Deep and insightful interactions with the data are a prerequisite for qualitative data interpretation, in particular, in the generation of grounded theory. The researcher must also employ imaginative insight as they attempt to make sense of the data and generate understanding and theory. Design research is also dependent upon the researchers' creative interpretation of the data. To support the research process, designers surround themselves with data, both as a source of empirical information and inspiration to trigger imaginative insights. Constant interaction with the data is integral to design research methodology. This article explores a design researchers approach to qualitative data analysis, in particular, the use of traditional tools such as colored pens, paper, and sticky notes with the CAQDAS software, NVivo for analysis, and the associated implications for rigor. A design researchers' approach which is grounded in a practice which maximizes researcher data interaction in a variety of learning modalities ensures the analysis process is rigorous and productive. Reflection on the authors' research analysis process, combined with consultation with the literature, would suggest digital analysis software packages such as NVivo do not fully scaffold the analysis process. They do, however, provide excellent data management and retrieval facilities that support analysis and write-up. This research finds that coding using traditional tools such as colored pens, paper, and sticky notes supporting data analysis combined with digital software packages such as NVivo supporting data management offer a valid and tested analysis method for grounded theory generation. Insights developed from exploring a design researchers approach may benefit researchers from other disciplines engaged in qualitative analysis.

Improving doctoral support through group supervision: analysing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship AbstractThe challenges of the doctoral journey can create social and academic isolation. Student support is normally facilitated through the supervisory team and research training programmes. There is little empirical evidence on the role group supervision and peer learning can play in nurturing and sustaining doctoral scholarship. This article explores group supervision processes, analysing student experiences of face-to-face and technology-mediated (Tm) strategies in a professional doctorate programme, to address the question of what factors in group supervision help or hinder scholarship. Findings illustrate how group supervision can nurture mutual and sustained support and how Tm encounters can add value, affording location-independent interactions to facilitate participation, and reduce isolation. Key dimensions of a pedagogical support framework for doctoral supervision will be identified, which give priority to nurturing relationship development and sustaining connectedness through group supervision. This form of nourished scholarship can support and sustain the doctoral journey and improve completion rates. . Doctoral education is characterised by increasing provision of nontraditional routes and growth of professional doctorates in a wide range of disciplines geared to developing 'researching professionals' rather than 'professional researchers' (Gregory 1995;Doncaster and Thorne 2000;Bourner, Bowden, and Laing 2001;Usher 2002;Galvin and Carr 2003). The development of these programmes has generated 'creative tensions' (Malfoy 2005) and 'issues of validity' (Costley and Lester 2012) associated with their scope and delineation, particularly when compared with the conventional PhD. These tensions impact on students and supervisor relationships, highlighting the need to consider alternative, more innovative and enabling pedagogic support strategies that can address these challenges and create opportunities for more collective and collaborative research cultures and environments (Delamont, Atkinson, and Parry 1997;Cousin and Deepwell 2005;Malfroy 2005;Samara 2006;Wisker, Robinson, and Shacham 2007) focused on 'nourished scholarship' (Carr, Galvin, and Todres 2010). KeywordsProfessional doctorate students can experience particular challenges associated with being professionally experienced, mature and part-time students while sharing with all doctoral students the essentially personal and individualised nature of the doctoral experience, routed in the goal of undertaking and successfully completing a sustained in-depth investigation of a problem or issue in order to make a significant contribution to knowledge. This experience can 2 Reference this paper as: . Improving doctoral support through group supervision: analyzing face-to-face and technology-mediated strategies for nurturing and sustaining scholarship. Studies in Higher Education, 2015 http://dx

Strong evidence supports the health benefits of breastfeeding contributing to the public health campaign to improve initiation and duration of breastfeeding globally, yet breastfeeding continuation rates are persistently low in the UK. Inadequate support from health professionals appears to be an underlying feature, aggravated by a dearth of professional education that uses a biopsychosocial approach. This paper describes how using women's video narratives of their lived experience of breastfeeding within higher education impacted positively on the attitudes of a group of midwives in relation to supporting breastfeeding women. It reports on the qualitative element of a two-phase sequential mixed methods study where focus group methods generated rich data about how and why the educational intervention altered attitudes. Analysis was thematic. Six major themes emerged, 'listening and learning from real women's experiences'; 'generation of emotions'; 'acquisition of new knowledge and learning'; 'reflection on practice'; 'promotion of independent learning' and 'sharing learning and ideas with peers'. 'Listening and learning from real women's experiences' was central to learning, and was pivotal to attitudinal change, motivating an intense need to improve practice. Findings support the value of using women's video narratives within midwifery education, through their power to integrate affective and cognitive learning, and to promote a transformative learning process. This novel approach brings value-added learning benefits by enhancing the potential to improve attitudes towards supporting breastfeeding women and improving clinical practice.

While there is growing evidence of theoretical perspectives adopted in interprofessional education, learning theories tend to foreground the individual, focusing on psycho-social aspects of individual differences and professional identity to the detriment of considering social-structural factors at work in social practices. Conversely socially situated practice is criticised for being context-specific, making it difficult to draw generalisable conclusions for improving interprofessional education. This article builds on a theoretical framework derived from earlier research, drawing on the dynamics of Dewey's experiential learning theory and Archer's critical realist social theory, to make a case for a meta-theoretical framework enabling social-constructivist and situated learning theories to be interlinked and integrated through praxis and reflexivity. Our current analysis is grounded in an interprofessional curriculum initiative mediated by a virtual community peopled by health and social care users. Student perceptions, captured through quantitative and qualitative data, suggest three major disruptive themes, creating opportunities for congruence and disjuncture and generating a model of zones of interlinked praxis associated with professional differences and identity, pedagogic strategies and technology-mediated approaches. This model contributes to a framework for understanding the complexity of interprofessional learning and offers bridges between individual and structural factors for engaging with the enablements and constraints at work in communities of practice and networks for interprofessional education.

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