Academic literature on the topic 'Methods in qualitative inquiry'
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Journal articles on the topic "Methods in qualitative inquiry"
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Grynaviski, Eric. "Do our philosophical commitments matter?" Qualitative & Multi-Method Research 8, no. 1 (2010): 5–9. https://doi.org/10.5281/zenodo.937288.
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International Relations scholars have produced books on the scientific status of the discipline like Khrushchev claimed the Soviets produced missiles: like sausages. One enticing element of Jackson’s The Conduct of Inquiry in International Relations is the orthogonal perspective he brings to this growing debate. The point of this cottage industry, argues Jackson, is not simply to provide a foundation for the conduct of inquiry, but all too often to engage in polemics: “when ‘science’ makes an appearance, it is a pretty good bet that the text in which the term is invoked is more or less explicitly trying to reshape how inquiry is conducted, and doing so by drawing on the rhetorical power of ‘science’ in order to privilege some modes of inquiry at the expense of others” (2010: 9–10). Jackson compares these debates about science to “bringing out the big guns” and “playing with fire.” The success or failure of Jackson’s project hinges on his ability to give an account of the logic of inquiry that does not define away important approaches to IR as unscientific. This is a difficult task because the disciplinary stakes are high: debates within the IR community over the meaning of science have major implications for the type of research valued and the standards used to assess work in our community.
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Davidson, Andrew. "Hermeneutics and the question of transparency." Qualitative & Multi-Method Research 13, no. 1 (2015): 43–47. https://doi.org/10.5281/zenodo.893073.
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The call for “evidentiary and logical” data-transparency stan-dards1 in the APSA’s “Statement on Data Access and Research Transparency (DA-RT)” opens an important conversation about transparency in political inquiry. In what follows, I con-sider what transparency might mean in the context of the herme-neutical interpretation of texts, as an empirical and non-posi-tivist mode of political inquiry.
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Choi, Naomi. "Crafting explanatory concepts." Qualitative & Multi-Method Research 3, no. 2 (2005): 24–29. https://doi.org/10.5281/zenodo.997564.
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Aristotle’s basic point about the need to temper methods of inquiry to their subject matter instructs that methodology in the human sciences depends on ontology. Methods of inquiry should be appropriate to the kind of thing the subject of inquiry is. It would be a mistake to hold a single model of knowledge for subjects that are different in kind; in particular, to model all forms of knowledge on that of the natural sciences where the inquiry is typically into concrete objects, causal mechanisms, and law-like regularities. Indeed, many scholars have long recognized that the methods privileged in the natural sciences do not automatically apply within the human sciences. In the latter case the subjects of study are social interactions that result neither from objective facts about people nor from causal necessities that operate between atomizable units of data. To explain phenomena that are social and human in nature we need to insist on methods that are suitable to accounting for the concepts embodied in them. Merely rejecting the logic of naturalism as the appropriate approach to explaining social practices is not enough. We should want to question what makes for the explanatory power of concepts in the first place, and seek to better hone our grasp of the relationship between concepts and practices, meaning, and action.
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Jacobs, Ronald L. "Naturalistic inquiry and qualitative methods." Performance + Instruction 24, no. 10 (1985): 25. http://dx.doi.org/10.1002/pfi.4150241014.
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Schwedler, Jillian. "Puzzle." Qualitative & Multi-Method Research 11, no. 2 (2013): 27–30. https://doi.org/10.5281/zenodo.898134.
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In political science, there appears to be a growing consensus that while methodological pluralism either is or ought to be embraced, everyone still needs to have a puzzle at the center of her research. But what is a puzzle? How do we find them, and what are we supposed to do once we have one? Can there be productive political inquiry without puzzles? In this paper, I examine the centrality of puzzles to methodological debates about how to do political science. I will draw some distinctions between puzzles, problems, and other kinds of questions, but I most especially want to raise some critical doubts about the consensus on structuring political inquiry in ways that prioritize finding answers
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Norman, Ludvig. "Interpretive process tracing and causal explanations." Qualitative & Multi-Method Research 13, no. 2 (2015): 4–9. https://doi.org/10.5281/zenodo.891456.
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Recent years have seen an increasing focus in political science and international relations (IR) research on longer-term causal processes and the internal dynamics of single cases, through a method commonly referred to as process tracing. Discussions regarding standards for ensuring reliable process tracing have been dominated by an emphasis on deductive styles of inquiry, Bayesian procedures for formulating and testing well-defined hypotheses, and attempts to characterize process tracing as a complement to large-N studies. Many of these efforts are praiseworthy, not least for pushing researchers to justify more explicitly their methodological choices. However, they have also been associated with certain costs. In particular, they tend to exclude context sensitive modes of inquiry that characterize interpretive research.
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Gunnell, John. "Making sense of the study of international relations: Seeking a guide for perplexed." Qualitative & Multi-Method Research 8, no. 1 (2010): 13–18. https://doi.org/10.5281/zenodo.937388.
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Patrick Jackson’s book on The Conduct of Inquiry in International Relations offers graduate students, younger scholars, and, indeed, many specialists a useful map for charting the often inhospitable terrain of scholarship in the field of International Relations (IR). This is particularly the case as far as illuminating the awakening to issues in the philosophy of science that has taken place in IR during the last two decades. Jackson presents a typology for sorting the debates about the nature and demands of scientific inquiry, which have often been conducted, either explicitly or implicitly, in terms of diverse and complicated philosophical arguments. As opposed to many previous analyses, which have tended to be couched in terms of dichotomies and biased toward a particular philosophical persuasion, Jackson’s scheme is remarkably neutral, but, in some respects, maybe too neutral.
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O'Mahoney, Joseph. "A practical introduction to annotating for transparent inquiry in qualitative research." Qualitative & Multi-Method Research 19, no. 1 (2021): 19–23. https://doi.org/10.5281/zenodo.5495563.
