Making Pedagogic Sense of Design Thinking in the Higher Education Context
97
of
the selection of participants, then, was to recruit a
purposive sample as opposed to a strictly representative
sample. Hence the results in this study represent a specific
group of design thinking educators and in this way are not
representative of all design thinking
educators in the UK
or Australia.
Developing from phenomenological psychology, IPA
rejects the notion that one can construct an objective
‘truth’ about an experience; instead,
the focus is an
individual’s perception or account (Smith et al., 2009). As
such, there is no attempt to construct an objective truth
about the experience; rather individuals’ experiences,
understandings, perceptions
and accounts are honoured
(Reid et al., 2005). As IPA is concerned with the subjective
account and meaning of an experience, this study honours
the perceptions and understandings
of the interviewed
educators, rather than prematurely making more general
claims (Smith & Osborn, 2008a) which may lead to false
assumptions and misunderstandings. Findings should be
judged in terms of their ability to
enhance understanding,
meaning and insight, to contribute to existing theory and
to generate new hypotheses and research questions on the
phenomenon of design thinking pedagogy.
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