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This current study aimed to investigate rural college EFL students’ experiences in dealing with English research paper writing and publication barriers. Five senior EFL students voluntarily participated in a photovoice phenomenological study. The data were collected through two methods, including semi-structured interviews and a photovoice. The students took some emotional photos to express their feeling on paper writing and publication barriers visually. The interviews encouraged them to describe their experiences and feelings through the photos. The data were analyzed by synchronizing each photo with its qualitative description. As for the results, it is noted that there were three main paper writing and publication barriers, including a lack of linguistic competence, being trapped with a journal template, and anxiety towards written corrective feedback. Each interview result was accomplished with emotional photos in several themes such as untidy pieces of paper, scenery, internet search, children’s toys, colourful pens, and empty box. The photos were also supported by qualitative remarks of each EFL student. In short, the photovoice helps to represent deep feelings on the research paper writing and publication barriers experienced by the EFL students.

Public schools widely use mission statements, and many educational administration programs teach mission statements as a necessary lever for school improvement. A mixed methods investigation examined three levels. An experiential phenomenological analysis examined graduate students' experiences with mission statements within their own schools and professional life. A thematic analysis examined 80 schools in the Midwestern United States, broken down by high and low performance on state academic testing, ecological differences, quantitative structures of the mission statement, and qualitative themes and dimensions. A meta-synthesis compared findings with previous research. There were structural differences in mission statements, but the conclusion was mission statements were a legacy practice which served the political spectacle, and practitioners adopted the practice out of conformity. There was no direct evidence mission statements achieved the stated purpose. Recommendations were made to refashion mission statements and the school improvement process around four factors.

In this phenomenological study, the author proposes a spiritual triple bottom line framework (STBL) to develop and measure the three bottom lines: individual prosperity, impact on people, and impact on the planet through the lens of spirituality. The results are presented as an interpretation of the individual's perceptions of spirituality and their spiritual experiences. The result comprises three themes of spirituality and its nomological linkage i.e., inner sustainability with a triple-bottom-line framework (external sustainability). The themes are: the source of spirituality, the process of experiencing spirituality, and the outcome of being spiritual.

Aims: Inpatient falls among older adults are a relentless problem, and extant inpatient fall prevention research and interventions lack the older adults' perspectives and experiences of their own fall risk in the hospital. Theory‐guided research is essential in nursing, and the purpose of this paper was to describe the process of developing a theoretical framework for a phenomenological nursing study exploring older adults' lived experiences of being at risk for falling in the hospital. Method: Based on philosophical nursing underpinnings, the Health Belief Model (HBM) was selected as the theoretical model. The limitations of the model led to expansion of the model with established concepts associated with accidental falls among older adults. Results: The HBM was selected as the guiding model due to its ability to capture a broad range of perceptions of a health threat. The HBM was expanded with the concepts of embarrassment, independence, fear of falling, dignity and positivity effect. The addition of these concepts made the theoretical framework more applicable to age‐related developmental behaviours of older adult and more applicable to nursing research. Conclusion: The Expanded HBM theoretical framework may guide future nursing research to develop fall prevention interventions to decrease fall rates among hospitalized older adults. Patient or Public Contribution: No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Flavell's theory of metacognition was innovative at the time for its promising practicality. However, research findings that report inconsistencies in metacognitive trainings' outcomes and insufficiencies of translating the theory into mainstream classrooms have accumulated since then. In this sense, there may be a need to revisit metacognition theory for its practicality and credentiality. From a phenomenological perspective, this paper first describes the fundamental tenant of theory; thinking, and whether metacognition theory recognizes the nature of thinking. To manage thinking, it should be stimulated first. In other words, a sensitivity towards a stimulus that is metacognitive responsiveness needs to be raised to initiate the attendance of higher order thinking. Thinking and metacognitive responsiveness pertain to personal relevance, attentiveness, interest, previous experiences, tools for thinking, features of tasks, and the nature of social interactions. Therefore, it is important to present the stimulus designed or adapted to initiate individuals' thinking or metacognitive responsiveness. In this paper, Flavell's theory of metacognition was revised to embrace metacognitive responsiveness explicitly, and it is highlighted that practical implications need to focus on materials to initiate metacognitive responsiveness.

