It will be very helpful once I understand ATLAS.ti”: Teaching ATLAS.ti using the Five-Level QDA method

Paulus, Trena M.; Pope, Elizabeth M.; Woolf, Nicholas H.; Silver, Christina

doi:10.1080/13645579.2018.1510662

Cited by 22 publications

(26 citation statements)

References 21 publications

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“…However, it is important to note that users of ATLAS.ti are responsible for giving instructions with regards to what they want ATLAS.ti to do. A qualitative methodology must be maintained by the researcher since ATLAS.ti is not a qualitative method and does not know how to analyze data (Paulus et al 2019). Thus, the study is in support of the argument of Paulus and Lester (2016) that ATLAS.ti does not take away control from the researchers but allows the analysts to provide solutions to problems relating to large data sets.…”

Section: Discussionmentioning

confidence: 81%

Software, Method, and Analysis: Reflections on the Use of ATLAS.TI in a Doctoral Research Study

Adelowotan¹

2021

EJEF

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This paper presents evidence from a user of a computer-assisted qualitative data analysis software (CAQDAS) referred to as ATLAS.ti on its usefulness and challenges in the content analysis of corporate annual reports (CARs) of top South African companies. The paper illustrates how ATLAS.ti was employed to perform the content analysis of 60 corporate annual reports to determine the extent of human capital disclosures by the top South African companies. Useful reports generated from the “hermeneutic unit” known as “AdePhD” include the primary document list, the code list, the code families, the code summary, the code-primary document list, the codequotation list, and the network views. The reports from this qualitative analysis software facilitated the observations on the frequency of ninety-one human capital disclosure items analyzed from the corporate annual reports of companies in our sample. Findings indicate that the use of ATLAS.ti enabled a faster and robust analysis that would have taken a much longer time if done manually. It also facilitated more coherent results. Nevertheless, the major challenge is the lack of adequate institutional support for users when compared with the level of institutional support available for quantitative data analysis software such as the Statistical Package for the Social Sciences (SPSS).

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Section: Discussionmentioning

confidence: 81%

Software, Method, and Analysis: Reflections on the Use of ATLAS.TI in a Doctoral Research Study

Adelowotan¹

2021

EJEF

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“…The comprehension about Atlas.ti™ capabilities and resources becomes our analyze more valuable considering to main approach provided by authors and researchers in terms of lacking official teaching and learning environments (Paulus et al, 2018), resistances from researches in using software (Chandra;Shang, 2017), numbers of new researchers to drift available waves from tutorials or support from developers etc.…”

Section: Atlasti™ Functionalities and Resourcesmentioning

confidence: 99%

“…Atlas.ti™ in courses and workshops for approximately 20 years mainly in the U.S. and UK, respectively, we believe that this article will contribute for an additional knowledge. As mentioned by Paulus et al ( 2018) a teaching method is founded on several key principles, including: (a) there is no correct way to use a software; (b) analytic strategies and software tactics must be understood as separate, though they are often confounded in the literature; (c) and these strategies and tactics are used to accomplish harnessing the software most effectively (Paulus et al, 2018).…”

Section: Atlasti™ Functionalities and Resourcesmentioning

confidence: 99%

“…Only half of learners can name their specific methodologies using software (e.g. constant comparative method, narrative analysis, case study, phenomenology) (Paulus et al, 2018).…”

Section: Atlasti™ Functionalities and Resourcesmentioning

confidence: 99%

“…Even the fact that there is no one right way to use CAQDAS -Atlas.ti™ (Leitch et al, 2016), it represents challenges to novice researchers in their process of learning. An effective CAQDAS Atlas.ti™ usage involves translating the needs of a given study (informed by methodology and the analytic techniques of conceptualization) into practices of using software tools to achieve research aims (Paulus et al, 2018). Without ongoing methodological support, we have observed how things can go wrong during the software independent usage; e.g.…”

Section: Conclusion and Contributionsmentioning

confidence: 99%

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Qualitative methods of analysis: an example of Atlas.TI™ Software usage

Ronzani

Costa

Silva

et al. 2020

G&T

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Atlas.ti™ provides useful analytical resources in academic research, particularly for social science disciplines. This technical report presents a case study utilizing a CAQDAS package, as example of research, to show how to utilize Atlas.ti™ version 7. This will serve as a practical guide for qualitative researchers who are beginning to use CAQDAS Atlas.ti™.Design/methodology/approach: Atlas.ti™ software is required to disclose an academic study data introduction, analysis and retrieval outcomes about how commitment, development and innovation contribute to resources mobilization and stimulate capacity of research, development and innovation (R&D&I) team in a traditional business.Findings: Better outcomes have demonstrated Atlas.ti™ usage as a software that organize, retrieve, analyze data in a continuous and cyclical ways in procedures that require constantly comparison.Practical implications: Atlas.ti™ components, such as co-occurrence code, query tool and network view are applied to support data analysis and make easier code validation and emerged categories to understand how to handle qualitative data to organize scientific qualitative approach.Originality/value: Practical presentation of Atlas.ti™ and discussion about benefits of such technology adoption.

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Assessment of regional development needs according to criteria based on the Sustainable Development Goals in the Meta Region (Colombia)

Aragonés‐Beltrán

González-Cruz

Camargo

et al. 2022

Sustainable Development

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When a regional government considers investing funds for the sustainable development of its region, it must consider the real needs of the population and the fulfillment of the Sustainable Development Goals (SDGs). The identification of needs should be carried out with the support of local stakeholders representing various social groups. This paper seeks to answer the question of how to guide public investment policies at the local level, such as improving education, health, transportation and others, to better meet the SDGs. To answer this question, a multi-criteria decision-making process is followed, whereby, once the needs are classified by investment areas, they are prioritized based on criteria derived from the SDGs. The problem is complex because of the difficulty of the local stakeholder engagement process and also because of the interrelationships and influences that arise between all the elements of the decision problem: criteria and alternatives. To address this complexity, the Analytical Network Process method combined with DEMATEL will be followed. This process is applied to the case study of the distribution of funds allocated by the Government of Colombia to the Meta Region (Colombia) with the participation of 48 stakeholders to identify needs and the support of six experts in sustainability and project management for their prioritization.

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It will be very helpful once I understand ATLAS.ti”: Teaching ATLAS.ti using the Five-Level QDA method

Cited by 22 publications

References 21 publications

Software, Method, and Analysis: Reflections on the Use of ATLAS.TI in a Doctoral Research Study

Software, Method, and Analysis: Reflections on the Use of ATLAS.TI in a Doctoral Research Study

Qualitative methods of analysis: an example of Atlas.TI™ Software usage

Assessment of regional development needs according to criteria based on the Sustainable Development Goals in the Meta Region (Colombia)

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