Qualitative data analysis

Thematic analysis (TA) is a method for identifying, analyzing, and interpreting patterns of meaning (‘themes’) within qualitative data. TA is unusual in the canon of qualitative analytic approaches, because it offers a method – a tool or technique, unbounded by theoretical commitments – rather than a methodology (a theoretically informed, and confined, framework for research). This does not mean that TA is atheoretical, or, as is often assumed, realist, or essentialist. Rather, TA can be applied across a range of theoretical frameworks and indeed research paradigms. There are versions of TA developed for use within (post)positivist frameworks that foreground the importance of coding
reliability (e.g. Boyatzis, 1998; Guest, MacQueen, & Namey, 2012), and given the emphasis on positivism in positive psychology (Friedman, 2008), it is unsurprising that such approaches are often favored by qualitative researchers in this area (e.g. Selvam & Collicutt, 2013). However, there are also versions of TA – like ours – developed (primarily) for use within a qualitative paradigm (Braun & Clarke, 2006,
2013). These versions emphasize an organic approach to coding and theme development and the active role of the researcher in these processes, and some positive psychologists are embracing the greater flexibility that they offer to the qualitative researcher (e.g. Holmqvist & Frisén, 2012). Since we published our original paper on TA (Braun & Clarke, 2006), our approach has become the most widely cited of the many (many!) different version of TA available to the qualitative  researcher, and it is this version that we focus on in the rest of this brief commentary.

Many researchers nowadays collect data through a mixed methods approach. Consequently, our world is exploding with data – text from interviews and FGDs transcripts, videos, social media and more. Making sense of it without the right research tools is like looking for a needle in a haystack. Atlas.ti is a powerful workbench for the qualitative data analysis of large bodies of textual, graphical, audio, and video data. It offers a variety of tools for accomplishing the tasks associated with any systematic approach to unstructured data. This course will provide both a conceptual background and practical experience in computer assisted qualitative data analysis (CAQDA) using Atlas.ti. The course examines core elements of CAQDA, the logic of the ATLAS.ti program, and how it can function as a tool for CAQDA. The course will also provide participants with the strategic understanding and applied skills in planning, conducting, analyzing, and reporting findings from qualitative research. At the end of the course, participants will be able to plan, conduct, and critically assess the quality of the qualitative data gathered during their data collection process.

Course Objectives
By the end of this program, participants should be able to:
 Understand the fundamentals of qualitative research
 Understand qualitative data collection and analysis methods
 Appreciate the role of Atlas.ti in the research process
 Set up a project in Atlas.ti and explore the function of Atlas.ti
 Upload primary documents into the hermeneutic units
 Undertake deductive and inductive qualitative data coding using Atlas.ti
 Distinguish among open, axial and selective coding
 Identify specific methods that enhance rigor in qualitative data analysis
 Use Atlas.ti in data analysis following an approach emphasizing data integration, organization, and constant documentation of the process
 Justify decision making with sound findings and evidence-based recommendations
 Write a qualitative research report

With qualitative research methods an integral part of the psychology curriculum, questions arise of what approaches to teach, and how to teach them. We think thematic analysis (TA) offers a useful – and a relatively easy to teach and learn – basic introduction to qualitative analysis (see Braun & Clarke, 2006, 2012, 2013; Clarke & Braun, 2013); yet even teaching a fairly accessible approach like TA presents challenges in the classroom. Drawing on our experiences, and 38 responses from psychology students to a short qualitative survey on students’ experiences of qualitative and TA teaching, we explore some of the challenges of teaching TA to students new to qualitative research, and suggest strategies for overcoming these. Many of these are not specific to TA; they apply to teaching qualitative research more broadly.

In our discipline (psychology), students typically learn about qualitative research only after they have been fully immersed in the norms, values and methods of scientific psychology. Many find it difficult to let go of what we call a ‘quantitative sensibility’. For such students, and others not well versed in a qualitative sensibility, Fugard and Potts (2015) tool for determining sample sizes in TA research has great intuitive appeal; it provides a life-raft to cling to in the sea of uncertainty that is qualitative
research. Thus, we share Hammersley’s (2015) concerns that their tool will be used by funding bodies and others (e.g. editors, reviewers) to determine and evaluate sample sizes in TA research. We fear it will result in further confusion about, and further distortion of, the assumptions and procedures
of qualitative research. We here build on concerns expressed by others (Byrne, 2015; Emmel, 2015;
Hammersley, 2015) to briefly highlight why this quantitative model for qualitative sampling in TA is
problematic, based on flawed assumptions about TA, and steeped in a quantitative logic at odds with
the exploratory and qualitative ethos of much TA research.

