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A phenomenographic exploration of course leaders’ understandings of interdisciplinarity
16 references·0 citing·45 second hop
A phenomenographic exploration of course leaders’ understandings of interdisciplinarity (2023)A phenomenographic exploration of course …Different, Difficult, and Local: A Review of Interdisciplinary Teaching Activities (2019)Different, Difficult, and Loc…What Future for Phenomenographic Research? On Continuity and Development in the Phenomenography and Variation Theory Research Tradition (2017)What Future for Phenomenograp…Typologies of Interdisciplinarity (2017)Typologies of Interdisciplina…The “Problem” of Interdisciplinarity in Theory, Practice, and History (2016)The “Problem” of Interdiscipl…Introduction to Interdisciplinary Studies (2013)Introduction to Interdiscipli…Interdisciplinarity: Reconfi gurations of the social and natural sciences (2013)Interdisciplinarity: Reconfi g…Variation and commonality in phenomenographic research methods (2012)Variation and commonality in …Logics of interdisciplinarity (2008)Logics of interdisciplinarityDisciplinary and interdisciplinary affiliations of experienced researchers (2007)Disciplinary and interdiscipl…Doing developmental phenomenography (2005)Doing developmental phenomeno…Academic growth and development - How do university academics experience it? (2005)Academic growth and developme…Creating Interdisciplinarity: Grounded Definitions from the College and University Faculty (2003)Creating Interdisciplinarity:…Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics (2002)Telling Half the Story: A Cri…Interdisciplinary curriculum : challenges to implementation (2000)Interdisciplinary curriculum …Congruence between intention and strategy in university science teachers' approaches to teaching (1996)Congruence between intention …Phenomenography-a research approach to investigating different understandings of reality (1986)Phenomenography-a research ap…Scholarship Reconsidered: Priorities of the Professoriate (1992)Learning to Teach in Higher Education (2003)Conflicts and Configurations in a Liminal Space: SoTL Scholars' Identity Development (2013)Learning and Awareness (2013)Phenomenography: the development and application of an innovative research design in higher education research (2015)A qualitative study of the UK academic role: positive features, negative aspects and associated stressors in a mainly teaching-focused university (2016)Writing Culture (1986)Writing Culture: The Poetics and Politics of Ethnography (1986)Plans and Situated Actions: The Problem of Human-Machine Communication (1990)Analyzing interdisciplinarity: Typology and indicators (2009)Mapping knowledge controversies: science, democracy and the redistribution of expertise (2009)How journal rankings can suppress interdisciplinary research: A comparison between Innovation Studies and Business & Management (2012)Understanding Student Learning (1984)Learning to Teach in Higher Education (1992)The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme (2001)The development and validation of a framework for teaching competencies in higher education (2004)Relations between teachers’ emotions in teaching and their approaches to teaching in higher education (2011)Knowledge and Teaching:Foundations of the New Reform (1987)The Tacit Dimension (1997)Qualitative inquiry and research design: choosing among five traditions. (1998)Development and Use of the Approaches to Teaching Inventory (2004)The impact of primary school teachers’ educational beliefs on the classroom use of computers (2008)What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs (2011)Boundary-Work and the Demarcation of Science from Non-Science: Strains and Interests in Professional Ideologies of Scientists (1983)The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. 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(2009)The reality of STEM education, design and technology teachers’ perceptions: a phenomenographic study (2015)A phenomenographic study of academics' conceptions of science learning and teaching (1994)Qualitative differences in approaches to teaching first year university science (1994)Variation and commonality in phenomenographic research methods (2005)Climate change and transdisciplinary science: Problematizing the integration imperative (2015)Problematizing Disciplinarity, Transdisciplinary Problematics (2015)New science for global sustainability? The institutionalisation of knowledge co-production in Future Earth (2016)
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References

  • 1986Phenomenography-a research approach to investigating different understandings of reality1,716 cited
  • 2002Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics714 cited
  • 2008Logics of interdisciplinarity591 cited
  • 2005Doing developmental phenomenography440 cited
  • 1996Congruence between intention and strategy in university science teachers' approaches to teaching376 cited
  • 2012Variation and commonality in phenomenographic research methods335 cited
  • 2013Interdisciplinarity: Reconfi gurations of the social and natural sciences251 cited
  • 2005Academic growth and development - How do university academics experience it?216 cited
  • 2017Typologies of Interdisciplinarity212 cited
  • 2000Interdisciplinary curriculum : challenges to implementation179 cited
  • 2013Introduction to Interdisciplinary Studies170 cited
  • 2017What Future for Phenomenographic Research? On Continuity and Development in the Phenomenography and Variation Theory Research Tradition88 cited
  • 2003Creating Interdisciplinarity: Grounded Definitions from the College and University Faculty87 cited
  • 2007Disciplinary and interdisciplinary affiliations of experienced researchers81 cited

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2016
The “Problem” of Interdisciplinarity in Theory, Practice, and History
80 cited
  • 2019Different, Difficult, and Local: A Review of Interdisciplinary Teaching Activities79 cited
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