European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies related to national guidance policies-Reference-Cited by-同舟云学术

European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies related to national guidance policies

Published:2015-09-01 Issue:3 Volume:16 Page:327-342
ISSN:0251-2513
Container-title:International Journal for Educational and Vocational Guidance
language:en
Short-container-title:Int J Educ Vocat Guidance

Author:

Kettunen Jaana^ORCID,Vuorinen Raimo,Ruusuvirta Outi

Publisher

Springer Science and Business Media LLC

Subject

Visual Arts and Performing Arts,Education

Link

http://link.springer.com/content/pdf/10.1007/s10775-015-9313-7.pdf

Reference39 articles.

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2. Åkerlind, G. S. (2005b). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24, 321–334. doi: 10.1080/07294360500284672 .

3. Åkerlind, G., McKenzie, J., & Lupton, M. (2014). The potential of combining phenomenography, variation theory and threshold concepts to inform curriculum design in higher education. In J. Huisman & M. Tight (Eds.), Theory and method in higher education research II (pp. 227–247). Bingley: Emerald Group Publishing Limited.

4. Bimrose, J., Hughes, D., & Barnes, S.-A. (2011). Integrating new technologies into careers practice: Extending the knowledge base. London: UK Commission for Employment and Skills.

5. Bowden, J. (1995). Phenomenographic research: Some methodological issues. Nordisk Pedagogik, 15, 144–155.

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