Value co‐creation as a research topic has been a critical proposition of interest to a wide range of disciplines. In recent years, the field of cultural heritage has also developed a range of information practices to promote different forms of value co‐creation. While the body of literature has begun to accumulate, we still lack a comprehensive understanding of conceptual foundations and how value co‐creation is implemented in cultural heritage information practices. This paper conducted a hermeneutic literature review to understand and conceptualize the core aspects of value co‐creation in various cultural heritage information works. In particular, this paper provides a research mapping of the genres of co‐creation in cultural heritage information practices, the actors, and the roles played by the stakeholders. Further, this review provides an overview of the dominant value co‐creation models in the cultural heritage field. It distills the drivers of value co‐creation and the core value consequences that arise from a process perspective. Finally, this paper puts forward a thematic, theoretical, and methodological agenda for future work based on these findings. The review contributes to the literature by proposing an integrated conceptual framework that summarizes the core elements of value co‐creation in cultural heritage information practices. The framework also serves as a call for action, providing a general understanding of the conceptual foundation for future research. [ABSTRACT FROM AUTHOR]

This paper is a product of qualitative, ethnographic fieldwork which looked at interactions between Emirati people and camels. Both in traditional Bedu contexts and among contemporary breeders/riders/racers in the Arabian Gulf, camels have been useful to people as an economic resource or symbolic tool, but they have also been agents creating paths for human cultural activity. They are the lens through which people observe their society, yet they are also perceived as beings with lifeworlds of their own. In a humanizing effort they can represent what is inherently cultural, but they can also be seen as separate beings that inform people's worldviews. Recognizing animals' agency, observing the obliteration of subject–object boundaries in animal-centric cultures requires fundamental ontological revisions. This paper aims to propose a paradigm useful for multispecies ethnography studies, rooted in exploring entanglements between anthropological phenomenology and object-oriented ontology. Appreciating the central roles of experience, embodiment, and senses in human connections with animals make phenomenology a potent analytical framework for such studies. Ontologically speaking, the essence of interactions between camels and their Emirati aficionados can represent the nature of people's being-in-the-world, shaping their mental universe and cognitive processes. The main contributions of the research include using empirical evidence to address some of the recurring criticisms of object-oriented ontology and positioning these analyses within the GCC (Gulf Cooperation Council countries) context, which has rarely been done before. [ABSTRACT FROM AUTHOR]

While bibliographic classifications are traditionally based on disciplines, the logical alternative is phenomenon‐based classification. Although not prevalent, this approach has been explored in the 20th century by J.D. Brown, the Classification Research Group, and others. Its principles have been stated in the León Manifesto (2007) and are currently represented by such general schemes as the Basic Concepts Classification and the Integrative Levels Classification. A phenomenon‐based classification lists classes of phenomena, including things and processes irrespective of the discipline studying them (which can optionally be specified as an additional facet). Facets can work in a phenomenon‐based system much as in a disciplinary one. This kind of system will promote the identification of potential relationships between research in different disciplines, and will especially benefit interdisciplinary work. The paper reviews the theory, history, structure, advantages, applications, and evaluation of phenomenon‐based classification systems. [ABSTRACT FROM AUTHOR]

Early childhood teaching is complex, caring, relational work. In enacting an ethic of care, early childhood teachers often focus on extending care to others, and overlook including themselves in a circle of care. This can negatively impact on teacher well-being and ultimately lead to teacher burnout. This paper draws on a project that explored twelve teachers' experiences of the practice of mindful self-compassion using a methodology of mindful inquiry, a qualitative approach that includes elements of mindfulness, care, and hermeneutic phenomenology. Findings of the study identified that the practice of mindful self-compassion supported teachers to enact an ethic of care, which includes extending care, receiving care, and engaging in self-care. Being mindfully self-compassionate supported the teachers to engage in intentional caring practices that fostered relationships and supported the well-being of children and their colleagues, and empowered the teachers to advocate for themselves, their colleagues, and children. The paper argues that mindful self-compassion practice supports and sustains early childhood teachers in their caring role. When carers are included in a circle of care, then the reciprocal and inclusive nature of an ethic of care can be more fully realised. Implications are discussed for initial teacher education, teaching practice, early childhood leaders and policy makers.

