1130948

Preparation and Pre-course Assignment  

Considering the course objectives, class preparation and class participation are essential. In preparation for the course, each student is expected to read the required articles and write a one-page summary of insights in reflection on the readings. 

Furthermore, participants are expected to introduce themselves to the class by posting a profile of the research project they wish to work on during the course. Please provide one page that describes your academic background and research interests, as well as your guiding research questions, data sources, and research methodologies to the best of your ability. Please include contact information and web address if available.   

Finally, the participants are required to load their own data into at least two different data analysis software applications (e.g., Atlas.ti, Maxqda, Nvivo) for use during the course (see further explanation below). 

Please upload your insights and profile page in the designated Assignment section in Canvas no later than one week prior to the beginning of the course (01 March 2021). 

Required Software Tools and Data 

Considering the hands-on nature of the course, each participant should bring to the class a computer with pre-installed software for qualitative analysis and a sample of their own data to work on during the course. 

Each participant is expected to download and get familiar through online tutorials and self-experimentation with at least three different software applications for qualitative analysis. A full package of Nvivo is available for free via the CBS software library. Atlas.ti, Nvivo, and Maxqda have time-capped downloadable demo versions at their respective websites.  Consider also other software that is suitable for qualitative data analysis, e.g., MS Excel, Word, or OneNote. Please bear in mind that there will be no traditional demonstrations of any software during the course. However, there will be abundant opportunities for hands-on experience connected with reflection during the class. Therefore, you are required to familiarize yourself as much as you can with the different kinds of software applications for qualitative analysis prior to the class.   

Participants are required to bring their own data to work on during the course. This can be 3-4 transcripts of interviews, field notes, online pictures, audio, or anything else that you want to analyze. You will be asked to work on your data with the qualitative analysis software of your choice throughput the entire course. Please upload your own data to work on during the course in the designated Assignment section in Canvas no later than one week prior to the beginning of the course (01 March 2021). 

The course is designed as a two-day extensive seminar that focuses on the design, execution, and communication of thematic analysis driven qualitative research. The course offers participants practical experience in working with qualitative data from a research project in a multidisciplinary context. Best cases and worst cases of digital qualitative analysis will be presented. Participants are expected to be willing to use data from their own research to analyze. Depending on the level of experience with digital analysis of qualitative data among the participants, different aspects of qualitative analysis software will be used and discussed during class. 

The course will run online using Zoom. Participants need to ensure that they are on a high-speed internet connection. They also commit for 100%s presence with face camera on, and active participation in discussions during the course days. If possible, we will also offer hybrid/blended mode of participation on campus.

* Light breakfast will be served at 8:30   

*All daily sessions are 9:00 – 12:00 and 13:00 – 16:00 unless noted otherwise. 

At the end of the course, students should be able to: 

• Discuss the theories and methods that were presented in class and covered by the readings  
• Design theoretically valid and methodologically rigorous digital thematic analysis of qualitative data  
• Demonstrate the ability to conduct a digital thematic analysis of qualitative data 
• Interpret analytical results from digital thematic analysis  of qualitative data 
• Assess the quality of digital thematic analysis  of qualitative data 
• Articulate in writing a formal description of digital thematic analysis-based research design  

The exam will take the form of an individual take-home 7 pages written exam that is designed to foster the application of the qualitative research methods covered in the course. The paper should emulate the research design and analysis sections of a research paper. Accordingly, the paper should outline the design and illustrates the analysis of a qualitative empirical study for investigating one's domain of interest or any other contemporary or emerging topic in the social sciences. All work must be original material that is produced individually. The paper is due on 16 April 2021. Re-take exam, if necessary, will be administered about a month later. 

Evaluation 

A Pass/Fail grade will be based on individual take-home 5 pages written exam. A passing grade on the pre-course assignment and the coding exercise assignment are a prerequisite for taking the exam. 

