{"id":3221,"date":"2016-05-03T07:45:08","date_gmt":"2016-05-03T07:45:08","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/cel\/?p=3221"},"modified":"2016-05-05T12:47:56","modified_gmt":"2016-05-05T12:47:56","slug":"celebrate-workshop-caqdas","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2016\/05\/03\/celebrate-workshop-caqdas\/","title":{"rendered":"CELebrate Workshop: The challenges and rewards of teaching qualitative analysis using CAQDAS"},"content":{"rendered":"

I delivered this workshop as part of #CELebrate2016<\/a>, with three main objectives. First, to acquaint participants with the principles of using Computer Assisted Qualitative Data Analysis Software (CAQDAS) for qualitative analysis; second, to discuss the rewards that come with introducing students to the potential uses of CAQDAS while they are learning qualitative analysis techniques; and third, to suggest some practical points to consider before\/during our students\u2019 and our own engagement with CAQDAS.<\/p>\n

I introduced the basic and more advanced features of CAQDAS, relating key functions such as coding and retrieval with their \u2018old school\u2019 manual equivalent. I went on to introduce and briefly compare the interfaces of two popular packages: MAXQDA12<\/sup><\/a> and NVivo10<\/a>. In doing so, I also considered the current debates and work being carried out in the UK and internationally in relation to CAQDAS teaching. I mentioned, for example the Pedagogy of Methodological Learning<\/a> project (NCRM, University of Southampton), as well as the longstanding work of other academics working with CAQDAS in higher education and beyond (e.g. Bazeley & Jackson, 2013<\/a>; Kuckartz, 2014<\/a>; Paulus & Bennett, 2015<\/a>; Silver & Lewins, 2014<\/a>).<\/p>\n

I then focused on some commonly asked questions, such as 1) whether CAQDAS \u2018condition\u2019 how students analyse their data; 2) the problem of \u2018segmentation\u2019 of data when using CAQDAS; 3) the extent to which students using CAQDAS rely on the quantification of qualitative data for their analysis; 4) the differences between CAQDAS and linguistics-driven software such as Alceste<\/a>, EVOQ<\/a> and Leximancer<\/a>.<\/p>\n

I finalised by \"Anne<\/a>explaining my five-step \u2018self-help\u2019 approach for the busy academic or graduate student, based on my teaching experience:<\/p>\n