Musicians who play instruments may suffer from some musculoskeletal disorders due to intense and long working processes, wrong posture-holding, insufficient bodily awareness. Preparatory physical exercises can be used to prevent or alleviate these disorders. These are aimed at warming up, opening-stretching, strengthening the joints and muscles and maintaining the correct posture in order to prepare the body for playing. In this study, it was aimed to reveal the pre-service music teacher candidates' physical exercises for instrument practice. A qualitative method was used in the research; a semi-structured interview form was applied to the study group. In the analysis of the data, the thematic analysis technique was used. As a result of the analysis, 4 main themes including "exercise experience", "breath awareness", "physical pains" and "effects of exercise" and 9 sub themes and 49 codes depending on these themes were revealed. As a result of the research, it was concluded that music teacher candidates did not do regular exercise work for instrument study, they experienced physical pain due to instrument study, their breath awareness was not at a sufficient level, and exercise had physical and psychological effects on instrument performance. In addition to medical treatments for musician injuries related to instrument playing, physical awareness and exercise training that prevent these disorders play an extremely important role. In instrument education, besides technical and musical concepts, it is necessary to research and apply ways to bring physical awareness to students. [Paper presented at the International Conference on New Horizons in Education (INTE) (July 28-29, 2022).]

Aims: To discuss how Husserl's descriptive phenomenology, as a philosophy and approach, has been used and reported in researching the experiences of others, using the topic of foreign‐trained nurses. Design: Discussion paper. Data sources A systematic search of MEDLINE (PubMed), CINAHL, SCOPUS, British Nursing Database and PsycInfo was carried out in December 2021. The inclusion criteria were peer‐reviewed phenomenological research articles, grounded by Husserl's philosophy, conducted among foreign‐trained nurses and published in English from 2000 to 2021. Findings Two main themes were the outcome of critically reviewing relevant selected literature, 'referring to the original philosophy is not enough' and 'phenomenological findings need to be phenomenological'. These findings confirm some arguments about nurse researchers' discrepant use of phenomenology in their studies, including the proper application of phenomenological notions on the ground. Implication for Nursing: Nurse researchers need to clearly distinguish between phenomenology and other qualitative research approaches and consider the uniqueness of philosophical underpinnings that are essential in Husserl's phenomenology, which also need to be clearly applied and reflected in their studies. Conclusion: There are continually existing discrepancies and variations in using phenomenology by nurse researchers. These variations were uniquely evident when nurse researchers could not provide enough philosophical grounds and assumptions to their studies and underestimated the need to keep up with the various applications of Husserl's phenomenological notions, including the proper practice of phenomenological attitude. Therefore, it is recommended that nurse researchers should opt for different, less complex qualitative approaches if they do not adequately prepare and understand what constitutes phenomenology and the particulars of Husserl's philosophy. Impact What problem did the study address? Phenomenology remains popular in nursing. However, it can confuse nurse researchers and may result in an improper understanding of its core concepts. The use of phenomenology in nursing has been criticized over the years with nurse researchers being accused of conducting phenomenological research inconsistent with the original philosophy. What were the main findings? Using phenomenology by nurse researchers is various and includes some discrepancies. This variation is caused by not complying with essential philosophical grounds and underestimating proper applications of Husserl's phenomenological notions. Where and on whom will the research have impact? Outcomes of this paper illustrate examples of proper and improper uses of Husserl's phenomenology in nursing research, including critical considerations, which can guide nurse researchers aiming to conduct descriptive phenomenological research. Additionally, nurse lecturers can utilize this paper to show and emphasize the importance of philosophical grounds in phenomenology. No Patient or Public Contribution: Due to the nature of this discussion paper addressing philosophical and methodological aspects using examples from the literature, no direct patient or public contribution was required. [ABSTRACT FROM AUTHOR]

