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The critical incident technique (CIT) is widely used in many disciplines; however, scholars have acknowledged challenges associated with analyzing qualitative data when using this technique. Therefore, the purpose of this article is to address the data analysis issues that have been raised by introducing some different contemporary ways of analyzing qualitative critical incident data drawn from recent dissertations conducted in the human resource development (HRD) field.

This article describes and illustrates different contemporary qualitative re-storying and cross-incident analysis approaches with examples drawn from previously and recently conducted qualitative HRD dissertations that have used the CIT.

Qualitative CIT analysis comprises two processes: re-storying and cross-incident analysis. The narrative inquiry–based re-storying approaches the authors illustrate include poetic narrative and dramatic emplotting. The analytical approaches we illustrate for cross-incident analysis include thematic assertion, grounded theory, and post-structural analysis/assemblages. The use of the aforementioned approaches offers researchers contemporary tools that can deepen meaning and understanding of qualitative CIT data, which address challenges that have been acknowledged regarding the difficulty of analyzing CIT data.

The different contemporary qualitative approaches that we have introduced and illustrated in this study provide researchers using the CIT with additional tools to address the challenges of analyzing qualitative CIT data, specifically with regard to data reduction of lengthy narrative transcripts through re-storying as well as cross-incident analyses that can substantially deepen meaning, as well as build new theory and problematize the data through existing theory.

A strength of the CIT is its focus on actual events that have occurred from which reasoning, behaviors, and decision-making can be examined to develop more informed practices.

The CIT is a very popular and flexible method for collecting data that is widely used in many disciplines. However, data analysis can be especially difficult given the volume of narrative qualitative data that can result from data collection. This paper describes and illustrates different contemporary approaches analyzing qualitative CIT data, specifically the processes of re-storying and cross-incident analysis, to address these concerns in the literature as well as to enhance and further evolve the use of the CIT method.

In our chapter we describe the analysis of categorisations as an important part of narrative criminology. Categorisations of people (as offenders, victims, witnesses, etc.) are a central component of the communicative construction and processing of crime. Categories are associated with assumptions about actions and personal characteristics. Therefore, categorisations play a prominent role in the question of whether and how someone should be dealt with or punished. Narratives essentially consist of categorisations as well as the representation of a temporal course of interactions and actions. Analysing categorisations can therefore provide decisive insights for narrative criminology. With the research method of ‘Membership Categorisation Analysis’, categorisations can be reconstructed in detail. We describe this potential by reconstructing how the defendant ‘Dave’ categorised himself in the context of his main trial and how he was categorised by others in order to justify a judgement against him. Our analysis shows that categorisations, which are socially impactful and often controversial, must be established by particular narrative manoeuvres.

This chapter explores middle leadership identity through the real-world accounts of how two middle leaders construct and develop their leadership identity and how this impacts the way their middle leadership is practiced. Leadership identity, an internal narrative of oneself as a leader which is practised professionally in context, represents a concept that is best understood as being unique to an individual, enduring over time, and a consequence of human experiences. Middle leadership is often the first promotion for teachers from teacher to leader and, as such, how middle leaders perceive themselves as a leader and how this formative process of leadership identity underpins middle leaders’ practices can make a significant impact on a leader’s decision making, professional relationships, behaviours, and actions. This chapter is co-authored by two researchers and two middle leaders with the intention of understanding middle leader identity development and its influence on middle leadership practices. Using interviews, middle leaders’ stories of identity were co-composed and re-storied to construct each middle leader’s narrative. This chapter concludes with a discussion on the influences of identity for middle leaders and considerations for leadership development.

This paper aims to explore the ways in which entrepreneurship education may serve as an identity workspace.

This is a conceptual/theoretical paper based on previously completed empirical work.

The paper makes the connection between worldmaking, experience, action and identity.

The paper furthers understanding of entrepreneurship education and its potential effect on the identity of participants. It stresses the importance of offering entrepreneurship education participants the opportunity to take entrepreneurial action. It has implications for the existing state of entrepreneurship education, e.g. the focus on business plans in the absence of an exploration of the identity of participants.

The paper is an original exploration of the linkage between entrepreneurship education and identity and has implications for both pedagogy and practice.

Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored.

This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period.

Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed.

This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction.

The authors, seven women–writers–performers–artists–academics, have been working collectively for a year, storying, de-storying and re-storying the experience of our lives. The authors write to “taste life twice, in the moment and in retrospect” (Nin, 1976), to uncover and learn ourselves through writing (Richardson, 1997), to take the “risky” steps of talking to each other about our inner lives (Palmer, 1998). Cognisant of the limitations and masculinities of traditional academic discourses, in form and content, and heavily confined by neoliberal expectations to count and be counted, we write and express the stories of lives the authors did not choose or imagine – lives we are given and live through. Our expression inhabits aesthetic, contemplative and sensory ways of knowing and employs poetry, image, song and story to create a polyvocal account of women’s lives, voices, struggles and learning. The authors share here part of our collective memoir and its development. The paper aims to discuss these issues.

This paper is designed as a collective memoir.

The authors write and express the stories of lives we did not choose or imagine – lives we are given and live through. The expression inhabits aesthetic, contemplative and sensory ways of knowing and employs poetry, image, song and story to create a polyvocal account of women’s lives, voices, struggles and learning. The authors share here part of our collective memoir and its development.

The research focuses on autoethnography and lived experience.

Auto-ethnography/lived experience offers rich insights into the personal and political actions and actors within higher education.

The purpose of this paper is to illustrate what can be learnt about early career researchers through a narrative self-reflection of two academics’ moving towards the end of the early career into middle career stage.

The two academics’ share their experiences as self- study reflective inquiries, specifically as a want and need for “more” through this respective involvement in critically thinking about and planning their career trajectory. Using Schwab's (1969) flights from the field as an interpretative tool, this event is the trigger used to story and re-story the personal experience of the academics through a reflective inquiry approach.

Looking across the reflective self-studies, the final analysis reveals similarities, differences and tensions of the lived experiences of early career researchers’.

Through listening to the voices of early career academics insights are gained that highlight the need for active agency in the academy while learning from others to focus on building research profiles.

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education.

As an English language teacher and researcher, the author adopts narrative analysis as the research method for doctoral study, so this article delves into narrative research methods, especially in the context of English language education. The author found various existing notions on narrative research from Clandinin and Connelly (2000) and Barkhuizen et al. (2014), who contend that narrative is a mode of processing experiences and events in the form of a story. The author corroborated various notions on narrative research in English language education as an argument that narratives can be a strong data source in English language educational research. Since it has been a research focus for English language educators, the author explored seven dissertations that were submitted to a Nepalese university in 2017, 2018 and 2019.

The article aims at analyzing narratives discourses to project dialogic storying as relevant in a mode of narrative research in English language education. While examining the dissertations, the author found that the subjective and ideological exploration of narratives is in practice; however, they need further in-depth analysis under a specific framing. The author argues that the concept of dialogic storying can be strong narrative research in English language education.

It has examined prospective applications of the dialogic storying process using dissertations submitted to a University in Nepal. In terms of conceptual discussions on narratives and narrative analysis, it is more interpretive.

It provides an initial framing to get into narrative research in English language education. It allows academics to go further into subjective and ideological inquiries in order to discuss more categorical elements in narrative research.

It is a more thematic and interpretive discussion so it discusses existing and appropriate practices in narrative research methods to defend the dialogic storying approach. It has not counter argued the existing knowledge; however, it provides insights to clarify dialogic storying as a research approach.