An understanding of the experience of food insecurity by children is essential for better measurement and assessment of its effect on children's nutritional, physical, and mental health. Our qualitative study explored children's perceptions of household food insecurity to identify these perceptions and to use them to establish components of children's food insecurity experience. Children (n 32; 11-16 y old) from

Qualitative research continues to grow around the world. More and more scholars and institutions of higher education continue to embrace it. Publications must continue to be on practical ways of conducting qualitative research in general and conducting it especially ethically. This paper is focused primarily on practical ways of enhancing ethical practices in qualitative research. While many qualitative research books and articles discuss ethical considerations, it is good to have a paper that synthesizes effective strategies to enhance ethics in a much more practical way. This paper goes from the definition of ethics to the importance of ethical practices and to the implementation of practical considerations before, during, and after data collection in qualitative research. This paper is not meant to be exhaustive; however, it should be a good guide for qualitative researchers who wish to avail of practical strategies for good ethical practices.

In the era of the 21st century, the best higher education institutions have more than one role. Not only do they educate and train students but they also create new ideas and knowledge for the short-term contemporary issues as well as long-term complex problems. In the strategic goals, five aspects are critical in higher education: the democratization of knowledge and access, the contestability of the market and funding, the research technologies, the global mobility and the integration with the industry. Universities should have strategic plans including strategic goals. In this study, the strategic models and plans of the public (5) and private (5) universities are analysed from the five different aspects. In order to deeply understand the dynamics at these universities, the phenomenological interpretive analysis is preferred. University leaders
and managerial departments should consider market needs and do strategic plan accordingly. Hence, they should develop the strategic thinking capacity of both their academic staff and researchers for short and long terms need of the industry. Results have shown that most universities have wrong perception regarding the strategic model and plan. Neither private nor public universities possess enough knowledge on the subject.
Keywords: Higher education, university and industry partnership, strategic model and planning, higher education management, financing of higher education.

Anksiyete; kaygı veya başka bir deyişle endişe insanların deneyimlediği bir korku ve gerilim halidir. Bazı görüşlere göre yaşanan iç çatışmaların sonucudur. Bazılarına göre ise öğrenilmiş davranışlardır. Denetim dışına çıkıp kişinin işlevselliğini aksattığında rahatsızlık olarak adlandırılır.

Eskiden insanların ortalama ömürleri otuz beş yılken ve kendi küçücük dünyalarında yaşarken çoğu kez endişeli olmaya fırsatları olmazdı ve anksiyeteden söz edilmezdi. Oysa, globalleşmenin dünyayı adeta kocaman bir ülkeye dönüştürmesi , mobil teknolojilerin ve sosyal medyanın günbegün hayatımıza sirayeti, bilgisayarların gitgide insan gücünün yerini alması, rekabetin hızla artması, stresli yaşam koşulları ve tarihte hiç olmadığı kadar çok sayıda seçenek arasından karar verme mecburiyeti günümüzde anksiyeteyi en yaygın zihinsel rahatsızlık konumuna getirmiştir. Günümüzde sadece ABD'de yılda 40 milyon kişi anksiyete rahatsızlığından muzdarip olmakta, her dört kişiden biri ise hayatının bir noktasında onunla mücadele etmektedir.

Aksiyete Çağı'm adlı kitapta The Atlantic adlı derginin editörü olan yazar Scott Stossel, kendi yaşadığı ve hayatını etkileyen anksiyete sorununu keşfetmek üzere çıktığı cesur yolculuğu okurlarla paylaşmaktadır. Bu yolculukta Stossell, insanlara büyük ısdırap veren , ancak çoğu kez zayıflık olarak görülen bu illeti; arka planda yıllardan beri incelediği genetik ve sinirbilimi bulguları ve anksiyete tarihi olmak üzere kendisinin ve yakın aile bireylerinin şaşırtıcı hayat hikayesi eşliğinde esprili bir dille ve büyük bir içtenlikle anlatmaktadır.Kitapta ayrıca, anksiyete kıskacına sıkışmış dünyaca ünlü kişilere ve onların hikayelerine de yer verilmektedir.

The genesis and development of grounded theory method (GTM) is evaluated with reference to sociology's attempt to demarcate exclusive referents of inquiry. The links of objectivist GTM to positivistic terminology and to the natural scientific distinction from "common sense" are explored. It is then considered how the biological sciences have prompted reorientation towards constructivist GTM, underpinned by the metaphysics of social constructionism. GTM has been shaped by the endeavor to attain the sense of exactitude associated with positivism, whilst also seeking exclusive referents of inquiry that are distinct from the empirical realm of the natural sciences. This has generated complex research techniques underpinned by tortuous methodological debate: eschewing the perceived requirement to define and defend an academic niche could help to facilitate the development of a more useful and pragmatic orientation to qualitative social research.