In this paper, we report findings from a larger study that investigated design failure, as a phenomenon, in instructional design (ID) practice from the perspective of ID practitioners. Following an interpretive phenomenological study design, we interviewed 17 ID practitioners working in diverse settings, seeking their stories of design failure. Throughout the interviews and the analysis of the practitioners' stories of design failures, we found that ID practitioners define design failure in different ways that are mostly not captured in design literature, that is: design failure as "failure during use of design," design failure as "failure during process of design," design failure as "an opportunity for reflection on design actions," design failure as "an outcome or an event that needs to be avoided/prevented during the process of design," and design failure as "an outcome or an event that could not be avoided/prevented during the process of design." These findings and our discussions of them emphasize the generative role design failure plays in ID practice, the richness and the complexity of this phenomenon, and point to implications for IDT scholarship and ID education. In an upcoming paper, we report what ID practitioners attribute design failure to and what is the essence of design failure in ID practice.

This paper reports on a phenomenographic study investigating former grade 12 STEM students' conceptions of online learning during COVID-19 pandemic. Purposive sampling was employed in selecting participants who were enrolled in a private school in Laguna, Philippines that formally implemented a fully online learning setup for SY 2020-2021. By using semi-structured interviews, results conveyed an outcome space comprised of nine (9) core categories of description: (1) online learning marred with unfavorable sentiments; (2) online learning plagued by technical barriers; (3) online learning accentuated the use of online tools; (4) online learning provided aberrational learning experiences; (5) online learning hampered by the learning environment; (6) online learning adversely affected students' wellbeing; (7) online learning reaffirmed the importance of social interactions; (8) online learning exhibited unsatisfactory perceptions to teaching; and (9) online learning exhibited dissatisfaction towards institutional support. Within each core category, a variety of subcategories fulfilled the anatomy of experience and describing the complexity of the relation between STEM students and online learning during COVID-19 pandemic. Analysis of all core categories of description revealed a generally unfavorable and unenthusiastic view of online learning during COVID-19 Pandemic, with 'online learning provided aberrational learning experiences' as the most prominent core category of description, emphasizing how the deviation from the normal setup adversely affected their learning experiences. Findings revealed in this study can be beneficial in formulating future policy changes and bases of interventions to improve the conduct of online learning and provide a more effective pandemic response in the educational system. [This manuscript was presented in the ASAA Conference 2022, last July 6-8, 2022.]

This paper focuses on an alternative photographic aesthetic based on the human eye that could have evolved given a different set of historic technical developments in photography. In broad terms, this alternative aesthetic would depend on the recording medium being far more sophisticated than the lens: the opposite of how photography actually evolved. The paper references an art practice based on singleelement lenses, which materially reduce phenomena to what may be experienced preconsciously inside the human eye. The paper then aligns the practical artistic outcomes with aspects of phenomenology and established academic enquiry into preconsciously experienced optical data. In phenomenological terms, the aesthetic produced in these artworks privileges the biology of the human eye over the processing power of the visual cortex: a preconscious ocular aesthetic over conscious perception. The paper contends that when viewing images that approach a fundamental, yet unknown, visual experience, the viewer has partial access to visual phenomenon which is experienced prior to, and withheld from, consciousness. The results highlight how photography has always strived to produce a uniform, sharp plane of focus that, in turn, falsely maintains that human beings biologically experience the world in a similar manner. The paper also extends aspects of Walter Benjamin's notion of "optical unconscious" while incorporating aspects of Maurice Merleau-Ponty's "indeterminate vision". The paper also realizes how an arts practice can incorporate the agency of materials to approach traditionally intellectual enquiry in novel ways. [ABSTRACT FROM AUTHOR]

Purpose: This paper attempts to review and conceptualize how different scholars approach research on teacher identity through the lens of three human interests defined by Jürgen Habermas. Design/Approach/Methods: This literature review, guided by Habermas's three human interests, illustrates the characteristics of three different approaches to the inquiry into teacher identity. Findings: This paper summarizes three approaches to researching teacher identity and their characteristics, namely the technical approach, the practical approach, and the critical approach. The implications for future research and teacher development are also discussed. Originality/Value: By incorporating Habermas's three human interests into teacher identity inquiries, this article offers a theoretical narrative review of the approaches to investigating teacher identity. Strengths and weaknesses of each approach as well as the possibility of a combined application of different approaches provide an original discussion of teacher identity research.

