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1031406 |
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Course |
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| Analysis of qualitative data (Runs annually) | ||
Faculty |
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Nanna Mik-Meyer, Professor, Department of Organization, Copenhagen Business School Lise Justesen, Associate Professor, Department of Organization, Copenhagen Business School Anne Reff Pedersen, Professor MSO, Department of Organization, Copenhagen Business School |
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Course Coordinator |
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| Professor Nanna Mik-Meyer | ||
Prerequisites |
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The PhD student should be well versed in basic literature on qualitative methods and be in the middle of – or just finished with – his/her data collection. The student should attach to the application one document: A brief note (no more than 300 words), listing: • Your research topic and research question(s) • Precise description of the data you have gathered by 5 August 2019 • Key concepts/theoretical perspective(s) that inspire your research • Five key questions on methodological/analytical issues in your project Deadline for sending this document is 5 August 2019. The PhD student will be told if he/she is accepted to the course before 8 August 2019. If you are accepted you should work out a three-pages (maximum) analysis of data gathered in your PhD project. The three pages shall offer an analysis of interview quotes/sequences or text from documents. This data should weigh 1/3 of the presentation (approx. one page) and the analysis of the data should weigh 2/3 of the presentation (approx. 2 pages). Deadline for sending this text is 5 September 2019. It is a precondition for receiving the course diploma that the PhD student attends the entire course. |
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Aim |
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| An important feature of qualitative research is that it generally describes itself as inductive rather than deductive, that is, qualitative research develops interpretation and concepts based on empirical data rather than collecting data to test for given hypotheses or models. However, qualitative analyses vary in relation to when in the process concepts enter the analytical work. Consequently, this course will involve analytical approaches that have an explicit conceptual basis and an analytical approach that builds the conceptual framework along the way. | ||
Course content |
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| A central goal of the course is to teach the students how to develop strong analysis from a qualitative dataset. In order to do so the students are taught to conduct qualitative analyses in a systematic, consistent and transparent way. The course will enter the so-called black box of how to conduct qualitative analysis and focus on the actual analysis of qualitative data, that is, when interviews or documents are analysed and the role of concepts in this undertaking. The course will involve concepts inspired by different research traditions, namely, Grounded Theory (Charmaz’s version), Symbolic Interactionism, Narrative Analysis and Actor Network Theory and show students how different conceptual approaches contribute to specific analysis of data. | ||
Teaching style |
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| Dialogue-based lectures, group discussions as well as concrete feedback sessions to all participating students. The three pages analysis of data provided by all participants will constitute the outset for discussions in the course (cf. ‘student presentations’), and you must be prepared to participate in discussions of your individual presentation as well as other students’ analyses. | ||
Lecture plan |
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Day 1 10.00 Introduction to the course – Mik-Meyer 10.30 Lecture 1 Mik-Meyer: THE BLACK BOX OF QUALITATIVE ANALYSIS – PART 1 11.30 Lunch 12.30 Lecture 2 Mik-Meyer: THE BLACK BOX OF QUALITATIVE ANALYSIS – PART 2 13.30 Break 13.45 Joint discussion 14.45 Break 15.00 Lecture 3 Mik-Meyer: THE BLACK BOX OF QUALITATIVE ANALYSIS – PART 3 16.00 Day ends 18.00 Course dinner Day 2 9.00 Lecture 4 Mik-Meyer: EXAMPLE 1: GROUNDED THEORY 9:45 Joint discussion 10:30 Lecture 5 Mik-Meyer: How to conduct a GT analysis 11.15 Break 11:30 Lecture 6 Justesen: EXAMPLE 2: ACTOR NETWORK THEORY 12:30 Lunch 13.30 Joint discussion 14:15 Lecture 7 Justesen: How to conduct an ANT analysis 15:00 Student presentations (two parallel groups) 16.00 Day ends Day 3 9.00 Lecture 8 Reff Pedersen: EXAMPLE 3: NARRATIVE ANALYSIS 10.00 Joint discussion 10.45 Lecture 9 Reff Pedersen: How to conduct an ANT analysis 11.30 Break 11:45 Student presentations and discussions (two parallel groups) 12:30 Lunch 13.30 Student presentations and discussions (two parallel groups) 15.00 Break 15.15 Student presentations and discussions (two parallel groups) 16.00 Day ends Day 4 9.00 Lecture 8 Mik-Meyer: EXAMPLE 3: SYMBOLIC INTERACTIONISM 10.00 Joint discussion 10.45 Lecture 9 Mik-Meyer: How to conduct an SI analysis 11.30 Break 11:45 Student presentations and discussions 12:30 Lunch 13.30 Student presentations and discussions 15.00 Break 15.15 Lecture 10: Mik-Meyer: PROS AND CONS TOWARDS DIFFERENT ANALYTICAL APPROACHES 16.00 Course ends |
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Learning objectives |