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When we do historical research, or political science research using primary source historical evidence, a major barrier to transparency is the fact that the archival documents used are inaccessible. Whereas citations to journal articles and, increasingly, books and some other data sources, can usually allow a reader to check evidence within minutes, citations to archival documents can require months or years to verify, if it is even ever possible. This is a serious problem for qualitative and multi-method research in my field, international relations and the study of foreign policy decision-making, which often relies heavily on archival documentary evidence (Moravcsik 2014). Elman, Kapiszewski, and Lupia (2018) claim that scholars “may be unable to imagine a practical way to share” the archival documents they use in their analyses (41). In this symposium contribution, I describe and analyze such a method, that is, annotating a journal article using Annotation for Transparent Inquiry (ATI). This new approach to transparency allowed me to create a digital overlay on top of my published article comprising “annotations.” Through those annotations, I could provide instant access to annotated copies of the archival documents my research is based on, and expanded commentary on citations to those archival documents. The annotations thus increase both data access transparency and analytic transparency (see Elman, Kapiszewski, and Lupia 2018, 34 for a discussion of the latter). I also discuss some thoughts on the benefits and costs of using ATI for both the author and the reader, inspired by my experience annotating.
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Banks, David, and Joseph O'Mahoney. "The conduct of inquiry in international relations: The view from graduate school." Qualitative & Multi-Method Research 8, no. 1 (2010): 9–13. https://doi.org/10.5281/zenodo.937036.
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Jackson’s book, The Conduct of Inquiry in International Relations, is most likely to be assigned or recommended in graduate classes addressing the philosophy of science, qualitative methodology, and research design. It might then be useful to ask two graduate students whether this is a good idea. How helpful is yet another book on the meta-theoretical status of International Relations? Our answer to this question has four parts. First, we ask whether and how Jackson’s ordering scheme clarifies debates in IR. Second, we discuss the consequences of the scheme for understanding the state of research in IR. Third, we outline the prescriptive consequences of the scheme for graduate students and our own research. Finally, we present three limitations on the usefulness of Jackson’s book to budding scholars.
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Hiles, David. "Qualitative inquiry, mixed methods and the logic of scientific inquiry." QMiP Bulletin 1, no. 17 (2014): 49–62. http://dx.doi.org/10.53841/bpsqmip.2014.1.17.49.
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This paper is concerned with exploring what is needed in making progress towards establishing a mature methodology for human and social inquiry. The approach that is proposed takes the somewhat radical position which sees the distinction between qualitative and quantitative methodologies as little more than a red herring. When focus is placed upon the type of data being collected, rather than on the research design, the result is merely a polarization of the different methodological approaches, deflecting away from what is the underlying critical issue – the logic of inquiry. The crucial insight here is that at least three fundamentally different logics of inquiry can be distinguished: (i) theory–driven; (ii) data–driven; and (iii) explanation–driven, each with its own inherent patterns of logical reasoning. These different logics of inquiry have radical implications for research design, and in particular, the phrasing of the research question(s). This in turn has major implications for the clarification of what is really at stake in the confrontation between qualitative and quantitative, with respect to paradigm assumptions, formulating the research question, sampling, data collection, analysis, and critical evaluation, etc. Moreover, the ongoing debate surrounding the issue of mixed method design can be rey–focussed on how contrasting logics of inquiry can come to be combined into one research programme. It needs to be acknowledged that mixed methods probably has a surprisingly long history, and is more inherent to the scientific method than is commonly acknowledged. By facing these issues, the pay–off is a more authentic picture of what ‘the scientific method’ might actually entail for psychology.
Dissertations / Theses on the topic "Methods in qualitative inquiry"
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Marchant, Douglas S. "A Qualitative Inquiry into the Treatment Experience of Adolescent Females in a Relationally Based Therapeutic Boarding School." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4123.
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Individualism, the assumption that persons are self-contained and primarily act for the sake of the self, is prevalent in American culture and has arguably perpetuated numerous psychological and societal ills. Relationality, the assumption that persons are always and inextricably constituted by relationships, has been posited as a philosophical and practical alternative to individualist culture. Several scholars, both inside and outside of psychology, have developed relational concepts and practices, including some who have elucidated a relational approach to psychotherapy (e.g., Slife and Wiggins, 2009). This study examines the implications and effects of this therapeutic approach, particularly exploring relationality's therapeutic success in countering the implications of individualism. Greenbrier Academy, an adolescent female boarding school located in West Virginia, has adopted relationality as its guiding therapeutic ethic. This study utilized hermeneutically modified grounded-theory methods to inquire into the lived experience of students at Greenbrier Academy. Eight students were interviewed and the researcher recorded observations of daily programing over a six-day period. Results indicated that Greenbrier's students' experienced marked changes in the quality and meaning of their interpersonal relationships. They increasingly cared for and served their relationships, engaged in more intimate relationships with others, approached (rather than retreated from) others' differences, viewed others more holistically, and accepted personal responsibility in relation to their context.
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Quincey, Kerry. "Shifting masculinities amongst men diagnosed with breast cancer : a multi-method phenomenological inquiry." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/16683.
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Under-acknowledged both clinically and socially as a threat to men’s health, breast cancer in men continues to be a critical health issue, with complex ramifications for those affected. Research exploring men’s breast cancer experiences and their lives beyond the diagnosis remain limited. Hence, this inquiry asks ‘How do men describe breast cancer and their experiences of the illness?’ the aim, to advance understandings about men’s meaning-making of breast cancer and masculinity, and to ‘give voice’ to this under-researched population. Embedded theoretically and methodologically within a critical qualitative health framework, the research has two parts. Part one is a qualitative synthesis of nine existing international studies exploring men’s breast cancer experiences, following Noblit and Hare’s (1988) method for synthesising interpretive qualitative data. The outcomes of this synthesis were used to inform part two: a multi-method phenomenological exploration of men’s breast cancer accounts using verbal and visual data. Thirty-One British men recruited through NHS records, Breast Cancer Care, and social media platforms, used self-authored photographs to illustrate their breast cancer experiences, which they later discussed as part of extended semi-structured interviews. All data were analysed together using Interpretative Phenomenological Analysis (Smith & Osborn, 2003). Integrating and triangulating the findings from the two study phases, the on-going marginalisation of men across the breast cancer trajectory, and how this influences men’s experiences of, and adjustment to the illness, are revealed. Findings from the qualitative synthesis suggest current approaches to breast cancer care and advocacy serve to isolate men, potentially alienating and emasculating them; while patient management practices and informational resources unequivocally marginalise men. Findings from the new inquiry corroborate those from earlier studies, further illuminating the difficulties men encounter and some of their coping strategies. Specifically, three superordinate masculinities were identified: ‘threatened and exposed’, ‘protected and asserted’, and ‘reconsidered and reconfigured’. A schematic representation is presented to show how these interconnected masculinities are encountered, performed and utilised by men from pre-diagnosis through treatment and beyond as they manage, make sense of, and live through breast cancer. How and why men encounter/perform these different masculinities at different points in time across the breast cancer trajectory, and how this aids men’s adjustment to illness, and life beyond the diagnosis, is considered. The findings are expected to have both academic and real-world impact through informing future research, and recommendations for advocacy and intervention for improved future breast cancer care and practices.