Purpose: This paper aims to explore how an academic researcher and a practitioner experience scepticism for their qualitative research. Design/methodology/approach: The study applies Olt and Teman's new conceptual phenomenological polyethnography (2019) methodology, a hybrid of phenomenology and duoethnography. Findings: For the researcher-participants, the essence of living with scepticism means feeling a sense of injustice; struggling with the desire for simplicity and quantification; being in a circle of uneasiness; having a survival mechanism; and embracing healthy scepticism. They experience the essence differently and similarly in varied cultural contexts. Through duoethnographic conversations, they acknowledge that while there can be scepticism of their work, it is important to remain sceptical, persistent and curious by challenging traditional concepts. Theoretical and practical advances in artificial intelligence (AI) continue to highlight the need for clarifying qualitative researcher roles in academia and practice. Originality/value: This paper contributes to the debate of qualitative versus quantitative research. Its originality is in exploring scepticism as lived experience, from an academic and practitioner perspective and applying a phenomenological polyethnography approach that blends two different traditional research paradigms.

This paper outlines the impact of phenomenography on higher education research and academic development. Interest in phenomenography as an educational research methodology continues to grow, but with interest growing faster than the number of experienced researchers, some misunderstandings of the approach have arisen and been circulating in discussions and publications, becoming self-reinforcing. This can cause misinterpretations of the meaning and implications of phenomenographic research findings, plus potential confusion for research students and others new to the research approach. This paper describes eight prevalent misunderstandings of phenomenography, explains what is missing in those ways of thinking about phenomenographic research, and speculates on the sources of such misunderstandings. A unique aspect of this paper is the focus on what phenomenograhy is not, as well as what it is, which is congruent with a phenomenographic approach to learning and development.

Due to the mounting pressure to publish international publications, faculty members around the globe must take the initiative to upgrade their writing capacity through various methods, including participation in workshops and training, obtaining professional support, and joining learning communities. This paper focuses on our experience, three female teacher educators, of becoming scholarly writers for international readership through PROSINAR, an Indonesia-based professional learning community (PLC). We present the PLC scheme for establishing a platform for faculty members to (re)construct and develop their professional identities. Based on findings from a phenomenological case study framed by Freire's (1993) notion of dialogic encounters, we evaluate our professional identities as English teacher-educators while simultaneously constructing our identities as scholarly writers within our discourse community. We believe that in addition to being a platform for continuing professional development in the context of education, PLC has established itself as an emergent learning platform to improve faculties' research competence and develop their scholarly writing capacity.

Rorty and metaphilosophy: Richard Rorty: On philosophy and philosophers: unpublished papers, 1960-2000, edited by W. P. Malecki and Chris Voparil. But what the essays in I On Philosophy and Philosophers i help to draw out is more of the background for Rorty's programmatic work - namely, very careful readings of first-order philosophical disputes that inform Rorty's broader metaphilosophical orientation. The papers by Richard Rorty collected in I On Philosophy and Philosophers i I : i I Unpublished Papers, 1960-2000 i and edited by W.P. Malecki and Chris Voparil represent a very welcome addition to Rorty's corpus. [Extracted from the article]