Το παρόν κείμενο αποσκοπεί στο να δώσει μια ευσύνοπτη και εύληπτη εικόνα του τρόπου επεξεργασίας ποιοτικών δεδομένων, με βάση τη λογική της θεματικής ανάλυσης και, κατ΄ επέκταση, στο να βοηθήσει φοιτητές/τριες, που σπουδάζουν εξ αποστάσεως, να προβούν στη θεματική ανάλυση ποιοτικών δεδομένων που έχουν παραγάγει μέσω συνεντεύξεων.

The current paper presents recommendations from the Task Force on Resources for the Publication of Qualitative Research of the Society for Qualitative Inquiry in Psychology , a section of Division 5 of the American Psychological Association. This initiative was a response to concerns by authors that reviews of qualitative research articles frequently utilize inflexible sets of procedures and provide contradictory feedback when evaluating acceptability. In response, the Task Force proposes the concept of methodological integrity and recommends its evaluation via its two composite processes: (a) fidelity to the subject matter, which is the process by which researchers develop and maintain allegiance to the phenomenon under study as it is conceived within their tradition of inquiry, and (b) utility in achieving research goals, which is the process by which researchers select procedures to generate insightful findings that usefully answer their research questions. Questions that guide the evaluation of these processes, example principles, and a flowchart are provided to help authors and reviewers in the process of both research design and review. The consideration of methodological integrity examines whether the implementation of fidelity and utility function coherently together. Researchers and reviewers also examine whether methods further the research goals, are consistent with researchers' approaches to inquiry, and are tailored to the characteristics of the subject matter and investigators. This approach to evaluation encourages researchers and reviewers to shift from using standardized and decontextualized procedures as criteria for rigor toward assessing the underlying methodological bases for trustworthiness as they function within research projects.

Bu kitap, girişimci olarak yeni bir işe başlayan ya da girişimci olup işlerini sistemli ve stratejik olarak büyütmek isteyen kişilere girişimciliğin tüm yönlerini kapsayan pratik bir rehberdir. Özellikle 21. yüzyılda girişimciliğin kaçınılmaz gerekliliği olan fırsatların hızlı olarak geliştirilip, karlı şirketlere dönüşmesinde gerekli olan stratejiyi sistemli olarak okuyucuları adım adım yönlendirmektedir. Başarılı bir işletme oluşturmak için gerekli tüm prosedürler bu kitapta mevcutdur:
Düzgün yasal altyapıyı,
İş modelleri ve planları,
Organizasyon modelleri,
Pazarlama stratejileri,
Güçlü finansal alt yapı,
Fikri Sınai Mülki Haklar
Patentleme ve Lisanslama
Müşteri ihtiyaç analizleri ve müşteri memnuniyeti.
Günümüzde piyasaları büyüten küçük işletme ve girişimcilerin haberleriyle dolu. Girişimcilik özellikle de küçük işletmelerin girişimcilik hareketi küresel ekonomide büyük bir güç haline geldi. Dünya çapında politika yapıcılar artık küçük ama dinamik girişimcilerin, ekonomik gelişme ve refahın artmasında oynadıkları önemli rolden haberdarlar. Yaratıcı, müşteri odaklı, yeni ürün ve hizmetler sunan,kendilerini başarılı olmaya adamış, dinamik, kararlı kadın ve erkek girişimcilerin ellerinde yeni bir girişimcilikten söz edilmekte. İste bu kitap, bu yeni girişimcilik için okuyuculara yol haritası vermekte. Girişimciliğin öğretilebilecek önemli sırlarını vererek, empati yoluyla küçük değerlerden nasıl fark yaratabileceğine vurgu yapmaktadır. Ayrıca kitap sosyal inovasyon ve sosyal girişimcilik ile ekonomik refah sağlamanın ötesinde dünyayı daha yaşanılası bir yer haline getirmedeki sistemi de sunmaktadır. Kitabın en önemli vurgusu ise bu yeni girişimcilik ruhuna sahip olanların daha kolay bir şekilde pek çok insanın yaşam standartlarını artırma becerisini kanıtlayan sosyo-ekonomik-kültürel-çevresel devrime liderlik etme üzerine kurgulanmıştır. Küçük işletmelerin yönetiminde ve/ya girişimcilik derslerinde bu kitabı kullanarak yaşadığımız toplumda ya da dünya çapında kısa-orta-uzun süreli olumlu değişiklikler meydana getirmek mümkün olacaktır. Sosyo-ekonomik-kültürel-çevresel değişim ve dönüşüme katkı sağlayan bu kitap ile iş başarısı ve finansal zenginlik elde etmek ve yeni girişimcilerden olmak için düşünme şeklini değiştiren ve stratejik hedefleri koyarak gerçekleştirmeyi sağlamak kolay olacaktır.

