Multidisciplinary graduate training in social research methodology and computer-assisted qualitative data analysis: a hands-on/hands-off course design

Definition and improvement of the concept and tools of a psychosocial intervention program for parents in pediatric oncology: a mixed-methods feasibility study conducted with parents and healthcare professionals

“…Quantitative data were analyzed using descriptive statistics (frequencies) in order to identify and prioritize the critical elements to be discussed in the interviews. Qualitative data from the open-ended questions (questionnaires) and transcriptions (interviews) were processed and encoded using NVivo 11 software by analysts who received appropriate training specifically for this project [34]. An emergent thematic analysis method was used, and the transcript coding process followed these steps: (1) outlining of the significant critical categories for descriptive analysis; (2) encoding of the transcript by two authors separately (DO, RR); (3) completion of two meetings to discuss and evaluate the inter-rater agreement and the themes selections between the authors by consensus (DO, CJB, RR); (4) recoding of the transcript following each meeting, based on established guidelines and code descriptions; (5) development of the hierarchy of the three central themes (parents’ experience, evaluation of the program, suggestions for improvement); (6) reduction and synthesis of the data for each theme; (7) a preliminary drafting of the results incorporating quotes that had been transcribed without the markers of spoken language to allow for a more fluid reading [35].…”

NVivo courses in the library

“…We offer the courses as hands-on workshops. This is partly motivated by our own teaching experience in reference management tools like EndNote, where hands-on courses are essential, and partly motivated by the amount of literature supporting this kind of approach when teaching CAQDAS programs (see for instance Bourque & Bourdon, 2017, Silver & Rivers, 2016. Our experience with EndNote clearly shows the need for user support far beyond only teaching the software in question, because of highly different levels of computer literacy amongst the participants.…”

“…Hands-on workshops and post-training follow-ups would also be in accordance with recommendations from other teachers and writers. In the article "Multidisciplinary graduate training in social research methodology and computer-assisted qualitative data analysis: a hands-on/hands-off course design", Bourque and Bourdon describe their experience and argue for the effectiveness and usefulness of dual hands-on and hands-off dynamic approaches (Bourque & Bourdon, 2017). As other approaches, it has its strengths and limitations.…”

Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy

“…In contrast, educators who integrate QDAS into their methods education point out that learners benefitted by experiencing the iterative, messy and reflective nature of research in an authentic way (Blank, 2004;Bourque and Bourdon, 2017;Di Gregorio, 2003;Fitzgerald et al, 2003;Gibbs, 2014;Johnston, 2006;Kalpokaite and Radivojevic, 2016;Mühlmeyer-Mentzel and Schürmann, 2011;Parmeggiani, 2008;Bennett, 2013, 2017;Salmona and Kaczynski, 2016;Woolf, 2015, 2018;Walsh, 2003).…”

“…This concrete experience can 'reveal the mysterious process' (Walsh, 2003: 251), and help learners create a tangible trail of decisions and products, which in turn supports critical reflection upon methods-driven processes (Kalpokaite and Radivojevic, 2016;Salmona and Kaczynski, 2016). Educators have noted increased confidence in students after having experienced how qualitative methods play out as concrete practices (Bourque and Bourdon, 2017), and that students gained 'insight to design challenges' (Salmona and Kaczynski, 2016: para. 52) of methodological nature by working with QDAS.…”