Search results

This chapter aims to explicate the use of computer software for qualitative data analysis. Drawing on both a review of relevant literature and a reflexive commentary on an ongoing ethnography, this chapter argues that the use of computer software for qualitative data analysis facilitates rigour and reliability in research, whilst also contributing to wider debates regarding the distinctions made between different research paradigms.

The chapter is divided into two sections. In the first, a review of literature pertaining to the use of computer software for qualitative data analysis is reported. The key themes to emerge from this review are then explored in the second section, which consists of a reflexive commentary on the use of computer software for qualitative data analysis within an ongoing three-year Canadian/UK research project.

The chapter concludes firstly by foregrounding the methodological benefits of using computer software for qualitative data analysis, and secondly by commenting on wider debates relating to the historical distinctions between quantitative and qualitative research paradigms.

The chapter suggests that the uptake of computer software for qualitative data analysis should be considered as an integral element of the research design process.

The originality of this chapter rests in its focus on methodology rather than method, on a reflexive discussion of the place of computer software within the research process rather than a technical description of how software should be used. This chapter is of value not only to researchers who are using or considering using software for their research, but also to researchers who are engaged in wider methodological discussions relating to qualitative and quantitative research paradigms, and to research quality and generalisability.

To explore the cases for and against the use of computer‐assisted qualitative data analysis software (CAQDAS) in qualitative organisation and management research.

Reflecting the debate inherent in the questions raised about the use of CAQDAS, a dialogue between the authors is used.

There are risks associated with using CAQDAS without considering its underpinning principles and assumptions about data analysis. If these are considered explicitly as part of a research methodology, then CAQDAS may be a valuable analytical tool. If not, there is risk of distortion and bias in results from the use of CAQDAS.

The paper addresses a commonly posed question for qualitative researchers, in a format and structure that is likely to stimulate further debate.

Discussions of the use of computer‐assisted qualitative data analysis software (CAQDAS) in social science research studies are still few and isolated. In fact, much of the literature takes an uncritical approach to CAQDAS programs based on unrealistic expectations of the software as a methodology in and of itself. This has significant implications for learning and teaching qualitative data analysis software and the way it is used in research. The study on which this article is based combined formal narrative analysis, thematic coding, and deconstruction techniques to analyse the data using a dedicated qualitative data analysis software NVivo. A discussion is given of how the qualitative analysis software was used in a social constructionist study, particularly outlining how it fitted with the methodological perspective adopted, and where, why and in what way rigour fitted with the underpinning epistemological position. Thus, this article illuminates how rigour can be integrated with relevance with the aid of the power and possibilities that qualitative research software possesses. In addition, an attempt is made to demonstrate how the use of CAQDAS enhances the validity of a qualitative project.

Computer-aided/assisted qualitative data analysis software (CAQDAS) supports qualitative and mixed methods researchers to organize, analyze, and explore data in a meaningful, and efficient, way. Successfully utilizing CAQDAS software can be challenging, particularly for the novice researcher. To assist all researchers 21 CAQDAS dilemmas are articulated. These relate to choosing, using, and getting started with the software, as well as writing about CAQDAS use. These dilemmas suggest there is no right way to use CAQDAS programs, rather the specific research project, along with researcher experience and philosophy, should drive the extent to which any project utilizes the extensive CAQDAS capabilities, while also encouraging the researcher(s) to drive their ideas and exploration beyond what they initially thought possible.

This paper discusses the ways that software programs can support qualitative market research practitioners in data analysis and interpretation. First it looks at what these programs entail and shows how certain misconceptions have arisen around their use. Then it describes how one particular program, NUD*IST, can be used in the analysis and interpretation process and relates this to its use by market research practitioners.

To provide guidance for the formalised analysis of qualitative data and observations, to raise awareness about systematic analysis and illustrate promising avenues for the application of qualitative methodologies in international marketing research.

Conceptually, the nature of qualitative research, globalisation and its implications for the research landscape, text‐data as a source for international research and equivalence issues in international qualitative research are discussed. The methodology section applies these concepts and analysis challenges to a real‐world example using N*Vivo software.

A 14‐step analytic design is developed, introducing procedures of data analysis and interpretation which help to formalise qualitative research of textual data.

The use of software programs (e.g. N*Vivo) helps to substantiate the analysis and interpretation process of textual data.