Course Overview
Many research scientists nowadays collect data through a mixed methods approach. Consequently, our world is exploding with data – text from interviews and FGDs transcripts, videos, social media and more. Making sense of it without the right research tools is like looking for a needle in a haystack. Qualitative data analysis is that process of bringing order, structure and meaning to the mass of collected data. If you are planning to conduct KIIs, IDIs or FGDs during your data collection, do participant observation or collect policy papers, press releases or Internet data from online surveys, soon or later you will have volumes of data and field notes for analysis.
This course aims to provide participants with the strategic understanding and applied skills in planning, conducting, and analyzing, reporting findings from qualitative research. At the end of the course, participants will be able to plan, conduct, and critically assess the quality of the qualitative data gathered during their data collection process. Participants will also learn how to use NVivo 12 in Qualitative Data Analysis.

Target Audience
This course targets research scientist and practitioners with basic knowledge in qualitative research but keen on updating their skills and competence in qualitative data analysis. Beginners as well as specialists in the fields of Social Sciences, Anthropology, Sociology, Community Development, Project Management, Monitoring and Evaluation, Market Research, Agriculture, Economics, Food Security and Livelihoods, Nutrition, Education, Clinical Medicine, Public Health, Health Economics, Epidemiology, Demography, Population Studies and anyone with an interest in qualitative research will benefit immensely from undertaking the course. 

Course Objectives
By the end of this program, participants should be able to:
1. Understand qualitative analysis approaches
2. Understand different qualitative data collection methods
3. Set up a project in NVivo
4. Explore the function of NVivo
5. Import and create sources – PDFs, media files data sets, documents, and social media
6. Create and use classifications
7. Create, import and work with codes and nodes in NVivo
8. Undertake deductive and inductive qualitative data coding using NVivo
9. Manage all project materials conveniently in one project file, easily work with material in their own language
10. Effortlessly share their work with others
11. Easily manage their information and enhance their internal workflow and reporting processes
12. Deliver quality outputs backed by a transparent discovery and analysis process
13. Justify decision making with sound findings and evidence-based recommendations
14. Revisit data easily, build up the big picture perspective
15. Write a qualitative research report

Training Methodology
The course is designed to be highly interactive, challenging and stimulating. It will be an instructor led training and will be delivered using a blended learning approach comprising of presentations, discussions, guided sessions of practical exercise, web based tutorials, group work and exploration of relevant issues. Our facilitators are seasoned industry experts with years of experience, working as professional and trainers in these fields. All facilitation and course materials will be offered in English.

Bu kitapla ilk seanstan son seansa kadar, yardım ilşikisini yapılandırmanın yollarını gösteren bir haritaya sahip olacaksınız. Kitap boyunca ilişki kurma konusunda ilişkinin yapısını ve danışmanlık sürecini; anlama konusunda problemi analiz etmeyi, duyguları, düşünceleri iletişim ve eylemleri değerlendirmeyi; değişim konusunda ise tüm bu alanlarda yapılan müdahaleleri ve belirli teknikleri öğreneceksiniz. Her bir bölümdeki etkinlikler ile ilgili becerileri uygulama yoluyla edinme ve kitap sonunda kazanımlarınızı yeniden değerlendirme imkânı bulacaksınız.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

This is a pilot study using semi structured interviews to observe the students view, and to supplement this with pilot ethnographic observation through which it build-ups picture of the determinants of recycling and littering conduct among the students in a public area of Stirling university campus.

In this text we respond and elaborate on the four comments addressing our original article. In that piece we define qualitative research as an "iterative process in which improved understanding to the scientific community is achieved by making new significant distinctions resulting from getting closer to the phenomenon studied." In light of the comments, we identify three positions in relation to our contribution: (1) to not define qualitative research; (2) to work with one definition for each study or approach of "qualitative research" which is predominantly left implicit; (3) to systematically define qualitative research. This article elaborates on these positions and argues that a definition is a point of departure for researchers, including those reflecting on, or researching, the fields of qualitative and quantitative research. The proposed definition can be used both as a standard of evaluation as well as a catalyst for discussions on how to evaluate and innovate different styles of work.

Thematic analysis (TA) is a method for identifying, analysing and interpreting patterned meanings or ‘themes’ in qualitative data. In this chapter we outline our approach to TA (Braun & Clarke, 2006, 2012, 2013) and demonstrate its core processes of coding and theme development using worked examples from our study of sexual health professionals’ views on impediments to sexual health in Aotearoa/New Zealand (A/NZ; Terry et al., 2012). First we consider the historical development of TA and the proliferation of different approaches to it, then we outline the hallmarks of our approach to TA: its unique status as a method, rather than a methodology, and its theoretical flexibility.

The paper reflects on action research into the use of a qualitative impact protocol (the QuIP) to conduct commissioned evaluations of the social impact of development interventions in complex contexts. Unusually, the QuIP unbundles the tasks of data collection and analysis. This can enhance the transparency and auditability of the evaluative process, and hence its credibility to users, but also accentuates the importance of reflection on the analyst’s positionality. With sufficient safeguards, we argue that the approach opens up new opportunities for generating qualitative evidence to influence development practice. The paper first describes the QuIP and its approach to coding and analysis. It then reflects on the challenges analysts face, emphasising that positionality relates not only to their personal characteristics but also to how their role is structured in relation to that of other stakeholders.