In their recent paper, Parnia and colleagues propose a new label for the near‐death experience (NDE): recalled experience of death. They claimed NDEs are "authentic" only when an objective danger is present and that authentic NDEs have a proven core phenomenology. We consider that these claims are insufficiently supported by empirical data. NDEs appear as a continuum of heterogeneous experiences of consciousness precipitated by the disjunction of processes usually combined in normal mental activity. The "core phenomenology" of NDEs is also opened to several criticisms. Closeness to "real" death does not appear to be a decisive criterion for characterizing NDEs. The author's adhesion to Raymond Moody's NDE model produces a biased partition of this field of research that is unable to provide the basis for a consensus. [ABSTRACT FROM AUTHOR]

Intersubjectivity is the proposition that human experience occurs in a world of shared and embodied understandings, mediated by culture and language. Nursing is fundamentally relational, and nursing research stems from an exchange between participants and researchers and indeed around the transaction of the patient and the nurse in the intersubjective space of clinical settings. Through the philosophical standpoints of Husserl, Merleau‐Ponty, Heidegger, and Gadamer we examine these differing philosophical constructs of intersubjectivity and the contribution of these positions to phenomenological nursing inquiry. Particular framings of intersubjectivity should influence the way researchers interact with their participants and data so that the chosen philosophy sits coherently within a research plan and methodology. This exploration of philosophical standpoints is extended through examples of, and reflections upon, the authors' experiences of intersubjectivity in our published phenomenological nursing studies and through dynamic interactions that characterise interpretive activities within a research team. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the note-taking experiences of university students using paper-based (non-electronic) and paperless (electronic) resources. By means of a hermeneutic phenomenological approach, the note-taking experiences of 18 students from an international program at a university in Belgium were examined throughout a semester. In order to document these students' practices with paper-based and paperless resources, four data collection methods were used: (a) in-depth interviews (b) observations (c) focus group discussions and (d) document analysis of students' lecture notes. The results showed that students experience note-taking as a complex phenomenon in which lived body, lived human relations, lived space and lived time come into play, and in which they try to find a balance between multiple engagements, between autonomy and authority, between attention and distraction, and between being original and mirroring others. This struggle for balance occurs irrespective of which medium (paper-based or paperless) they choose to use. These results provide an in-depth view of the phenomenon, and also highlight the complexity of the note-taking experience. [ABSTRACT FROM AUTHOR]

How can Levinas's work help language educators respond ethically to encounters with students? This paper considers this question in the context of adult immigrants learning an additional language, and is interested specifically in the existential aspects of language learning. How does the experience of "coming into being" in a new language play out in the classroom encounter, and how, if at all, can language teachers respond ethically to this experience? The paper discusses three challenges when considering Levinas's ethics to answer this question. The first is that language education is dominated by what Levinas calls 'the Said'. The second is that the impossibility of knowing whether one has responded ethically results in a compulsive return to the pedagogical scene. The third and final challenge involves the tensions between Levinas's ethics and political critiques of language education.

This paper utilises selective writings by John Dewey and Maurice Merleau-Ponty as the conceptual basis for considering how an enhanced synergistic focus on habit and embodiment could support practice gains in schools. The paper focuses on Dewey's belief that established habits can help students to incorporate experiences into evaluations of educational progress and Merleau-Ponty's spotlight on the body-subject, and how it provides a holistic way of conceiving relations that avoid over privileging abstraction and cognition and under-representing the centrality of the body in human experience. We then evaluate the role of language and reflection in relation to habit, embodiment, and education before discussing some of the general educational practice considerations which might improve the quality of students learning experiences. In conclusion, we consider the possibilities for Dewey's pragmatism to function as a theoretical bridge to Merleau-Ponty's phenomenology of perception and the nature of experience. We argue that while it is important to recognise points of difference, in relation to philosophical treatments of habit and embodiment, it is also important to consider the overlap and new connections between Merleau-Ponty and Dewey which are valuable to take forward in contemporary education.

