Hermeneutic Phenomenology: A Useful Tool for IS Educators?

摘要

Much of the work carried out in the formative years of IS/IT focussed on the articulation of paradigms and research frameworks rather than the development of the discipline (Hirscheim et. al. 1996, Weber, 1997). Discipline maturity brings introspection, critical reflection and an increasing emphasis on professional practice (Benson, 2003). This paper discusses an extreme and subjective qualitative methodology, Hermeneutic Phenomenology (hereafter HP). The author examines the role of HP in reflective practice for IS academics and the problems associated with establishing a case for legitimacy in the IS education community. It is concluded that HP is an effective tool and that complementary methods enhance its usefulness.