Phenomenography as a research method for Management education

Authors

DOI:

https://doi.org/10.19094/contextus.2022.71414

Keywords:

phenomenography, research method, management education, experience, teaching

Abstract

This theoretical essay characterises phenomenography as a research method to broaden the understanding of the phenomenon of management education in Brazil. The historical evolution, epistemological positioning, and basic elements of the method are presented first, followed by a description of the phenomenographic research process, with an emphasis on the scenario, and the procedures for data collection and analysis to identify the convergent perceptions or conceptions. For management education, the results of studies underpinned by phenomenography may help agents involved in the teaching-learning process understand how students and professors experience phenomena and aid not only in how curricula are structured but also in the planning process and the teaching in the environment where students learn.

Author Biographies

Gabriela Tavares dos Santos, Federal University of Paraíba - UFPB

Professor at the Federal University of Paraíba (UFPB)

PhD in Administration from Federal University of Paraíba (UFPB)

Anielson Barbosa da Silva, Federal University of Paraíba - UFPB

Professor at Federal University of Paraíba (UFPB)

PhD in Production Engineering from Federal University of Santa Catarina (UFSC)

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Published

2022-02-22

How to Cite

Santos, G. T. dos, & Silva, A. B. da. (2022). Phenomenography as a research method for Management education. Contextus - Contemporary Journal of Economics and Management, 20, 42–53. https://doi.org/10.19094/contextus.2022.71414

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Vol. 20: jan/dec 2022

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