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Litten, Joyce A. Puracchio. "A Quantitative and Qualitative Inquiry into the Call to Serve Among Non-Traditional Undergraduate Social Work Students." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213981151.
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Thompson, Dale. "Sensitive information an inquiry into the interpretation of information in the workplace from an individual's perspective using qualitative methods / by Dale Thompson." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
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Hewett, Dave. "Understanding and writing a methodology of intensive interation : teaching pre-speech communication abilities to learners with severe learning difficulties: a naturalistic inquiry using qualitative evaluation methods." Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309942.
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Beccue-Barnes, Wendy Davis. "War brides: a practice-based examination of translating women’s voices into textile art." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13632.
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Doctor of Philosophy<br>Department of Apparel, Textiles, and Interior Design<br>Sherry J. Haar<br>Research about military wives has been limited. In academia, most research centers on the soldier and/or the family as a unit. When literature does address only the wife’s perspective it rarely presents a positive portrayal of her life. However, it is not just literature that shows a gap in exposing the voice of the military wife. Art-based works rarely focus on her perspective; and methodologies, such as practice-based research, rarely utilize actual voices as inspiration. The aim of the current study was to discover the voice of the military wife, examine it through a feminist lens, and then translate those voices into artwork that represented the collective, lived experience of the women interviewed. Three methodologies were utilized to analyze and translate the voices of military wives into textile art. These three methodologies: practice-based research, phenomenology, and feminist inquiry provided a suitable structure for shaping the study to fulfill the project aim. Interviews conducted with 22 military wives revealed two overarching themes: militarization and marriage; as well as multiple subthemes. Three subthemes were recognized as being the most prominent: relationships, separation, and collective experience. These themes were used as the inspiration for the creation and installation of three textile art pieces. The current study serves to fill the gaps in both the literature and the artistic process by presenting both the positive and negative aspects of the military wife’s lived experience and using that lived experience as inspiration for textile art.
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Silva, Alan de Carlo Antonio. "Resolução de problemas: metanálise das dissertações produzidas no Programa de Estudos Pós-Graduados em Educação Matemática da Puc-SP." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/10870.
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Alan de Carlo Antonio Silva.pdf: 723324 bytes, checksum: 0688e9dbbf5929a28053bd504f732479 (MD5)
Previous issue date: 2011-05-13<br>Secretaria da Educação do Estado de São Paulo<br>Considering the importance "Problem Solving on the process of teaching
and learning in mathematics," the reason of this study was to verify the
theoretical approach and the differences in the way of understanding the
term "problem solving" in the studies produced by postgraduate students in
mathematics education at the Catholic University of São Paulo - period
1992 to 2009. Methodologically our research was characterized as a
qualitative documentary study known as metanalysis in which we try to do a
systematic review of a series of research, aiming to produce new results or
synthesis. In order to transcend the obtained results of the investigations
dissertation and thesis were used as they had focus on the subject
problem solving or teaching methodology for problem solving. We based
our research on Bridge (2004) and Dante (2009) comparing the different
ways that problem solving has been addressed in the research, so after
that we were able to verify that there are seven out of ten analyzed thesis
that are characterized by teaching through problems solving . It is
understood, therefore, that there are the presence of a growing rejection by
the teaching method for problem solving nowadays. Therefore we conclude
that the teaching through problem solving does not always provide a
specific method to find solutions to the problems, the interaction of the
person with the problem and also the teacher-student relationships are
more intense than the teaching for problem solving and then it collaborates
to find out possible alternatives and the effectiveness of the teachinglearning
process<br>Considerando a importância do tema Resolução de Problemas no
processo de Ensino e Aprendizagem em matemática , o objetivo desse
estudo foi verificar qual a abordagem teórica e quais as diferenças na
forma de entendimento do termo resolução de problemas nos estudos
produzidos por alunos do Programa Pós-Graduados em Educação
Matemática da Pontifícia Universidade Católica do Estado de São Paulo,
no período de 1992 a 2009. Metodologicamente nossa pesquisa se
caracteriza como um estudo documental denominado metanálise
qualitativa na qual se procura fazer uma revisão sistemática de um
conjunto de pesquisas, visando à produção de novos resultados ou
sínteses. Na intenção de transcender os resultados obtidos pelas
investigações estudadas buscou-se dissertações e teses que possuíam o
foco no objeto Resolução de Problemas ou na metodologia de ensino por
Resolução de Problemas. Fundamentamos nossa pesquisa nos trabalhos
de Ponte (2004) e Dante (2009) buscando confrontar as formas
diferenciadas que Resolução de Problemas tem sido abordada nas
pesquisas, assim pode-se verificar que existem sete dissertações de dez
analisadas que caracterizam-se pelo ensino POR MEIO da Resolução de
Problemas. Desta forma concluímos que no ensino POR MEIO de
Resolução de Problemas nem sempre oferece um método específico para
encontrar soluções dos problemas propostos, mas a interação da pessoa
com o problema e a relação professor-aluno são mais intensas que no
ensino PARA Resolução de Problemas assim colaboram com o encontro
das possíveis alternativas e a efetivação do processo de ensino-aprendizado
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Granerud, Arild. "Social integration for people with mental health problems : Experiences, perspectives and practical changes." Doctoral thesis, Nordic School of Public Health NHV, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:norden:org:diva-3506.