KEYWORDS
Coding; impact evaluation; positionality; qualitative data analysis

Notwithstanding the dramatic expansion of mixed methods research, research methodologies, methods, and findings are culturally situated. Problematically, studies conducted outside the global north often embrace canonical methodologies aimed at understanding concepts more explicit than tacit. Learning about the needs of researchers and participants in South Africa may bring to light taken-for-granted assumptions in Anglo-American orientations of mixed methods. Hence, the purpose of this study is to explore aspects of tacit cultural knowledge that contextualize mixed methods research in South Africa.
In-person interviews among South African professors as well as a corpus of books, sections, journal articles, and theses informed the study. Narrative, thematic, and discursive analysis served to naturalistically generalize themes of the case and to approach an integrated crystallization of findings across data sources. Findings showed that research methodology in South Africa serves as a means to an end and requires relational ethics. Relational aspects of life require communicatively embedded collaborative approaches with time for minimally structured talk and storytelling in and across data collection events. Mixed methods studies face challenges of hybrid languages and styles with even educated participants displaying multiple forms of literacies. To deal with these realities, qualitative approaches dominate across studies of all approaches and in applications of mixed methods research. Whether asked by South African researchers or by external funders, research questions need to be contextually sensitive. Sensitive contexts require researchers to connect with both heart and mind in attempting to walk in participants’ shoes. Tacit cultural knowledge involves methodologies as political identities that lead to economically based knowledge.
Recommendations for research in South Africa and beyond include allowing plans to flexibly change, basing approaches to ethics on unregimented trust, considering cultural expressions of doubt when probing, and implementing fewer studies to result in more meaningful data. Ultimately, this study contributes an overview of mixed methods research conducted in South Africa for researchers on the subcontinent, and contributes an understanding of how to handle extreme cultural contrasts within a given study for audiences in the global north and south.

İnsanoğlunun hayat serüveninde belki de en fazla zorlandığı evre ergenlik evresidir çünkü bu evrede yavaş yavaş çocukluktan çıkıp yetişkinliğe geçiş yapmakta olan bir birey, artık ne çocuktur ne de tam anlamıyla bir yetişkindir. Bu evre sadece ergenler için değil aynı zamanda ergenlik çağında çocuğu olan anne babalar, ergen öğrencileri olan öğretmenler ve hatta ergenlerle çalışan psikolojik danışmanlar için de oldukça zorludur.
Bu nedenle ergenler ve gençlerle çalışan psikolojik danışmanların bu evrenin doğasını iyi tanımaları, ergenlerin ve gençlerin karşı karşıya kalabilecekleri temel zorlukları iyi bilmeleri ve bu özel gruba yardım ederken hangi teknik ve stratejileri kullanmaları gerektiği konusunda iyi yetişmiş olmaları gerekir.
İşte hem kuram hem de uygulamada engin deneyime sahip Kathryn Geldard ve David Geldard tarafından kaleme alına bu kitap, ergenler ve gençlerle çalışan okul psikolojik danışmanları, psikologlar ve psikiyatristlerin ihtiyaçlarına göre hazırlanmıştır. Kuşkusuz kitabın, anılan mesleklere hazırlanan öğrenciler için de bir başvuru kitabı olduğu gözden kaçırılmamalıdır.
Kitapta, gençlerin ihtiyaçlarına yanıt verecek beceri ve stratejilere ayrıntılı bir biçimde yer verilmiş, bu beceri ve stratejiler örneklerle zenginleştirilmiştir. Her bölümün sonunda yer alan "Önemli Noktalar" o bölümde yer alan konuları sade bir biçimde özetlemektedir. Kitapta ayrıca, gençlerle çalışan danışmanlar için etik konulara da yer verilmiştir.

As it is indicated in the title, this chapter includes the research methodology of the dissertation. In more details, in this part the author outlines the research strategy, the research method, the research approach, the methods of data collection, the selection of the sample, the research process, the type of data analysis, the ethical considerations and the research limitations of the project. 

The research held with respect to this dissertation was an applied one, but not new. Rather, numerous pieces of previous academic research exist regarding the role of DMOs in promoting and managing tourist destinations, not only for Athens in specific, but also for other tourist destinations in Greece and other places of the world. As such, the proposed research took the form of a new research but on an existing research subject.

In order to satisfy the objectives of the dissertation, a qualitative research was held. The main characteristic of qualitative research is that it is mostly appropriate for small samples, while its outcomes are not measurable and quantifiable (see table 3.1). Its basic advantage, which also constitutes its basic difference with quantitative research, is that it offers a complete description and analysis of a research subject, without limiting the scope of the research and the nature of participant’s responses (Collis & Hussey, 2003).

