1141965


Course
Analysis of Qualitative Data

Faculty

Nanna Mik-Meyer, Professor, Department of Organization, Copenhagen Business School 

Anne Reff Pedersen, Professor MSO, Department of Organization, Copenhagen Business School 

Anne Roelsgaard Obling, Associate Professor, Institute for Leadership and Organization, Danish Defence  


Course Coordinator
Nanna Mik-Meyer, Professor, Department of Organization, Copenhagen Business School

Prerequisites

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 upon course registration attach 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 9 August 2021
  • 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 upon registration (9 August 2021 registration deadline).  

The PhD student will be told if he/she is accepted to the course before 9 August 2021. 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). Please upload you analysis together with your brief note of your project (the 300-words document). Deadline for this combined document is 30 August 2021. 


Aim
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
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 Phenomenology and show students how different conceptual approaches contribute to specific analysis of data.     

Teaching style
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

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 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 Reff Pedersen: EXAMPLE 2: NARRATIVE ANALYSIS  
12:30   Lunch 
13.30   Joint discussion 
14:15   Lecture 7 Reff Pedersen: How to conduct a NARRATIVE analysis 
15:00   Student presentations (two parallel groups)  
16.00   Day ends 
 
Day 3 
9.00     Lecture 8 OblingEXAMPLE 3PHENOMENOLOGY
10.00   Joint discussion 
10.45   Lecture 9 Obling: How to conduct a PHENOMENOLOGICAL 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 10 Mik-Meyer: EXAMPLE 4: SYMBOLIC INTERACTIONISM 
10.00   Joint discussion 
10.45   Lecture 11 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 12: Mik-Meyer: PROS AND CONS TOWARDS DIFFERENT ANALYTICAL APPROACHES 
16.00   Course ends


Learning objectives

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.  


Exam
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

Start date
14/09/2021

End date
17/09/2021

Level
PhD

ECTS
4

Language
English

Course Literature

Course literature (primary) 

Järvinen, M. & Mik-Meyer, N. (2020) Qualitative Analysis. London: SAGE. Please read chapters: 1, 2, 3, 4, 5, 10, 11 and 12. (Key book of the course) 

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) 

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.  

Humle, D. M., & Pedersen, A. R. (2015). Fragmented work stories: Developing an antenarrative approach by discontinuity, tensions and editing. Management Learning, 46(5), 582-597. 

Pratt, M. G. (2008) Fitting oval pegs into round holes: Tensions in evaluating and publishing qualitative research in top-tier North American journalsOrganizational 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. 

Schütz A (1944) The Stranger: An essay in social psychology, American Journal of Sociology, 49(6): 499–507. 

Searle, C. & Silverman, D. (1997) Ensuring rigour in qualitative research, The European Journal of Public Health, 7 (4): 379-384. 

Vaara, E., Sonenshein, S., & Boje, D. (2016). Narratives as sources of stability and change in organizations: approaches and directions for future research. Academy of Management Annals, 10(1), 495-560. 

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.  

Patton, M. Q (2001) Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage. 

Silverman, D. (2013) Interpreting qualitative data. London: Sage. 

Suddaby, R. (2006) From the Editors: What grounded Theory is not, Academy of Management Journal, 49(4), 633-642. 


Fee
DKK 5,200 (covers the course, coffee/tea, lunch and 1 dinner))

Minimum number of participants

Maximum number of participants
20

Location
Copenhagen Business School
Kilen, Kilevej 14
2000 Frederiksberg
Room: KL 4.74

Contact information
Administrative support:

PhD support 
Nina Iversen 
Tel.: +45 38152475 
Email: ni.research@cbs.dk 


Registration deadline
09/08/2021

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) CBS PhD students.

This course runs annually.

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