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Background: The goal of social integration is part of the ideological motivation behind the transition from institutionalised to decentralised psychiatric care. Modern community mental health care considers social integration vital for improving mental health. However, reports suggest that efforts to socially integrate people who suffer from mental health problems have not been as successful as anticipated.Aim: The overall aim of the study was to achieve a deeper understanding of the phenomenon of social integration of people with mental health problems in the community. An additional aim was to develop the healthcare professionals’ insight into this phenomenon by means of co-operative inquiry. The specific research questions were: How have people with mental health problems affected their neighbourhood after re-establishing in the community? How do people with mental health problems experience social integration in the community? How does knowledge of social integration promote practical changes in mental health professionals’ practice?Methods: This study, which comprises four papers, has a hermeneutic design. The data collection methods took the form of interviews with 19 neighbours of group homes for people with mental health problems (Paper I) and focus groups in two separate studies of people with mental health problems, one of which comprised 12 participants in three groups (Paper II) and the other 17 participants in three different multistage focus groups (Paper III), i.e. a total of 14 focus groups. Paper IV utilises findings from Papers I-III by means of a co-operative approach. There were two areas of knowledge development in the research process: dialogue-based teaching and focus groups. The main emphasis of the dialogue-based teaching was to facilitate the articulation of practical and tacit knowledge. Twenty-two healthcare professionals and social workers participated in two different multistage focus groups, a total of 6 focus groups (Paper IV). Data-analysis methods included both the constant comparative process and qualitative content analysis.Findings: The first paper begins with the experiences of neighbours of people who suffer from mental health problems. The neighbours reported frightening behaviours as well as complications in their contact with people who had long-term mental health problems, which led to increased insecurity and fear. The reaction of the neighbourhood was exclusion and segregation in the form of distancing or watching. The next two papers employed a user perspective and revealed that, when meeting people, the participants experienced shame and fear of exclusion due to lack of acceptance and loss of autonomy. Integrity proved a necessary quality for the possibility to be treated as an equal. Lack of work or a meaningful occupation and a low income contributed to a sense of worthlessness and loneliness. Those who had a job or took part in club activities seemed to achieve social companionship, which gave them a sense of being more socially integrated. The co-operative research project enabled co-researchers to gain increased professional knowledge and awareness, as well as providing potential for improvements in clinical practice. Systematic reflection on practice leads to an increased awareness of one’s own attitudes and intervention methods, societal conditions and the community’s attitude to the increased social integration of people with mental health problems. The experiential knowledge gained may contribute to health-promotion strategies such as social integration.Conclusions: Integration difficulties are experienced by both individuals with mental health problems and their neighbouring community. In order to achieve social integration, a person with long-term mental health problems needs to develop adequate social competence. Those working in community mental health care must ensure that people suffering from mental health problems experience a sense of belonging in the community, which can enable them to develop a network and achieve social integration in the planning and development of day-time activities and work, thus promoting social integration. The neighbourhood requires, at the very least, general information when a group home is established. Co-operative inquiry can be beneficial in the public sector, although in order to achieve the best possible result, the whole team must be involved and play an active role in all areas of the research project. If the groups are too large, the participants’ level of engagement may suffer. Multistage focus groups proved to be a powerful method for knowledge acquisition and should be further developed as a means of expanding new knowledg<br>Bakgrunn: En viktig ideologisk motivasjon for overgang fra institusjonalisert til desentralisert psykisk helsearbeid er målet om sosial integrering. Moderne lokalbasert psykisk helsearbeid anser sosial integrering som avgjørende for å bedre menneskers psykisk helse. Men rapporter viser at mennesker med psykiske problemer ikke har oppnådd tilfredsstillende sosial integrering.Mål: Det overordnede målet for studien var å oppnå en dypere forståelse av fenomenet sosial integrering for mennesker med psykiske problemer i lokalsamfunnet. Et tilleggsmål var å utvikle helse- og sosialarbeideres innsikt i fenomenet med bruk av handlingsorientert forskningssamarbeid. De spesifikke forskningsspørsmålene var: Hvordan har mennesker med psykiske problemer påvirket deres nabolag etter reetablering i lokalsamfunnet? Hvordan erfarte mennesker med psykiske problemer sosial integrering i lokalsamfunnet? Hvordan kan kunnskap om sosial integrering fremme praksisforandringer for psykisk helsearbeidere?Metode: Denne studien, som omfatter fire artikler, har et hermenautisk design. Metodene for datainnsamling var kvalitative intervjuer med 19 naboer til fellesboliger for mennesker med psykiske problemer (Art. I), og fokusgruppeintervjuer, i to separate studier, med mennesker med psykiske problemer. En studie med 12 informanter i 3 fokusgrupper (Art. II) og en studie med 17 informanter i 3 flersteg-fokusgrupper (Art. III), totalt 14 fokusgruppeintervjuer. Art. IV brukte funnene fra Art. I-III i et handlingsorientert forskningssamarbeid. Det var to former for kunnskapsutvikling i forskningsprosessen: Dialogbasert undervisning, som skulle fremme praktisk og taus kunnskap, samt fokusgruppeintervjuer. 22 helse- og sosialarbeidere deltok i 2 flersteg-fokusgrupper, totalt 6 fokusgruppeintervjuer (Art. IV). Datamateriale ble analysert med Grounded Theory og kvalitativ innholdsanalyse.Funn: Naboer til fellesbolig for mennesker med psykiske problemer beskriver i den første studien opplevelser som gav usikkerhet, skremmende adferd og problemer med å få kontakt med menneskene som hadde alvorlige psykiske problemer. Dette ledet til økt usikkerhet og frykt. Nabolaget reagerte med eksklusjon og segregering. De to neste studiene hadde et brukerperspektiv, og viste at informantene opplevde skam og frykt for eksklusjon som en følge av manglende akseptasjon og tap av autonomi i møte med mennesker. Integritet var en nødvendig forutsetning for å bli møtt som likverdig. Mangel på arbeid eller annen meningsfull dagaktivitet, samt lav inntekt, bidro til en følelse av verdiløshet og ensomhet. De som hadde et arbeid eller var aktiv deltager i klubbvirksomhet fikk et sosialt felleskap som gjorde at de kjente seg sosialt integrerte. I siste studie gav handlingsorientert forskningssamarbeid medforskerne økt profesjonell kunnskap og bevissthet, samt potensiale for å forbedre praksis. Systematisk refleksjon på praksis leder til en økt bevissthet for egne holdninger og interveneringsmetoder, sosiale betingelser og lokalsamfunnets holdninger til økt sosial integrasjon for mennesker med psykiske problemer. Økt kunnskapsdannelse i praksis kan bidra til forebyggende helsearbeid som sosial integrering.Konklusjon: Både mennesker med psykiske problemer og deres nabolag erfarte vanskeligheter med integrering. For at mennesker med alvorlige psykiske problemer skal erfare sosial integrering må de ha tilstrekkelig sosial kompetanse. Det må arbeides for at mennesker med psykiske problemer opplever tilhørighet i lokalsamfunnet, noe som kan sette dem i stand til å utvikle nettverk, og få til sosial integrering i planlegging og utvikling av dagaktiviteter og arbeid, og på den måten fremme sosial integrering. Nabolag bør i hvert fall ha generell informasjon når det etableres fellesboliger. Handlings- orientert forskningssamarbeid kan være gunstig i kommunehelsetjenesten. En forutsetning for et best mulig resultat er at hele team blir involvert og deltar i kunnskapsskapningen i praksis. Blir enhetene som deltar for store, blir det ikke noe eierforhold til forskningssamarbeidet. Flersteg-fokusgruppeintervju viste seg å være en god metode for kunnskapsutvikling, og metoden burde utvikles videre.Nøkkelord: Psykisk helsearbeid i kommunehelsetjenesten, sosial integrering, sosialt nettverk, handlingsorientert forskningssamarbeid, kvalitativ metode
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Bremer, Eleanor. "Anxiety in Menopause: A Qualitative Inquiry." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5315.
