De-skilling data analysis: the virtues of dancing in the dark

Frankham, Jo; Stronach, Ian; Bibi-Nawaz, Sajida; Cahill, Greg; Cui, Vanessa; Dymoke, Katy; Dung, Mai Thi Thuy; Lungka, Phorn; Mat-Som, Hafisan; Khir, Masrur Mohd

doi:10.1080/1743727x.2013.795531

Cited by 8 publications

(4 citation statements)

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“…However, adopting criteria promoted in a reporting standard does not always lead to meaningful and trustworthy findings. Also, many supervisors tend to refer their students to qualitative software too quickly, instead of giving them a proper training for acquiring the skills to formulate concepts, models and theories in an inductive way by reading and rereading the interview data (Dierckx de Casterlé et al, 2012;Blank, 2004;Cox, 2012;Dingwall et al, 1998;Frankham et al, 2013;O'Dwyer et al, 2007;Wasserman et al, 2009). It is a common misunderstanding that qualitative analysis software allows for obtaining interpretations quickly and easily ( James, 2012).…”

Section: Introductionmentioning

confidence: 99%

QualiBuddy: an online tool to improve research skills in qualitative data analysis

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et al. 2017

QRJ

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Purpose Novice researchers experience difficulties in analysing qualitative data. To develop the skills necessary for qualitative data analysis, theoretical manuals are often insufficient. Supervisors supporting students in analysing qualitative data stress the need for practical guidance, including exercises and feedback. The purpose of this paper is to present and discuss QualiBuddy, an interactive online support tool in answer to this need. Design/methodology/approach An online support tool was developed in answer to existing problems regarding analysing qualitative data. The tool provides a learning trajectory of 11 stages of analysis, which all contain examples, exercises, feedback, verification questions and questions for reflection. This tool is developed from a multidisciplinary perspective and is constructed around various steps. During the development process, internal feedback from the members of the project team, as well as external feedback from an international steering group with experts in qualitative research were taken into account. Findings The tool QualiBuddy is based on an empirically and theoretically grounded approach to qualitative data analyses. Pilot tests with experienced qualitative researchers suggest that the tool potentially allows novice researchers from various domains to develop and improve their skills in conceptualising interview data, specifically within a grounded theory approach. Originality/value QualiBuddy is a newly developed interactive online education tool based on and complementary to existing guides for qualitative data analysis.

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Section: Introductionmentioning

confidence: 99%

QualiBuddy: an online tool to improve research skills in qualitative data analysis

Mertens

Heylighen

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et al. 2017

QRJ

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“…The group was not the first to note that improvisation is important in the research supervision process (Frankham et al, 2013; Grant, 2010; Stronach et al, 2013). Our (non-)method is also an attempt to do something different from other more accepted approaches to qualitative/interpretive research that are more procedural in their search of categories and themes.…”

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confidence: 99%

“…Concerned much more with the educational in “educational research,” we strive for invention instead of patterned repetition. Through our reflexive negotiations, we have given recognition to our thinking, breathing, erring selves involved in the process of research (Frankham et al, 2013), and what these selves might contribute to our learning. As a result, our “technique” was conversational and interactive—improvised.…”

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confidence: 99%

“Hello Central, Give Me Doctor Jazz”: Auto/Ethnographic Improvisation as Educational Event in Doctoral Supervision

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Owen

et al. 2017

Qualitative Inquiry

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Through exchanges within a doctoral supervision, the authors explore a range of dilemmas and challenges for reflexive inquiry. These include the problematic business of naming, the impossibility of objective separation of self from research, the merging of researcher subjectivities, and differences between performance and performativity. We note the educational potential in what can conventionally be considered “unprofessional” approaches to qualitative inquiry: neologisms, personal experience, stories, conversations, music, poetry, paintings, and film. We engage in reflexive interactions with each other and with such “data.” This was undertaken in the spirit of jazz improvisation—an unrehearsed performance—something that “happened,” an unplanned educational event but also an agency enabled by structure.

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“…And so beyond us. In Badiou's terms, we aspire to a "reflexive multiplicity" (Badiou, 2013, p. 369), one rehearsed elsewhere (Frankham et al, 2014;Stronach et al, 2013). Making public such a "falling out" is positive rather than negative.…”

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confidence: 99%

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Blyth

Chapman

Stronach

2015

Qualitative Inquiry

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Drawing on Badiou’s writing, we develop new insights on some central notions of the discourse on “disability.” We offer eight agonistic, intersecting trajectories addressing these concepts. Drawing on authorial voices, we criticize the grammatical and rhetorical maneuvers we have previously undertaken as we represent ourselves aiming for forms of participatory engagement, thus offering both critique and self-critique. Previous poststructuralist accounts in this area have drawn on “philosophers of difference,” but mainly Deleuze and Guattari. This piece offers innovation in harnessing aspects of Badiou’s thinking to issues surrounding “discourses of disability” and notions of the research “self” in its various “impersonations.”

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De-skilling data analysis: the virtues of dancing in the dark

Cited by 8 publications

References 8 publications

QualiBuddy: an online tool to improve research skills in qualitative data analysis

QualiBuddy: an online tool to improve research skills in qualitative data analysis

“Hello Central, Give Me Doctor Jazz”: Auto/Ethnographic Improvisation as Educational Event in Doctoral Supervision

Disabling XAuthors, Disordering TextsX

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