Friendship is of great concern to young children (Unicef 2011. "The State of the World's Children." New York: United Nations Children's Fund). Research also suggests the positive outcomes friendships have on children's development, learning and well-being (Daniels, Tina, Danielle Quigley, Lisa Menard, and Linda Spence. 2010. "My Best Friend Always Did and Still Does Betray Me Constantly: Examining Relational and Physical Victimization Within a Dyadic Friendship Context." "Canadian Journal of School Psychology" 25 (1): 70-83; Hedges, Helen, and Maria Cooper. 2017. "Collaborative Meaning-Making Using Video Footage: Teachers and Researchers Analyse Children's Working Theories About Friendship." "European Early Childhood Educational Research Journal" 25 (3): 398-411). This paper highlights how young children select their friends and how practitioners might use these data to support children's friendship choices. It draws upon on a phenomenological study of 5 and 6 year olds during which data were collected through small world play interviews. Findings provide new insights into how children select their friends, including pre-selection, using a selection criteria and putting selection into action. This paper argues for the need to listen to children's friendship selections and consider potential implications for practice.

Purpose: The purpose of this paper was to explore the development of the professional identity of South African intern psychologists during the COVID-19 pandemic. This paper -- that presents a historical reflection borne from a significant moment in time -- aimed to capture what the authors can learn from this specific cohort of intern psychologists and their experiences of work-based learning. Design/methodology/approach: Through the lens of the interpretative phenomenological approach, the authors analysed seven semi-structured interviews. Data analysis involved a line-by-line analysis of each individual transcript, where after a thorough, in-depth analysis was conducted across all the cases. Findings: Against the background of the COVID-19 pandemic, the findings demonstrated the interns' initial uncertainties, severe exhaustion, perceived gaps in their training, and resilience despite unusual and difficult circumstances in their WBL internship. Research limitations: The study was limited to seven intern psychologists in South Africa. Practical implications: The findings suggest that support -- during and after the COVID-19 pandemic -- is crucial throughout the training of psychologists and means to facilitate and develop professional identity and resilience. This will provide the opportunity to safeguard emerging healthcare professionals from burnout while simultaneously advocating for supportive WBL and continual professional development spaces protecting healthcare professionals and the public. Originality/value: With this article, we explored the impact of the COVID-19 pandemic on the professional identity development of intern psychologists (psychologists in training). The authors expand on the aforementioned original contribution, since the authors situate their research within the Global South. More specifically, the authors explored how intern psychologists' developed their professional identities against the backdrop of a largely resource-scarce context of South Africa.

Purpose: Phenomenology has a long tradition as a qualitative research method in the social and health sciences. The application of phenomenological methods to understand lived experiences and subjectivities offers researchers a rich tapestry of methodological approaches, often however, the availability of these methods to researchers is tempered as a result of inflexible ideas regarding their use. This article aims to highlight the uniting features between approaches. Design/methodology/approach: The paper begins by offering a brief overview of the two traditions within phenomenology, the descriptive and interpretive approaches and traces the development of each one. It then presents an overview of the commonalities shared by both approaches in with particular reference to the philosophical and methodological cohesion between them. Findings: Frequently, the literature fails to focus on how these methodologies can be used together, and instead foregrounds the ontological and methodological differences between them. While an overview of some of the more vociferous debates within phenomenology are included and acknowledged, the paper calls for a focus on the shared goals of the phenomenological project. Originality/value: This article aims to illustrate that, while recognising differences, the two phenomenological traditions have more in common that unites them, and argues that once this is applied pragmatically, a multiplicity of phenomenological traditions are available to researchers.

This paper aims to conceptualise the changing nature of work within Higher Education that continues in response to a number of drivers, not least the impact of neo-liberal ideas. One important aspect of the discourse on changing work practices is the blurring of historic boundaries between academics and administrators as universities search for more efficient ways of managing resources and inter-disciplinary teams. In particular, the idea of the 'third space' has been put forward to explain the emerging dynamics within Higher Education -- but how inclusive is this conceptualisation of the working environment within universities? This paper reports on the perceptions of Associate Lecturers of their position within a Business School and suggests that we may need to think beyond the third space in order to understand their experience of work, and explore the possibility of a fourth space. The research was conducted through interviews and informed by Interpretative Phenomenological Analysis. The findings support the idea of a fourth space to locate Associate Lecturers and inform a conceptual framework centred on the key findings of context, contract, communication and coherence.