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Background: Anxiety is one of the mood symptoms experienced by menopausal women; however, anxiety symptoms during menopause have received little attention in the literature despite the potential impact on quality of life. Many of the tools used to evaluate and measure anxiety associated with menopause assume that menopausal anxiety shares similar criteria as anxiety disorders and this may not be entirely true. There are very few studies that have assessed anxiety in the context of menopause leaving the concept of menopausal anxiety not well defined and raising the question: Is menopausal anxiety a unique and distinctly different syndrome? The purpose of this study was to explore and gain an in-depth understanding of the experience of anxiety in menopausal women.
Methods: Twenty menopausal women were recruited for this qualitative study to explore the experience of anxiety in menopause. Through the use of a semi-structured interview using open-ended questions, participants were asked to share their experience with anxiety that was new or different with the onset of menopause. Interviews were audio recorded by the researcher and lasted approximately 30 - 60 minutes. Participants described their experience with anxiety and discussed how the anxiety is different in menopause.
Results: Emergent themes revealed that anxiety in menopause is a unique and individual experience. The substantial variation in the onset, timing and severity of the symptoms made it impossible to construct a uniform and consistent definition of the experience. Participants discussed their preferences for management which included non-pharmacologic, lifestyle, relaxation based interventions.
Conclusions: This research supports the existence of a unique and individualized experience of anxiety in menopause. A better understanding of the experience and patient preferences will assist healthcare providers in developing individualized treatment options aimed at improving quality of life.
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Pearson, Eden F. "Assessing writing through reflection a qualitative inquiry /." [Ames, Iowa : Iowa State University], 2007.
Find full textBooks on the topic "Methods in qualitative inquiry"
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Miller, Steven I. Qualitative research methods: Social epistemology and practical inquiry. P. Lang, 1996.
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1927-, Fredericks Marcel A., ed. Qualitative research methods: Social epistemology and practical inquiry. P. Lang, 1994.
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K, Denzin Norman, and Giardina Michael D. 1976-, eds. Qualitative inquiry and the politics of evidence. Left Coast Press, Inc., 2008.
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W, Creswell John, ed. Qualitative inquiry & research design: Choosing among five approaches. 2nd ed. Sage Publications, 2007.
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Hŭng-sik, Cho, ed. Chilchŏk yŏn'gu pangbŏmnon: Qualitative inquiry and research design : tasŏk kaji chŏnt'ong. 2nd ed. Hakchisa, 2010.
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Goodall, H. L., and Christopher N. Poulos. Writing Qualitative Inquiry. Routledge, 2018. http://dx.doi.org/10.4324/9780429449833.
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1969-, Dimitriadis Greg, and National Conference on Research in Language and Literacy., eds. On qualitative inquiry. Teachers College Press, 2005.
Find full textBook chapters on the topic "Methods in qualitative inquiry"
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Liamputtong, Pranee. "Qualitative Inquiry." In Handbook of Research Methods in Health Social Sciences. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-10-5251-4_53.
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Liamputtong, Pranee. "Qualitative Inquiry." In Handbook of Research Methods in Health Social Sciences. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_53-1.
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Liamputtong, Pranee. "Qualitative Inquiry." In Handbook of Research Methods in Health Social Sciences. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-2779-6_53-2.
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Coronella, Tamara, and Sharon A. Aiken-Wisniewski. "Using Qualitative Methods." In Scholarly Inquiry in Academic Advising, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003446903-11.
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Riley, Sarah, and Andrea LaMarre. "Developments in qualitative inquiry." In APA handbook of research methods in psychology: Research designs: Quantitative, qualitative, neuropsychological, and biological (Vol. 2) (2nd ed.). American Psychological Association, 2023. http://dx.doi.org/10.1037/0000319-001.
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Cousineau, Luc S. "Digital Methods for Social Justice." In Fostering Social Justice through Qualitative Inquiry, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003216575-13.
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Jackson, Alecia Y., and Lisa A. Mazzei. "Postfoundational inquiry after method." In Postfoundational Approaches to Qualitative Inquiry. Routledge, 2023. http://dx.doi.org/10.4324/9781003298519-1.
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Brown, Nicole, and Corinne Morgan. "Rhythmanalysis as a Method to Account for Time in Qualitative Research." In Temporality in Qualitative Inquiry. Routledge, 2021. http://dx.doi.org/10.4324/9781003083504-7.
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Gullion, Jessica Smartt. "Collage as Method." In Global Shifts in Qualitative Inquiry. Routledge, 2023. http://dx.doi.org/10.4324/9781003366072-6.
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Sawyer, Richard D., and Pejman Habibie. "Reflectivity and reflexivity in qualitative research and scholarship." In Research Methods in Applied Linguistics. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/rmal.8.01saw.