Step‐by‐step guidance on performing qualitative analysis of textual data and documenting findings.

The paper is valuable for researchers and practitioners looking for guidance in analysing and interpreting textual data from interviews. Specific support is given for N*Vivo software and its application.

The analysis of unstructured information, particularly in the form of text, has long been a technique in the armory of social scientists, who have to deal with conversational records, historical documents, unstructured interviews, and the like. Unsurprisingly, a considerable amount of methodological literature has developed on the subject. The methods of “qualitative data analysis” have now spread to areas of information analysis as diverse as market research and legal evidence analysis. Related computer techniques, from database management systems and word‐processors to specialized qualitative data analysis software, have been pressed into use. This article discusses the information processing methodology and theory assumed by computer‐based qualitative data analysis software; and, in particular, describes and analyzes the methodology of the NUDIST system developed by the authors.

Qualitative research suffers from “contestation” and a lack of “boilerplate” problems to assessing and presenting qualitative data, which have hampered its development and the broader acceptance of qualitative research. This paper aims to address this gap by marrying the constructivist methodology and RQDA, a relatively new open-source computer-assisted qualitative data analysis (CAQDAS)-based R extension and demonstrate how the software can increase the rigor, transparency and validity of qualitative research.

This paper highlights the constructivist approach as an important paradigm in qualitative research and demonstrates how it can be operationalized and enhanced using RQDA. It provides a technical and methodological review of RQDA, along with its main strengths and weaknesses, in relation with two popular CAQDAS tools, ATLAS.ti and NVivo. Using samples of customer-generated e-complaints and e-praises in the electronics/computer sector, this paper demonstrates the development of a process model of customer e-complaint rhetoric.

This study offers step-by-step instructions for installing and using RQDA for data coding, aggregation, plotting and theory building. It emphasizes the importance of techniques for sharing coding outputs among researchers and journal gatekeepers to better disseminate and share research findings. It also describes the authors’ use of RQDA in classrooms of undergraduates and graduate students.

This paper addresses the “contestation” and “boilerplate” gaps, offering practical, step-by-step instructions to operationalize and enhance the constructivist approach using the RQDA-based approach. This opens new opportunities for existing R users to “cross over” to analyzing textual data as well as for computer-savvy scholars, analysts and research students in academia and industry who wish to transition to CAQDAS-based qualitative research because RQDA is free and can leverage the strengths of the R computing platform.

This study offers the first published review and demonstration of the RQDA-based constructivist methodology that provide the processes needed to enhance the rigor, transparency and validity of qualitative research. It demonstrates the systematic development of a data structure and a process model of customer e-complaint rhetoric using RQDA.

The purpose of this paper is to review the basic principles of qualitative analysis, and examine the practical application of these principles to analyze student assignments using the ATLAS.ti software.

Student comments from an assignment are prepared for import into ATLAS.ti. The comments are coded, and then analyzed for patterns using ATLAS.ti and its mechanisms for exploring data and data patterns.

ATLAS.ti offers myriad analytic tools that allow the researcher to quantify qualitative information through coding, data query, cross‐tabulation, and networked visualization of project design. By developing both technical expertise with the software, and developing familiarity with qualitative methodology, librarians can wield an effective means to assess and evaluate text‐based data, such as student assignments or surveys.

Because the ATLAS.ti software, and the qualitative analysis process itself is so complex, this article can only outline the most prominent aspects of the tool.

The document can serve as a “jumping‐off” point for other researchers wishing to either explore the qualitative analysis process, particularly as conducted with ATLAS.ti. The reader will become more familiar with the basic concepts of qualitative analysis as reflected in the organization and functions of the ATLAS.ti, as well as the process of preparing and analyzing textual information with ATLAS.ti.

Because there is a general lack of literature on setting up a project with the software, the article is potentially valuable to anyone wishing to expand and improve their evaluative skills using ATLAS.ti or similar tools.

As qualitative researchers struggle to come to grips with the technological revolution, they are faced with the necessity of learning and teaching qualitative data analysis software in higher education research courses. This change has significant implications for their practice as researchers and teachers. In this article we provide experienced‐based recommendations for individual practice (research instructors, dissertation advisers, and doctoral students) and for institutional practice (scaling up for deep integration of qualitative data analysis software). Our recommendations are grounded in hard‐earned experience gleaned from many years of working with individuals and institutional contexts to improve the use of qualitative research in higher education.