question rather than connecting characteristics typical
		 of a human being to the user.",
  annote =	"Hannakaisa Isomki (University of Jyvskyl);",
  bibsource =	"OAI-PMH server at cs1.ist.psu.edu",
  language =	"en",
  oai =  	"oai:CiteSeerPSU:668020",
  rights =	"unrestricted",
  URL =  	"http://citeseer.ist.psu.edu/668020.html;
		 http://iris22.it.jyu.fi/iris22/pub/Isom%E4ki.pdf",
}
 

@Article{oai:eprints.qut.edu.au:57651,
  title =	"Phenomenography : opening a new territory for library
		 and information science research",
  author =	"Christine S. Bruce",
  publisher =	"Taylor Graham",
  year = 	"1999",
  abstract =	"Phenomenography is a research approach devised to
		 allow the investigation of varying ways in which people
		 experience aspects of their world. Whilst growing
		 attention is being paid to interpretative research in
		 LIS, it is not always clear how the outcomes of such
		 research can be used in practice. This article explores
		 the potential contribution of phenomenography in
		 advancing the application of phenomenological and
		 hermeneutic frameworks to LIS theory, research and
		 practice. In phenomenography we find a research toll
		 which in revealing variation, uncovers everyday
		 understandings of phenomena and provides outcomes which
		 are readily applicable to professional practice. THe
		 outcomes may be used in human computer interface
		 design, enhancement, implementation and training, in
		 the design and evaluation of services, and in education
		 and training for both end users and information
		 professionals. A proposed research territory for
		 phenomenography in LIS includes investigating
		 qualitative variation in the experienced meaning of: 1)
		 information and its role in society 2) LIS concepts and
		 principles 3) LIS processes and; 4) LIS elements.",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:eprints.qut.edu.au:57651",
  pages =	"31--48",
  relation =	"Bruce, Christine S. (1999) Phenomenography : opening a
		 new territory for library and information science
		 research. The New Review of Information and Library
		 Research, 5(1), pp. 31-48.",
  rights =	"Copyright 1999 Taylor Graham",
  source =	"School of Information Systems; Science \& Engineering
		 Faculty",
  subject =	"080700 LIBRARY AND INFORMATION STUDIES;
		 phenomenography; qualitative research; HCI; end user
		 training",
  URL =  	"http://eprints.qut.edu.au/57651/1/57651.pdf;
		 http://eprints.qut.edu.au/57651/",
}
 

@phdthesis{oai:eprints.qut.edu.au:15916,
  title =	"Social science research students' conceptions of
		 thesauri",
  author =	"Helmut Klaus",
  year = 	"1998",
  abstract =	"It is widely recognised that meaning and
		 interpretation are fundamental aspects of user-system
		 interaction in the retrieval of specialised
		 information. Important constituents of information
		 retrieval system are thesauri. To identify what
		 understandings of thesauri exist, is crucial to improve
		 instruction of database users and for an assessment of
		 the functioning of thesauri in specialised information.
		 Thesauri as phenomena can be viewed from a techno
		 scientific perspective and a lifeworld perspective. The
		 lifeworld perspective is made up of the collective
		 understanding of those who use them. Lifeworld aspects
		 of thesauri, i.e., how they are understood by social
		 science researchers, have been disclosed by applying
		 phenomenographic research against the background of the
		 hermeneutical constitution of the online dialogue. The
		 phenomenographic interpretative model has been used
		 since its knowledge interest focuses on how techno
		 scientific concepts are conceived of in the lifeworld.
		 This has rendered descriptions of conceptions of
		 thesauri in the form of two main categories: 1) the
		 thesaurus as being separable from the database with the
		 subcategories a) the thesaurus as a control device, and
		 b) as incomplete terminology; 2) the thesaurus as being
		 inseparable from the database with the subcategories of
		 a) descriptors as evaluation criteria, and b) as search
		 enhancers. Based on the configuration of the online
		 dialogue, searching without understanding the thesaurus
		 has also been described in the form of a third, 'empty'
		 category and contrasted with the conceptions of
		 thesauri. The findings represent a contribution to the
		 hermeneutics of the online dialogue, and the results
		 are immediately applicable for the development of
		 discourses in the instruction of end-users and future
		 information professionals. They also provide an
		 empirical argument in support of further conceptual
		 development of thesauri, which strives to make explicit
		 the meaning of descriptors by incorporating
		 terminological and epistemological knowledge, thus
		 integrating domain knowledge into the database search
		 process. The work contained in this thesis has not been
		 previously submitted for a degree or diploma at any
		 other higher education institution. To the best of my
		 knowledge and belief, the thesis contains no material
		 previously published or written by another person
		 except where due reference is made.",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:eprints.qut.edu.au:15916",
  relation =	"Klaus, Helmut (1998) Social science research students'
		 conceptions of thesauri. Masters by Research thesis,
		 Queensland University of Technology.",
  rights =	"Copyright Helmut Klaus",
  school =	"Queensland University of Technology",
  subject =	"End User Searching; Online Searching; Subject
		 Searching; Information Literacy; Thesauri; Social
		 Sciences; Students; Hermeneutics; Phenomenography",
  URL =  	"http://eprints.qut.edu.au/15916/1/Helmut_Klaus_Thesis.pdf;
		 http://eprints.qut.edu.au/15916/",
}
 

@Misc{oai:GenericEPrints.OAI2:4352,
  title =	"Qualitative research : phenomenography: theory and
		 applications. Brisbane, Qld : {QUT}",
  author =	"Christine Bruce and Rod Gerber (eds.)",
  year = 	"1995",
  month =	jan # "~01",
  abstract =	"This series of five videos (also available in DVD
		 format) provides an introduction to the theory and the
		 mechanics required to conduct qualitative consumer
		 research through the stages of fieldwork, analysis and
		 report writing. Tape 1: Lars Dahlgren on qualitative
		 research (84 min.) -- Tape 2: Lars Dahlgren on
		 phenomenography (95 min.) --Tape 3: Lennart Svensson on
		 phenomenography (114 min.) --Tape 4: Ference Marton on
		 qualitative research and phenomenography (97 min) --
		 Tape 5: gathering phenomenographic data : an exam from
		 wayfinding (27 min.).",
  bibsource =	"OAI-PMH server at eprints.qut.edu.au",
  oai =  	"oai:GenericEPrints.OAI2:4352",
  subject =	"380399 Cognitive Science not elsewhere classified;
		 330000 Education; Faculty of Information Technology",
  URL =  	"http://eprints.qut.edu.au/archive/00004352/",
}