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Abstract In this chapter, we first introduce four reflexive methodologies: autoethnography, duoethnography, narrative inquiry, and currere. Although these four approaches vary, they all involve inquirers telling stories about self and culture. Researchers working with these methodologies explore subjective yet socially situated, personal yet relational, and discursive yet emancipatory questions and topics. Describing these methodologies, we refer both to published accounts and literature and to specific chapters in this book. Central to these methodologies are the related concepts of reflection and reflexivity. Given their multiple levels, reflection and reflexivity assume a range of profiles, both individually and collectively. As a framework for “reading” reflection and reflexivity in this chapter, we consider the following structure: (a) what they are, (b) how they are enacted and mobilized within inquiry, and (c) what they yield within and from inquiry. Finally, we present an overview of the subsequent chapters in this volume.
Conference papers on the topic "Methods in qualitative inquiry"
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Ursutiu, T., G. Chindris, M. Taut, R. Fizesan, and A. Taut. "A Qualitative Inquiry into Student Competitions in Electronics in Romania." In 2024 IEEE 30th International Symposium for Design and Technology in Electronic Packaging (SIITME). IEEE, 2024. https://doi.org/10.1109/siitme63973.2024.10814779.
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Jørgensen, Ida Kathrine Hammeleff. "Situational analysis as a method for qualitative inquiry of games." In Proceedings of DiGRA 2022 Conference: Bringing Worlds Together. Digitial Games Research Association DiGRA, 2022. https://doi.org/10.26503/dl.v2022i1.1333.
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Meda, Lawrence, and Markus Talvio. "Evaluating Qualitative Inquiry of Students' Reflections And Experiences in an Educational Research Course." In 15th International Conference on Education and Educational Psychology. Emanate Publishing House Ltd., 2024. https://doi.org/10.70020/eesh.2024.12.3.
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Student reflections and research about them play critical roles in the teaching and learning process. While student reflections improve academic achievement, research conducted by a teacher about students’ learning enables him/her to create new teaching methods which are responsive to current educational needs of students. In a recent study, the essential focus was on exploring trainee teachers’ reflections on the ‘Teacher as a Researcher’ course they completed. This qualitative case study, conducted within an interpretive paradigm, utilized documentary analysis of students' learning journals using Gibbs’ reflective cycle as a theoretical framework. The findings revealed that the course enhanced student engagement and empowered them to apply effective pedagogical approaches that would be beneficial for their future teaching endeavors. The study concludes that student teachers’ reflections play an indispensable role in developing critical thinking and inquiry skills. This research highlights the importance of encouraging students to reflect on their learning experiences and the value of teachers engaging in research specifically focused on student reflections to enhance their teaching methods.
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Schuebert, Bryce, Devanshi Shah, Jesse Mullis, Fatemeh Mozaffar, and Beshoy Morkos. "The Impact of COVID-19 on Mass Personalization Supply Chain Networks – A Qualitative Inquiry." In ASME 2023 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/detc2023-117191.
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Abstract Mass personalization (MPP) is a novel production method that integrates the consumer into the design process, efficiently producing distinct, scalable products that satisfy latent consumer needs. Previous MPP research has focused on the Industry 4.0 manufacturing processes and technologies required to make personalization a feasible method. Inherently, MPP necessitates a configurable supply chain that accommodates fluctuating product requirements. However, there has been little effort to examine the resilience and robustness of MPP supply chain networks in instances of external disruptions such as the ongoing COVID-19 supply chain crisis. This research takes a formal qualitative approach to investigate three MPP focal firms and the pandemic’s impact on their supply chain network through interviews with industry leaders. In doing so, we address research questions centered on MPP robust and resilience against external disruptions. The study finds that faced COVID-19 disruptions, MPP firms with centralized, specialty suppliers were vulnerable, while firms with increased supplier redundancy, network transitivity, and amplified visibility were robust and resilient. Evidence indicates that MPP capabilities provided robustness advantages over other production methods. Further, This work discovered that MPP FFs were particularly vulnerable to COVID-19 disruptions when using non-redundant, centralized suppliers. However, FFs taking advantage of MPP technologies to increase visibility and supplier redundancy were robust to disruptions and quick to recover from interruptions.
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Paz, Giovanni Scataglia Botelho, and Solange Wagner Locatelli. "THE NATURAL SCIENCES CURRICULUM OF PUBLIC NETWORK OF SÃO PAULO: CONCEPTIONS OF TEACHERS WHO TEACH NATURAL SCIENCES IN THE EARLY YEARS OF PRIMARY SCHOOL." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.182.
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Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This study focused on the perceptions of teachers from an primary school in São Paulo who participated by filling out a Google Forms questionnaire. The findings revealed that the majority of participating teachers had undergone curriculum implementation training. While they considered the organization of disciplinary content to be similar to their previous teaching methods, they struggled with implementing inquiry-based teaching strategies and linking scientific content to the United Nation Foundation 2030 sustainable development goals. Keywords: qualitative research, primary school, science curriculum, scientific literacy, teachers' conceptions
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Odunmbaku, Adiat, and Moriliat Jumoke Afolabi. "Pedagogic Transformation: Blending of Reinforcement and Inquiry Learning in Innovative Science as Resilience Technique." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1509.
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In this paper, blending reinforcement and inquiry learning in innovative science (technological approaches) as resilience technique was presented. The study was designed to determine the effectiveness of these innovative approaches in improving students’ performance. The views about reinforcement and inquiry methods were used as data collection instrument. To this end two research questions were raised and two research hypotheses were formulated to answer the research questions. The study adopted the quasi-experimental design of pre-test post-test non-equivalent control groups. Sixty 100Level undergraduate students of National Open University of Nigeria (NOUN) were used. After four weeks of online facilitation of quantitative and qualitative techniques, acid-base reaction and determination of radicals, a-20 item questions which was well validated and had reliability coefficient of 0.80 were administered to the students before and after application of the teaching strategies on the students. After that the students were reinforced and tested with the same questions. Mean, Standard Deviation and t.test were the statistical tools used to analysis the data. The result of the study shows that students with the blend of guided inquiry and reinforcement learning performed significantly well than students with only guided inquiry learning. In addition, the types of degree (BSc/BSc. (Ed.)) has significant influence on students’ performance in favour of BSc. Students. Based on the findings of this study, it was recommended among others that university lecturers should be encouraged to blend guided inquiry with reinforcement as a teaching method in delivery of their lessons especially in the teaching of some concepts in chemistry.