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1) The course will provide the students with hands-on knowledge on how to conduct systematic, consistent and transparent analyses of qualitative data. 2) The course will discuss qualitative analysis in relation to the aforementioned three perspectives and their criteria of how to progress from data to analysis. 3) By sharing examples of actual analysis, the students with have a good platform for developing the quality of their PhD’s projects’ analyses as well as learn from the discussions of fellow students’ projects. On completion of the course, students should have better understanding of the craft skill needed for conducting convincing qualitative analyses. |
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Exam |
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| Certificates will be granted to students with full participation in all sessions. The students will receive a diploma where it is certified that the students have taken part in and completed all requirements for the PhD course. | ||
Other |
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Start date |
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| 09/09/2019 | ||
End date |
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| 12/09/2019 | ||
Level |
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| PhD | ||
ECTS |
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| 4 | ||
Language |
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| English | ||
Course Literature |
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Course literature (primary) Blumer, H. (1986) Chapter 1 “The methodological position of symbolic interaction” and chapter 3 “Society as symbolic interaction” in Blumer, H. (ed) Symbolic Interactionism. Perspective and method. Berkeley: University of California Press. (approx. 70 pages) Charmaz, K. (2016) Grounded Theory, in Smith, J. (ed) Qualitative Psychology. A Guide to Research Methods. London: Sage. Charmaz, K. (2000) Constructionist and objectivist grounded theory, in Denzin, N. K. & Lincoln, Y. (eds) Handbook of Qualitative Research. Thousand Oaks, CA: Sage. Clarke, A. E. (2003) Situational analysis: grounded theory mapping after the postmodern turn, Symbolic Interactionism, 26 (4): 533-576. Gephardt, R. 2004. What is qualitative research and why is it important? Academy of Management Journal, 7: 454–462. Holstein, J. A. & Gubrium, J. F. (1995) The active interview. New York: Sage. Latour, B. (2005) “Third source of uncertainty: Objects too have agency”, “Fourth source of uncertainty: Matter of facts vs. matter of concern” and “Fifth source of uncertainty: Writing down risky accounting”, in Reassembling the Social, Oxford: Oxford University Press, 63-140. Pratt, M. G. (2008) Fitting oval pegs into round holes: Tensions in evaluating and publishing qualitative research in top-tier North American journals, Organizational Research Methods, 11 (3): 481-509. Pratt, M. G. (2009) For the lack of a boilerplate: tips on writing up (and reviewing) qualitative research, Academy of Management Journal, 52 (5): 856-862. Searle, C. & Silverman, D. (1997) Ensuring rigour in qualitative research, The European Journal of Public Health, 7 (4): 379-384. Supplementary literature Blumer, H. (1986) Symbolic Interactionism. Perspective and method. Berkeley: University of California Press. Charmaz, K. (2006) Constructing Grounded Theory: A practical guide through qualitative analysis. London: Sage. Denzin, N. K. & Lincoln, Y. (2000) (eds) Handbook of Qualitative Research. Thousand Oaks, CA: Sage. Goffman, E. (1990) The presentation of self in everyday life. New York: Double day. Justesen, L. & Mik-Meyer, N. (2012) Qualitative research methods in organisation studies. Copehagen: Hans Reitzels Publishers. Latour, B. (1987) Science in Action: How to follow scientists and engineers through society. Cambridge, Massachusetts: Harvard University Press. Patton, M. Q (2001) Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage. Silverman, D. (2013) Interpreting qualitative data. London: Sage. |
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Fee |
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| DKK 5,200 (covers the course, coffee/tea, lunch and one dinner) | ||
Minimum number of participants |
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| 14 | ||
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Maximum number of participants |
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| 20 | ||
Location |
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Copenhagen Business School Kilevej 14A 2000 Frederiksberg Room: K4.74 |
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Contact information |
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The PhD Support Katja Høeg Tingleff Tel.: +45 38 15 28 39 E-mail: kht.research@cbs.dk |
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Registration deadline |
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| 05/08/2019 | ||
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Please note that your registration is binding after the registration deadline. In case we receive more registrations for the course than we have places, the registrations will be prioritised according to two factors: 1) PhD projects that fit the content of the course, and 2) Priority of institutional affiliation in the following order: First students from Doctoral School of Organisation and Management Studies (OMS), second students from other CBS PhD schools and third students from other institutions than CBS. |
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