Given the vast and diverse qualitative analytic landscape, what might be a generative starting point for researchers who desire to learn how to produce quality qualitative analyses? This question is particularly relevant to researchers new to the field and practice of qualitative research and instructors and mentors who regularly introduce students to qualitative research practices. In this article, we seek to offer what we view as a useful starting point for learning how to do qualitative analysis. We begin by discussing briefly the general landscape of qualitative research methodologies and methods. To contextualize our suggestions, we review the qualitative analytic practices commonly used within human resource development (HRD). Following this, we describe thematic analysis in more detail, including why we believe it is a particularly useful analytic approach to consider when first learning about qualitative analysis. We share seven common practices or important considerations for carrying out a thematic analysis and conclude by highlighting key considerations for assuring quality when conducting a thematic analysis.

Despite considerable interest in action learning, no systematic investigation of action learning literature has been reported. Two purposes of this study are (a) to systematically access and examine recent empirical studies on action learning and related themes using Garrard’s Matrix Method for reviewing literature (the review of the literature covered an 8-year period from 2000 to 2007; 50 studies have been selected based on the search criteria) and (b) based on Revans’s proposition regarding the need for a conceptual and practical balance between action and learning, to categorize empirical studies into action-oriented, learning-oriented, and balanced action learning. Studies selected from the systematic literature review process are highlighted, and Revans’s balance issue and the quality of select studies are discussed. A conceptual framework for the future studies of action learning, key concluding themes, and the limitations of the study are also articulated.

The purpose of this collaborative qualitative study was to investigate the lived experience of women leaders in South Korean companies who manage their work and life and develop their leadership in the face of organizational and cultural constraints. Critical to this investigation was the understanding of three concepts represented in the literature on women in leadership: cultural context, work-life balance, and leadership development. A team of eight researchers conducted a collaborative qualitative study to interview 50 women leaders using a purposeful and snowball sampling method. As a result, we found that women leaders experience difficulties in work-life balance and leadership development largely due to a gendered workplace. By gendered workplace we mean frequent drinking after work, the exclusion of women leaders from informal networking, and a lack of developmental opportunities. The gendered workplace forced them to sacrifice their personal lives in order to work long hours and develop their own strategies for work-life balance. We also found that there were noticeable differences in their narratives by position (28 team leaders and 22 executives) and marital status (37 married and 13 singles) concerning family support, major challenges, definitions of success, leadership styles, and mentors. Based on the study findings, we provided implications for research and practice and the study limitations.

Purpose – The purpose of this case study was to investigate how project-based learning (PBL) is being practiced in Columbus Signature Academy (CSA), a high school located in Columbus, Indiana, USA. Design/methodology/approach – The authors used the case study method to provide qualitative details about CSA ' s use of PBL that is being practiced in a natural education setting. Findings – The authors identified six emergent themes (community partners, dedicated facilitators, student group work, authentic projects, school culture, and science, technology, engineering, and mathematics (STEM)-focus) as the essential elements of the high school ' s PBL use. The authors also evaluated CSA ' s use of PBL using strengths, weaknesses, opportunities, and threats (SWOT) analysis and generated eight challenges that CSA should tackle to make it more sustainable. Research limitations/implications – This study is contextualized in a high school located in Columbus, Indiana, so the authors cannot generalize the results of this study to other contexts. Practical implications – This study showed that PBL holds outstanding potential to be an innovative approach to teaching and learning, and teacher professional development. Originality/value – Major strengths of CSA ' s use of PBL come from the integration of the workforce needs of local businesses and the broader educational needs of students. Active involvement of community partners to make a project authentic is an essential element of CSA ' s PBL that distinguishes it from problem-based learning.

Sturges, 1999). Men's objective career success is defined by verifiable attainments (e.g., promotions), while women's subjective career success is defined by internal criteria (e.g., worklife balance). Women's careers are considerably more complicated than men's due to barriers imposed by gendered social contexts, so women experience competing priorities for their time and attention across career stages (Mainiero and Sullivan, 2005; O'Neil et al., 2008). However, we are unsure if the study findings are applicable to a different context. Problem Statement Research on career success in a South Korean (Korean, hereafter) context presented similar findings to the western literature: men aim for more objective career success and women for subjective career success. Kim's (2004) study of Korean women employees in a large bank showed that for women, intrinsic aspects were more important determinants of career success than objective measures. In a survey of 260 Korean workers, Kim and Cha (2014) presented 11 dimensions that Korean workers defined as career success including: learning/experience,