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Rose, Judy, and Samantha Low-Choy. "Modern Pedagogical Approaches to Teaching Mixed Methods to Social Science Researchers." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9509.
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Mixed methods research is burgeoning across the social sciences. Yet there is a need to implement more modern approaches to teaching it in higher education. The aim of this work is to outline pedagogy and preliminary evaluation of new mixed methods workshops designed and implemented in an Australian university. A specific feature of these workshops included unpacking the ontological, epistemological and axiological understandings of various methods and the paradigms or worldviews that underpin each approach. This overview of the processes of scientific inquiry that permits mixing-in within and across quantitative and qualitative research designs aims to help participants to see how logics moved among these divides. In order to engage participants in critically learning about these abstract concepts, we adopted teaching strategies of flipped classroom and active learning. Results, from the workshop evaluations and individual learning reflections, provided preliminary evidence that: (i) due to this broad overview on mixed methods, participants would likely use mixed methods in the future in their field; and (ii) there is a strong appetite for high quality Mixed Methods instruction in higher education.
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Luvanga, Baraka. "Inquiry-Based Learning in Tanzania: Chemistry Teachers’ Knowledge and Perceptions." In Proceedings of the 1st International Conference of Education. Dar es Salaam University Press, 2023. http://dx.doi.org/10.37759/ice01.2023.18.
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The aim of the study was to explore chemistry teachers’ knowledge and perceptions of Inquiry-Based Learning (IBL) in Ordinary level secondary schools in Iringa Municipality. The study had two objectives: (i) exploring chemistry teachers’ understanding of inquiry-based learning in teaching and learning of chemistry in secondary schools and (ii) examining chemistry teachers’ perceptions of the IBL and how it influences classroom practices. The study employed qualitative research approach and a case study design. Six secondary schools were selected for the study. A total of eight chemistry teachers were involved in the study. Data were collected using interviews and observation and analysed using thematic analysis. Findings revealed that chemistry teachers had different knowledge and perceptions of what IBL meant. In the first place, IBL was perceived as the inquiry-based learning implying a process of teaching where student is learning by doing. Secondly, IBL was perceived as a participatory method similar to discussion and demonstration. The findings revealed further that different contextual implementation of the IBL in line with the design of learning activities was attributed to teachers’ beliefs towards the approach itself. Based on the findings the study concludes that; firstly, chemistry teachers differed in understanding of the meaning of inquiry-based learning which in turn reflected different interpretations and implementations in classrooms. Secondly, limited range of classroom activities were designed and prepared by chemistry teachers for students to learn by inquiry and therefore lower levels of guided and confirmation inquiry were implemented. The study recommends that in order to improve effective chemistry learning using IBL, chemistry teachers should share knowledge through established community of practices within the school settings to enable them transform their intellectual thinking and have a sense of self efficacy.
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Mercado, Lucila, and Alejandro Rodea. "Inquiring and Evaluation Ergonomics for Design." In Applied Human Factors and Ergonomics Conference. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001304.
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In the field of integral design (systemic design considers people, the activities, objects mediators of these activities and the environment of use of the objects) has been increasing interest to integrate the users during the development process, primarily for the investigation and evaluation stages. In certain university in the Mexican context efforts are made to train Designers with expertise in ergonomics, human factors and methodology associated with the processes of design development. Part of the effort is the constant incorporation of knowledge about the process of design, features and methodologies as well as the inclusion of aspects that allow users consider (ergonomics and human factors) at different stages of the design process. The objective of this proposal is to contextualize the importance of creating a toolkit which classified different methods and techniques and instruments from various disciplines useful for the stages of inquiry and evaluation of the integrated design process, identifying the type of data that sheds (qualitative or quantitative) and its application process and the utility reports to process. In order to improve the design process of inquiry has resorted to using diverse techniques that have allowed an approach to the qualitative and quantitative necessary to include the social, emotional and cognitive users during the development of the design process. Moreover, the assessment is a process of obtaining information and its use through the application of methods and techniques allows us to identify the level of development of a project with respect to the objectives, with the intention of making judgments useful for decisions, i.e. allows assessment feedback in the design process. There are considered two types of evaluation: formative and summative. Formative assessment is an assessment that is done during design to ensure that the product meets the needs of users while evaluation (also called summative or comprehensive) is an assessment that is done when the design is finalized, possessing each type evaluation. An evaluation design should observe all aspects that impact the user interaction with objects and the environment of use of the same, i.e. systemic approach is needed to respond to the questions: Why evaluate? , What evaluate? , Where assess? , When to evaluate?, all with the aim of evaluating the User experience (which involves affective, cognitive , physical and social) so that the methods, techniques and tools for inquiry or evaluation must be properly selected and applied during the design process.
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Loweth, Robert P. "The Use of Narrative Methods to Generate Engineering Design Knowledge: A Scoping Literature Review." In ASME 2024 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2024. http://dx.doi.org/10.1115/detc2024-142275.
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Abstract Narrative inquiry is a form of qualitative research in which researchers derive meaning from narratives of individuals’ experiences. This scoping literature review explored how narrative methods have been used to generate engineering design knowledge. Sixteen papers met the author’s inclusion criteria. The author reviewed these papers to identify their research questions, the types of narratives employed to answer these research questions, and the methods that researchers used to derive meaning from their narratives. Five papers involved arts-based narratives: four analyzed visualizations of students’ design processes while one synthesized student design processes into a descriptive timeline. Five papers analyzed documentary narratives comprised of audio or video recordings of designers engaged in design work. Five papers analyzed biographical narratives derived from interviews with designers or from ethnographic study of design projects. Only one paper used an autobiographical narrative to examine liberatory design practices. Fourteen papers addressed their study aims by applying categorizing analysis processes to narratives. Only two papers created narratives from data as a method to explain their findings. Opportunities for deeper engagement with narrative methods in engineering design research include leveraging arts-based narratives to study experienced designers, synthesizing explanatory narratives, leveraging narratives to study design equity, and leveraging autobiographical narratives.