A constructivist grounded theory study into the experiences of coached executives was undertaken to develop theory about the coaching process. The analysis reported in this paper was undertaken in parallel with the analysis to resolve the main concern of the study; that of theorising the coaching process. The purpose of this complementary analysis was to capture adaptations of the standard processes used for data collection and data analysis that facilitated the theoretical direction taken in the research. The starting point of the process is the careful, well-researched and purposive selection of the " right " first participant, and the end point is theoretical saturation of thematic categories with all variations within the category elucidated. Selection of the first, key respondent was enabled through networking, and the interview data were in-vivo coded before being converted to gerunds using an additional intervening step in Saldana's (2016) analytic process. This mechanism converted static descriptive codes to active process codes, enabling the extraction of implicit meanings which facilitated the emergence of theoretical propositions and linkages between codes and categories. Subsequent respondents were selected on a theoretical basis. The role of the literature in achieving theoretical saturation was facilitated by adopting a reflexive stance and incorporting sensitising consultation of scholarly sources as part of the analytic process applied to each interview transcript in turn during the theoretical sampling process. The inclusion of the literature in this way facilitated the coding of the dimensions of and variations within each category.

Danışmanlar ve yardımcılar kimlerdir?
Temel danışmanlık becerileri nelerdir?
Yardım etme süreci nasıl işler?
Alandaki etik meseleler ve ikilemler nelerdir?
Çok kültürlü ve cinsiyete duyarlı yardım nasıl olmalıdır?

Tüm bu sorulara cevap bulabilceğiniz kılavuz niteliğindeki bu kitapta, danışmanlık becerileri kapsamlı bir şekilde ele alınıyor. Bu becerilerin kazanımını ve geliştirilmesini en kolay şekilde öğretme yolunu hedefleyerek uygulamacılara yardım ilişkisini nasıl kuracağına, geliştireceğine ve sonlandıracağına dair bir yapı sunuyor. Teorik bilgilendirmenin ardından verilen vaka örnekleri, diyaloglar ve etkinlikler ile danışman ve yardımcıların eğitimini ve pratiğini destekliyor.

İlk bölümde, psikoterapistler ve danışmanlık önceliği olmayan diğer mesleki rollerdeki yardımcıların çalışma alanları, becerilerin tanıtımı ve yardım süreci ele alınarak kapsamlı bir giriş bölümü oluşturulmuştur. Daha sonra her bir beceri detaylı olarak incelenmiştir. Sürecin başlangıcından önce anlama, ilgi gösterme gibi beceriler verilip bunun üzerine süreci yapılandırmanın yolu çizilmiştir. Soru sorma, dirençleri yönetme, problem çözümünü kolaylaştırma, ev ödevi verme gibi becerileri tanımlamanın ötesinde etkin kullanımını sağlayacak uygulamalar sunulmuştur. Bu aşamaların ardından yardım ilişkisini nasıl sonlandırmak gerektiğine ilişkin bilgi ve pratik bir arada verilmiştir. Son bölümde, bütün bu uygulamaların etik bir çerçevede yapılmasını destekleyecek konulara değinilmiştir. Etik meseleler ve ikilemler, çok kültürlü ve cinsiyete duyarlı yardım konuları tamamlayıcı nitelikte ele alınmıştır.

Οι διαφάνειες συμπυκνώνουν την ύλη του βιβλίου Γ. Τσιώλης: Μέθοδοι και Τεχνικές Ανάλυσης στην Ποιοτική Κοινωνική Έρευνα, Αθήνα: Κριτική, 2014. Βρίσκονται διαθέσιμες στη σελίδα του βιβλίου στον ιστότοπο των εκδ. Κριτική (http://kritiki.gr/product/methodi-ke-technikes-analisis-stin-po/). Στην παραπάνω ιστοσελίδα υπάρχουν ακόμη το microsite του βιβλίου με πίνακες, διαγράμματα, όρους και ορισμούς  (http://kritiki.gr/product/methodi-ke-technikes-analisis-stin-po/).

There is a widespread idea that in grounded theory (GT) research, the researcher has to delay the literature review until the end of the analysis to avoid contamination – a dictum that might turn educational researchers away from GT. Nevertheless, in this article the author (a) problematizes the dictum of delaying a literature review in classic grounded theory, (b) presents arguments for using extant literature in the substantive field within a constructivist grounded theory, and (c) suggests data sensitizing principles in using literature, which are: theoretical agnosticism, theoretical pluralism, theoretical sampling of literature, staying grounded, theoretical playfulness, memoing extant knowledge associations, and constant reflexivity.