About the instructor:  

Torkil Clemmensen is a professor at the Department of Digitalization, Copenhagen Business School, Denmark. He obtained his PhD from University of Copenhagen (psychology). His research interest is in psychology as a science of design. His research focusses on cultural- psychological perspectives on usability, user experience, and digitalization of work. He contributes to Human-Computer Interaction, Design, and Information Systems. Torkil has been running a PhD course on digital analysis of qualitative data 12 times since 2007, each time with between 10 and 20 PhD students from various departments and universities in Denmark and internationally. He has a keen interest in “instrumentalizing” qualitative research to make it more transparent and accessible to all. He has published many research papers based on qualitative and mixed method research designs, and some examples are:  

Clemmensen, T. (2004). Four approaches to user modelling—a qualitative research interview study of HCI professionals' practice. Interacting with computers, 16(4), 799-829. 

Clemmensen, T. (2011). Templates for cross-cultural and culturally specific usability testing: results from field studies and ethnographic interviewing in three countries. Intl. Journal of Human–Computer Interaction, 27(7), 634-669. 

Clemmensen, T. (2012). Usability problem identification in culturally diverse settings. Information Systems Journal, 22(2), 151-175. 

Clemmensen, T., Ranjan, A., & Bødker, M. (2018). How cultural knowledge shapes core design thinking—a situation specific analysis. CoDesign, 14(2), 115-132. 

Clemmensen, T., Hertzum, M., & Abdelnour-Nocera, J. (2020). Ordinary user experiences at work: a study of greenhouse growers. ACM Transactions on Computer-Human Interaction (TOCHI). 

Required demo versions of software packages  

Download and familiarize yourself through online tutorials and self-experimentation. 

Atlas.ti

Maxqda 

Nvivo 

Note: Students are welcome to bring other software applications of choice to the class. 

Required Readings 

Books 

Creswell, J. W. (2018, 5th edition). Research design - qualitative, quantitative and mixed method approaches. London: SAGE. (Focus in particular on chapter 1 and chapter 10 – note that this is the 5th edition). 

Dahler-Larsen, P. (2008). Displaying Qualitative Data. University Press of Southern Denmark, 2008.   

Papers 

Chandler, R., Anstey, E., & Ross, H. (2015). Listening to voices and visualizing data in qualitative research: Hypermodal dissemination possibilities. Sage Open, 5(2), 2158244015592166. 

Clemmensen, T. (2018). Notes on Digital Qualitative Analysis (unpublished). 

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. 

Gioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking qualitative rigor in inductive research notes on the Gioia methodology. Organizational Research Methods, 16, 15-31   

King, N., (2012). ‘’Doing template analysis.’’ In Symon, G, and Cassell, C. (Eds.) Qualitative Organizational Research: Core Methods and Current Challenges, 426-450. Sage, London.  

Muhr, T. (1991). ATLAS/ti—A prototype for the support of text interpretation. Qualitative sociology, 14(4), 349-371. 

Richards, T., & Richards, L. (1992). Database organization for qualitative-analysis - the nudist(tm) system. Lecture Notes in Artificial Intelligence, 611, 116-133 

Verdinelli, S., & Scagnoli, N. I. (2013). Data display in qualitative research. International Journal of Qualitative Methods, 12(1), 359-381. 

Recommended Optional Readings 

Friese, Susanne. Qualitative data analysis with ATLAS. ti. SAGE Publications Limited, 2019. 

Guest, G., MacQueen, K., & Namey, E. E. (2012). Writing up thematic analyses. Applied Thematic Analysis. Sage Publications, Thousand Oaks, CA, 241-278. 

Kuckartz, Udo, and Stefan Rädiker. Analyzing qualitative data with MAXQDA. Switzerland: Springer International Publishing, 2019. https://core.ac.uk/download/pdf/326762723.pdf 

Lockton, D., Ricketts, D., Aditya Chowdhury, S., & Lee, C. H. (2017, May). Exploring qualitative displays and interfaces. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems (pp. 1844-1852). 

Peterson, J. S. (2019). Presenting a qualitative study: A reviewer’s perspective. Gifted Child Quarterly, 63(3), 147-158. 

Reay, T., Zafar, A., Monteiro, P., & Glaser, V. (2019). Presenting findings from qualitative research: One size does not fit all! In The production of managerial knowledge and organizational theory: New approaches to writing, producing and consuming theory. Emerald Publishing Limited. 

Scagnoli, N. I., & Verdinelli, S. (2017). Editors' Perspective on the Use of Visual Displays in Qualitative Studies. The Qualitative Report, 22(7), 1945.