Phenomenography is unusual as a research design for being substantially developed within the field of higher education research. But is it a research design, or an approach, a depiction, a method, a methodology, a movement, an orientation, a paradigm, a perspective, a position or a programme (it has been termed all of these by its proponents)? Why did its supposed originators long deny any relationship with phenomenology, despite an earlier author referring to phenomenography as ‘phenomenology’s good-for-nothing brother’? Why the emphasis on understanding collective rather than individual experiences, conceptions or perceptions; does this make it effectively a Borg research design? And what happens if, as a non-phenomenographer (and one who has been informed that, as a consequence, his views on phenomenography are of little consequence), we turn the tools of phenomenography on phenomenography, and carry out a phenomenography of phenomenography? All this and more!
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