What is qualitative research? If we look for a precise definition of qualitative research, and specifically for one that addresses its distinctive feature of being Bqualitative,^ the literature is meager. In this article we systematically search, identify and analyze a sample of 89 sources using or attempting to define the term Bqualitative.^ Then, drawing on ideas we find scattered across existing work, and based on Becker's classic study of marijuana consumption, we formulate and illustrate a definition that tries to capture its core elements. We define qualitative research as an iterative process in which improved understanding to the scientific community is achieved by making new significant distinctions resulting from getting closer to the phenomenon studied. This formulation is developed as a tool to help improve research designs while stressing that a qualitative dimension is present in quantitative work as well. Additionally, it can facilitate teaching, communication between researchers , diminish the gap between qualitative and quantitative researchers, help to address critiques of qualitative methods, and be used as a standard of evaluation of qualitative research. Keywords Qualitative research. Methods. Epistemology. Philosophy of science. Phenomenology If we assume that there is something called qualitative research, what exactly is this qualitative feature? And how could we evaluate qualitative research as good or not? Is it fundamentally different from quantitative research? In practice, most active qualitative researchers working with empirical material intuitively know what is involved in doing qualitative research, yet perhaps surprisingly, a clear definition addressing its key feature is still missing. To address the question of what is qualitative we turn to the accounts of Bqualitative research^ in textbooks and also in empirical work. In his classic, explorative, interview study Qualitative Sociology (2019) 42:139-160 https://doi.

Conducting User Experience (UX) research within an organizational context often presents challenges related to limited time and resources. In order to respond to these issues, the current project investigates the efficacy of virtual ethnography (“netnography”) in producing UX deliverables known as “personas”: descriptive profiles of potential users, their individual goals, needs, wants and frustrations. Utilizing an iterative methodology, the study also presents a comparison of qualitative data resulting from netnography and “traditional” offline research, namely interviews, in order to validate personas as well as create “customer experience maps” that track their journey.

Online research, in the form of netnography, consisted of 25 reviews from Made.com (a highlighted competitor, one thread from “Reddit.com” and eight threads from the outdoor design related forum, “Arredamento.it”. Offline research commenced with a pilot interview (n=1), followed by interviews with actual Spazio Giardino customers (n=1) and potential customers (n=3). Data collected through netnography and the transcribed interviews was coded utilizing MAXQDA2018 qualitative data analysis software, following the inductive methods provided by grounded theory in order to discover the concepts and theory that emerged.  Advanced coding techniques and comparative analysis then led to uncovering “storyline segments”: pieces of narratives related to ownership, wants and issues.

By mapping storyline segments to stages of the customer journey, the results of the current work demonstrate how detailed UX deliverables, such as CXMs, can emerge from qualitative data analysis. Finally, these results present a descriptive theory based on the unique storyline segments that emerged from each research method: Netnography best answers questions about who customers are and what they want, while offline research best answers questions about why customers use a service, when and where they make evaluations, and how to help at each stage of the experience.

By triangulating results of both methods, a lean, but deep, view of users comes into frame that allows for rich deliverables, which directly reflect their wants, needs and issues in the context of their journey. Proposals for future research relate to investigating situated contexts through ethnography, as well as utilizing “data mining” and automatic coding techniques to take advantage of the vast amounts of user interaction data present online.

In this thesis I investigate gender in environmental non-governmental organisations (ENGOs) in the United Kingdom (UK) and Turkey. ENGOs play an increasingly important role as lobbyists on environmental policy making at national and international scales. There is large literature dealing with gender inequalities in governing bodies, and in organisations. However, gender structures of ENGOs and their implications for campaigns have been under-researched. I therefore examined the structure and composition of ENGOs in the UK and Turkey, how far they include women in decision-making process and the implications for their campaigns. To this end, I undertook cross-national comparative research applying feminist research methodology to explore differences and similarities and underlying factors for gender inequalities in organisational settings in two different societies. The research methods included 38 interviews and one focus group interview in 9 ENGOs in the UK and 40 interviews in 10 ENGOs in Turkey. These were conducted mainly with senior managers, but also with junior managers and staff. Furthermore, I placed myself as a volunteer and researcher in two ENGOs, one in the UK and one in Turkey in order to observe the organisational practices directly and to enable triangulation of data. In addition, I collected secondary data from annual reports, staff charts, publications and websites of the organisations to collect data on gender compositions as well as campaigns of the ENGOs. In order to explore and provide sufficient explanation for the under-representation of female senior managers and gender inequalities in ENGOs settings, theoretical approaches were looked into in order to find the most appropriate feminist theories that explain the gendered nature of ENGOs. I found that while the ENGO sectors in both countries are dominated by female employees, white, middle class men are in charge of the decision-making in the ENGOs. Moreover, in the ENGOs I found that there seemed to be resistance to integrate gender related perspectives when deciding environmental campaigns. Since there is no research on ENGOs that makes gender blindness visible, this thesis is an attempt to fill that gap. I argue that neglecting gender relations in environmental decision-making and campaigns reinforces the current gendered practices and imbalances in ENGOs that fail to integrate women’s perspectives in environmental policies.

