Why I Chose MAXQDA

I was recently asked about my experiences using the computer assisted qualitative data analysis software (CAQDAS) application, MAXQDA. that I used for my most recent research project while engaging in my doctoral studies at Lancaster University,

I did not initially find this software particularly easy to use, but that is not an uncommon experience as I often find most new software easy to use (I even needed support with my new Mac on more than one occasion). I got the hang of it rather quickly, and now cannot envision coding by hand any longer. I am even starting to think I can use the software to manage a literature review I have coming up . . .

What I found helpful was the way I could assign codes to pieces of text, change the wording as needed, assign multiple codes, and then view those codes across participants, making the codes and participants visible on and off as needed, to begin to see similarities (and in turn beginning the process again). I was amazed at how this helped the process of bringing meaning out of the raw data. When I have previously done this with notes in margins, or colored highlights in Word, it became a challenge to remain consistent or even to be able to manage. Making changes were then nearly out of the question.

I recall a previous module paper where I had 8 interviewees, each one 20-24 pages in length of transcribed text. I was overwhelmed with so much information, and found the lack of an easy way to navigate and manage the raw text, much less the meaning I brought to it, a hindrance to the research process itself. I decided I would not allow that to happen again, and began exploring the various CAQDAS applications. Of the various options out there, I liked MAXQDA’s colorful user interface, the commitment of their support, how they attend and support a large qualitative conference I attend, and how the student costs are very reasonable, certainly compared to the other options. I now plan to reanalyze the data from that last project using MAXQDA, and am already beginning to speculate what different and potentially richer findings await . . .

I have thought about using one of these applications several times over the years, and decided I just have to get serious about it and make the change; good decision.

Learning Journal Entry

I am reworking a learning journal entry I made concerning the methodology I used for this module’s project, grounded theory. While I posted this within our course Moodle website, I thought it may be of some interest (or not) to share it here, especially given how little time I have had for blogging recently.

I have intentionally selected a different strategy of inquiry for each of our modules, having moved from case study to narrative inquiry to ethnography and now to grounded theory, based on Kathy Charmaz’s work. I recently attended a workshop that Kathy offered, as I had previously heard how this can be a rather involved and complicated process. I thought I understood it, until I tried my hand at it. As I imagined, I did need a computer assisted qualitative data analysis software (CAQDAS) application to manage all the data that I generated (who would have ever thought I would drown in data of only 3 people?), so purchased and learned MAXQDA, one of the programs that people commonly use to handle and manage large amounts of data. I found the program a life-saver, as I never would have been able to do the 2 levels of coding that then I used to proceed to theoretical sampling, ultimately learning something that I did not expect to find at all.

Perhaps that is one of the benefits of grounded theory; I started with the text and was open to anything I found along the way, upon which I would ground (or build) my theory, without having some things in mind I was hoping (or even not hoping) to find.

Narrative Inquiry Paper Revision – Module 2

I am nearly finished revising my narrative inquiry paper for my Module 2 class, which is due tonight. The more I am processing and reprocessing the Analysis and Presentation section of the paper, the more I am beginning to appreciate narrative inquiry.

Learning to use it here for the first time (or rather, this is the first time I have used it, after having learned about it over the years), I realize how much more I want to explore some of its possibilities.

Has anybody out there used narrative inquiry and want to share what the found useful about it, especially regarding how they navigated the various methodological issues?

Learning Journal Postings for PhD, #2

learning-journalI started considering some of the things I learned in yesterday’s posting, and want to continue this work a little more today, this time considering our guiding question, “What really matters in my professional practice?” from a different perspective. I want to consider a bit about what I learned that has changed the way I approach my practice, mindful that my practice involves educational research, adult learning, and project management.

Word and Meaning (Transcription)

I recorded and transcribed my interviews. What I learned in the process is that what people say and what they mean may at times be different. Related, of course, but often what we begin to say and where we ultimately end up may in fact be different. To record and work only with the literal means that the result may appear clunky, awkward, and at times confusing. This then requires some interpretation, or polishing, not so much to push my own desire, but armed with strategies for trustworthiness and those methods that seek to support believability will enhance the findings and make them not only useful, but an interesting read as well.

New Methods to Stretch the Boundaries

Why always do the same forms of research? Comfort and continual improvement for sure, but that fire that excites me as I seek to study similar issues from different perspectives means that I have to stretch and use methods that are new to me. Using other methods to expand my research horizons, I find that I can gather, understand, and expand upon my findings in ways that help me enlarge my worldview. I see some issues in a more complicated and comprehensive way, so that those things I initially saw as monolithic, I now see more in the light of their own complexities. I definately want to expand on my toolkit of methods. If some aspects of life were sufficiently understandable, we would no longer need to research them!  

Reliance on Community (CoP)

I have learned that I am not struggling alone on my doctoral studies, as there are others out there engaged in the same process who are often quite helpful in offering feedback and encouragement. Likewise, there are those who seem interested in my research who are also very supportive of my work. The more I share what I am doing with my online community, and the more I offer feedback and suggestions to other colleagues who share and engage in their own work, the more my own online community of practice around some of these research issues is formed and strengthened.

Transparency

The more I share my research, perspectives, and struggles with colleagues, the more I get great suggestions and useful insights. Nothing surprising here, but the difference that I am learning is that I do not have to pretend I understand it all, give the impression that I have a handle on my work, or wait to post until everything is clearly formed and finished. Since I am enjoying the process itself, I find that sharing that along the way is most valuable. Being transparent with my own research and meaning-making process often provides as much learning as the formal research itself.

With all this, I am interested to read what my small learning set (a subset of my cohort) has to offer when they comment on these concepts when I share them within our university Moodle Virtual Learning Environment (VLE). Now that I think of it, the learning that occurs within there, just as the learning that occurs within the Foundations workshop VLE, ultimately finds its way into everything else I do.

Interesting how my life and my research are somewhat connected.

Lancaster Doctoral Residential, 2009

Here I am in the middle of my residential in the northwest of England, where I have recently started as a doctoral student studying toward a PhD in E-Research and Technology Enhanced Learning (TEL or ERTEL). 

After teaching and learning for so many years, why not focus on the PhD? After all, while I work full-time as a project manager, I also teach doctoral students, MBA and other graduate students, undergraduates, and continuing education students. I already have four earned masters degrees, review countless academic and peer-reviewed presentations, papers, and journal articles. Why not get the credential I have already worked long and hard to achieve (not to mention my own countless papers, international presentation, and articles of some sort or another)?

While I have held off thus far discussing my studies which began two months ago (I have been busy, even by my own standards!), they will become more a part of my life and thus my blog postings.

Nothing like more opportunities for reflective practice to improve my teaching and learning.