Reports on the topic "Methods in qualitative inquiry"
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Henson, Donna. Thesis Review: The Manifestation of Race in Everyday Communication Interactions in New Zealand. Unitec ePress, 2015. http://dx.doi.org/10.34074/thes.revw2064.
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In the second of the Theses Review series Dr Donna Henson reviews the work of Elizabeth Revell. ‘This thesis presents an interesting and thoughtful autoethnographic inquiry into the manifestation of race in everyday communication interactions in New Zealand. An uncommon choice of both topic and method in the local communication disciplinary context, Revell presents a partial collaborative autoethnographic approach to the study that entails the reflexive analysis of qualitative data drawn from solicited participant diaries, semi-structured interviews and focus groups.
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Henson, Donna. Thesis Review: The Manifestation of Race in Everyday Communication Interactions in New Zealand. Unitec ePress, 2015. http://dx.doi.org/10.34074/thes.revw22015.
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This thesis presents an interesting and thoughtful autoethnographic inquiry into the manifestation of race in everyday communication interactions in New Zealand. An uncommon choice of both topic and method in the local communication disciplinary context, Revell presents a partial collaborative autoethnographic approach to the study that entails the reflexive analysis of qualitative data drawn from solicited participant diaries, semi-structured interviews, and focus groups. The resultant thesis presents a methodologically compelling and theoretically significant contribution to the field of communication research generally, and the discussion of race in the local context specifically.
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Thomas, Mariko. The Stories We Tell: A Qualitative Inquiry to Multiracial Family Storytelling. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2146.
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Mahn, J. A., G. W. Hannaman, and P. Kryska. Qualitative methods for assessing risk. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/71621.
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Rosenfeld, Azriel. Qualitative Methods in Computer Vision. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada264335.
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Bassi, Andrea. From “Social Impact” to “Social Value”. CIRIEC, 2022. http://dx.doi.org/10.25518/ciriec.wp202206.
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After the financial-economic crisis of 2008 there has been an increasing diffusion of discourses by international institutions stressing the necessity towards the adoption of impact evaluation methods both by for profit and SSE organizations. This craze for impact measurement is generally led by the need of the stock exchange to find new financial markets (demand) for an increasing offer of socially or environmentally oriented financial products (such as the Social Impact Bond). This pressure had the effect to spread terms and concept typically of the financial world to other domains, such as the welfare policy (Social Investment State) and the traditional philanthropic sector (Social Return on Investment). Even the SSE has not been immune from this “epidemic” of measurement, standardization, quantification of its activities’ effects (Salathé-Beaulieu, G. in collaboration with M. J. Bouchard and M. Mendell, 2019). The paper’s main aim is to argue in favour of the adoption of a broader conceptualization of the SSE contribution to the local community (and to the society as a whole) that the one implied by the term “impact”. It proposes a conceptual framework based on the “social value” notion, which requires to consider the worth (Bouchard, M. J. ed., 2009) linked to the presence of the organization itself and not only of its activities/ programs/services. The paper will illustrate and comment the main results from an empirical research on the Social Added Value Evaluation of an umbrella recreation association in the Emilia-Romagna Region. The inquire adopts an experimental design based on qualitative methods such as: focus groups, face to face interviews and on site observations, in order to build a consensual system of social value/impact evaluation to be adopted by the local branches of the regional association.
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Silver, Christina. Harnessing NVivo for Qualitative and Mixed-Methods Research. Instats Inc., 2023. http://dx.doi.org/10.61700/nt0r494153uop469.
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This seminar introduces you to harnessing NVivo to accomplish qualitative and mixed-methods analysis. The seminar follows the principles of ensuring analytic strategies drive the use of software tools as described in the CAQDAS pedagogy, the Five-Level QDA method, providing both theoretical understandings of the role of software like NVivo in the analysis process, and practical experience with operating NVivo to accomplish a variety of analytic tasks. You will be guided through the typical phases of an analysis and how they can be facilitated through the creative and systematic use of NVivo. An official Instats certificate of completion is provided and 2 ECTS Equivalent points are offered for European PhD students.
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Silver, Christina. Harnessing Dedoose for Qualitative and Mixed-Methods Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/ub9kx30m0ga6o469.
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This seminar, 'Harnessing Dedoose for Qualitative and Mixed-Methods Data Analysis', is a one-day workshop aimed at equipping researchers with the skills to effectively use Dedoose in their research. Led by Christina Silver, an expert in the field, the workshop covers a range of topics including preparing and importing data, coding strategies, data visualization, and troubleshooting common issues in Dedoose. The seminar, which will be taught via Zoom, is a valuable opportunity for researchers to enhance their qualitative and mixed-methods data analysis skills, with all materials available online for 30 days after the seminar begins. An official Instats certificate of completion and 1 ECTS Equivalent point is provided at the conclusion of the seminar.
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Silver, Christina. Harnessing ATLAS.ti for Qualitative and Mixed-Methods Analysis. Instats Inc., 2023. http://dx.doi.org/10.61700/lm8w5wslhgnlw469.
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This seminar introduces you to harnessing ATLAS.ti to accomplish qualitative and mixed-methods analysis. The seminar follows the principles of ensuring analytic strategies drive the use of software tools as described in the CAQDAS pedagogy, the Five-Level QDA method, providing both theoretical understandings of the role of ATLAS.ti in the analysis process, and practical experience with operating the software to accomplish a variety of analytic tasks. You will be guided through the typical phases of an analysis and how they can be facilitated through the creative and systematic use of ATLAS.ti. An official Instats certificate of completion and 2 ECTS Equivalent points are provided at the conclusion of the seminar.
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Silver, Christina. Harnessing NVivo for Qualitative and Mixed-Methods Research. Instats Inc., 2023. http://dx.doi.org/10.61700/enle68kuhidm8469.
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This 12-part seminar introduces you to harnessing NVivo to accomplish qualitative and mixed-methods analysis. The seminar follows the principles of ensuring analytic strategies drive the use of software tools as described in the CAQDAS pedagogy, the Five-Level QDA method, providing both theoretical understandings of the role of software like NVivo in the analysis process, and practical experience with operating NVivo to accomplish a variety of analytic tasks. You will be guided through the typical phases of an analysis and how they can be facilitated through the creative and systematic use of NVivo. An official Instats certificate of completion is provided and 2 ECTS Equivalent points are offered for European PhD students.