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Phenomenography: A methodological approach for assessment in student affairs
Journal of Student Affairs Inquiry
  • Melissa Rands, Iowa State University
  • Ann M Gansemer-Topf, Iowa State University
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With increased pressure to justify their work, student affairs professionals no longer question the need to engage in assessment (Schuh, 2013). Assessment activities within student affairs have increased dramatically in the past decades, but many of these activities focus on measuring participation and satisfaction. Although important, these activities neglect to answer a more important question: How do student affairs professionals contribute to student learning? (Schuh, 2013; Schuh & Gansemer-Topf, 2010). Despite the increased need to do assessment, many student affairs professionals continue to struggle with ways to measure student learning (Blimling, 2013; Bresciani, 2013; Bresciani, Gardner, & Hickmott, 2009). In this paper, we introduce the reader to one approach, phenomenography, which can be used to document learning in student affairs.

This is an article from Journal of Student Affairs Inquiry 1 (2016): 1. Posted with permission.

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Student Affairs Assessment Leaders
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Melissa Rands and Ann M Gansemer-Topf. "Phenomenography: A methodological approach for assessment in student affairs" Journal of Student Affairs Inquiry Vol. 1 Iss. 2 (2016) p. 1 - 22
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