بررسی پدیدارنگاری مفهوم پژوهش از دیدگاه اساتید

Åkerlind, G. S. (2022). A new dimension to understanding university teaching. Teaching in Higher Education.

Åkerlind, G. S. (2023). Ways of experiencing being a university researcher. In J. Bowden & P. Green (Eds.), Doing Developmental Phenomenography (63-74): Melbourne: RMIT University Press.

Åkerlind. G. S. (2022). An academic perspective on research and being a researcher: an integration of the literature. Studies in Higher Education. 33, (1), 17–31

Becher, T. (2021). Academic Tribes and Territories: intellectual enquiry and the cultures of disciplines (Buckingham, Society for Research into Higher Education and the Open University Press).

Bills, D. (2023). Supervisors’ conceptions of research and the implications for supervisor development. International Journal for Academic Development 9: 85–97.

Brew, A. & Phillis, F. (2022). Is research changing? Conceptions of successful researchers , Proceeding s of the Higher Education Research and Development Society of Australasia Conference, Adelaide,. 131–135.

Brew, A. (2022). Conceptions of research: A phenomenographic study. Studies in Higher Education 26: 271–285.

Bruce, C., Pham, B., & Stoodley. I. (2023). Constituting the significance and value of research: Views from information technology academics and industry professionals, Studies in Higher Education 29: 219–38.

Elena, T., & Lilia, R. (2023). Education 4.0: The concept, skills, and research. Journal of Language and Education, 9(1 (33)), 5-11.‏

Gallagher, M. (2019). The challenges facing higher education research training, in: M. Kiley & g. Mullins (Eds) Quality in Postgraduate Research: making ends meet. Proceedings of the 2000 Quality in Postgraduate Research Conference. 9–13. (Advisory Centre for University Education, University of Adelaide).

Green, P. & Bowden, J. (2022) “Completion mindsets and contexts in doctoral supervision”. Quality Assurance in Education 20, 1, 66–80

Jan, H. F., Martin, P.M., Shanahanb & Rudiger C. Laugksch (2023). Students’ Conceptions of Research. I: A qualitative and quantitative analysis. Scandinavian Journal of Educational Research. 49, 3, 225–24.

Kember, D. (2021). A reconceptualization of the research into university academics’ conceptions of teaching, Learning and Instruction 7: 255–75.

Kiley, M., & Mullins. G. (2022). Supervisors’ conceptions of research: What are they? Scandinavian, Journal of Educational Research 49: 245–62

Kotlarsky, J., Oshri, I., & Sekulic, N. (2023). Digital sustainability in information systems research: Conceptual foundations and future directions. Journal of the Association for Information Systems, 24(4), 936-952.‏

Liina, L.., Karm M. & Remmik, M. (2021) “Supervisor’ conceptions of Doctoral studies”. In Higher education at the crossroads: the case of Estonia. New York: Peter Lang, 4, 401–415

Lucas, U. (2021). Beyond categories of description: a further role for phenomenographic research, in: C. RUST (Ed.) Improving students’ learning outcomes, proceedings of the 1998 6th International Symposium on Improving Student Learning,. 202–215 (Oxford, Oxford Centre for Staff and Learning Development).

Marton, F., & Booth, S. (2021). Learning and awareness. Mahwah: Lawrence Erlbaum Associates

Meyer, J. H. F., Shanahan, M. P. & Laugksch, R.C. (2023). Students’ conceptions of research: A qualitative anNeumann, R. (1993). Research and scholarship: perceptions of senior academic administrators, Higher Education, 25, 97–110.d quantitative analysis, Scandinavian Journal of Educational Research 49: 225–44.

Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International journal of qualitative methods, 22, 16094069231205789.‏

Pearson, M. & Brew, A. (2002). Research training and supervision development. Studies in Higher Education, 27, 135–150

Pham, B., C. Bruce, & I. Stoodley. (2023). constituting information technology research: The experience of IT researchers, Higher Education Research and Development 24: 215–32.

Pitcher, R., & Åkerlind, G. S. (2020). Postdoctoral researchers’ conceptions of research: A metaphor analysis. The International Journal for Researcher Development, 1, 42-56

Pratt, D. & Assoc. (2021). Five perspectives on teaching in adult and higher education. Malabar, FL: Kreiger.

Prosser, M., & K. Trigwell. (2021). Understanding learning and teaching: The experience in higher education. Buckingham: Open University Press.

Prosser, M., Martin, E., Trigwell, K., Ramsden, P. & Middleton, H. (2022). University Academics' Experience of Research and Its Relationship to Their Experience of Teaching. Instructional Science: An International Journal of the Learning Sciences, 36(1), 3-16

Ramsden, P. (2020). The context of learning in academic departments, in: F. Marton, D. Hounsell & N. Entwistle (2020) The Experience of Learning: implications for teaching and studying in higher education, 2ndedn (Edinburgh, Scottish Academic Press).

Salawu, R., Shamsuddin, A., Bolatitio, S., & Masibo, S. (2023). Theoretical and conceptual frameworks in research: Conceptual clarification. European Chemical Bulletin, 12(12), 2103-2117.‏

Saunders, M. & Bezzina, F. (2019). Reflections on conceptions of research methodology among management academics. European Management Journal 33 (2015) 297-304

Wood, K. (2019). The experience of learning to teach: Changing student teachers’ ways of understanding teaching. Journal of Curriculum Studies 32: 75–93.