It comes as no surprise to today's generation that memes play an extremely important part in everyday life. Ranging from mere entertainment purposes in the form of funny images with relating text, to serious forms of message conveyance, these phenomena are something extraordinary. Humor has been used as a tool in politics since ages. With the advent of digital technology, internet memes have gained prominence. Memes are mediums that communicate information through humor and satire. Today, internet memes have become a part of the political campaigning. Parameters like political engagement, influence on political views and voting behavior are used to analyses the impact of political memes. They can also be described as humorous contents that are created and shared via Internet. They can be regarded as one of the ways of commenting on political reality, available to ordinary people. Using content analysis as a tool for data collection from a some of the most popular political memes, the findings of the study identifies several ways of how political memes communicate to millennials: social connection and entertainment, source of information and news, freedom of expression, campaigning tool. Using the elaboration of likelihood model of management, the study explores the reasons why memes are a dominant communication culture among millennials. They perceive memes as a convenient platform to interact freely as well as a platform that enables them to participate in the politics of the country, as well as providing them with entertainment. The study concludes that political memes are used as a tool for political communication and has a major impact on the audience. It also improves political engagement of the millennials of today. In the article the researcher analyses political memes as one of the dominant communication medium amongst millennials in Uganda.

Purpose — Qualitative research suffers from “contestation” and a lack of “boilerplate” problems to assessing and presenting qualitative data, which has hampered its development and the broader acceptance of qualitative research. This article addresses this gap by marrying the constructivist methodology and RQDA, a relatively new open-source computer assisted qualitative data analysis (CAQDAS)-based R extension and demonstrate how the software can increase the rigor, transparency, and validity of qualitative research.

Design/methodology/approach — This article highlights the constructivist approach as an important paradigm in qualitative research and demonstrates how it can be operationalized and enhanced using RQDA. It provides a technical and methodological review of RQDA, along with its main strengths and weaknesses, in relation two popular CAQDAS tools, ATLAS.ti and NVivo. Using samples of customer-generated e-complaints and e-praises in the electronics/computer sector, this article demonstrates the development of a process model of customer e-complaint rhetoric.

Findings — This article offers step-by-step instructions for installing RQDA, and using this software for data coding, aggregation, plotting, and theory building. It emphasizes the importance of techniques for sharing coding outputs among researchers and journal gatekeepers to better disseminate and share research findings. It also describes the authors’ use of RQDA in classrooms of undergraduates and graduate students.

Research limitations/implications — This article addresses the “contestation” and “boilerplate” gaps, offering practical, step-by-step instructions to operationalize and enhance the constructivist approach using the RQDA-based approach. This opens new opportunities for existing R users to “cross over” to analyzing textual data as well as for computer-savvy scholars, analysts and research students in academia and industry who wish to transition to CAQDAS-based qualitative research because RQDA is free and can leverage the strengths of the R computing platform.

Originality — This article offers the first published review and demonstration of the RQDA-based constructivist methodology that provide the processes needed to enhance the rigor, transparency, and validity of qualitative research. It demonstrates the systematic development of a data structure and a process model of customer e-complaint rhetoric using RQDA.

What can we learn about the criminal justice system and its socio-political patterns through observing crime and sentencing trends through the lens and tools of Criminology? How does a criminal defendants’ identity—age, ethnicity, religion, citizenship, veteran status, political ideology—relate to the crimes they commit, and the way those crimes are prosecuted in the courts? How are instances of political violence related to the tactics, targets, and motivations of criminal perpetrators? In order to answer these and other questions, this course will focus on the collection, coding, and cleaning of multi-year data as part of the Prosecution Project (tPP). The class will function as an active and engaged learning community and laboratory where students and faculty identify, plan, carry out, and evaluate the work of data scientists, and quantitative and qualitative researchers.
During each week, teams of student researchers will be introduced to a specific task. After the topic is introduced and demonstrated, students will work in teams to engage with real world data and primary sources to practice the approach. Students will be guided through a variety of tasks including the researching of state and federal court records, interpreting legal documents and media narratives, and translating these complex stories into qualitative codes for criminological analysis. Through practiced engagement with the research process at a variety of levels, students will understand how data is collected, coded, and interpreted, and how a fluid dataset is developed, maintained, cleaned, verified, and expanded. Students will learn and practice skills such as data triangulation, interpreting and applying decision trees and workflows, project management, advanced qualitative data coding, and data validation. Students will be able to explore and work with preexisting data sets from governmental, academic and public interest sources, as well as lean to locate their own information using popular data repositories including those archiving news media, as well as federal and state court records.