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STEM in teaching Qual Res Graham R Gibbs University of Huddersfield COUNT project, funded by the HEA.

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Presentation on theme: "STEM in teaching Qual Res Graham R Gibbs University of Huddersfield COUNT project, funded by the HEA."— Presentation transcript:

1 STEM in teaching Qual Res Graham R Gibbs University of Huddersfield COUNT project, funded by the HEA

2 Real title Count: Developing STEM Skills in qualitative research methods teaching and learning Two stages Survey of teachers of qual res Interviews with selected practitioners and teachers

3 The age of big data Recent Horizon programme Medical data, marketing data, cosmology, Large Hadron Collider.

4 Big data for the Social Sciences too Web pages, web sites Facebook Twitter Support groups e.g. in health Fan groups e.g. music Hobby groups Gaming etc. YouTube Printed media Radio and TV All big data but also all textual, visual, aural Therefore need qualitative analysis

5 How to collect and analyse these data CAQDAS to the rescue = C omputer A ssisted Q ualitative D ata A nalysi S Now includes tools for text analysis, data mining and digital resource acquisition Widely used at the research level But what about undergrad level? Survey of teachers of qualitative research methods.

6 Survey Using Bristol Online Survey, April 15 th to 30 th. N=93 (as of 18/4/2013) Of which 91% British, 5% other EU. 0 from USA

7 Disciplines represented Discipline% Business12 Education17 Health16 Management8 Psychology6 Sociology18 BUT N.B. 16 sociologists across approx. 160 institutions must mean about 8% response rate.

8 Methods taught Over 42 different methods mentioned. Most mentioned several Over 2/3 mentioned: Interviews and Case Studies Over half mentioned: Mixed Methods /Participant Observation/Grounded Theory/ Ethnography Substantial minority mentioned: Narrative/Action Research/Thematic Analysis/Discourse Analysis/Document use/Comparative Analysis/Life History/Biographical/Participatory/Phenomenology/Feminist/Vid eo/Conversation Analysis Qual Res very diverse. No dominant method.

9 Teaching to undergraduates Qualitative Research % CAQDAS % Year 1182 Year 2 (and Yr. 3 in Scotland) 7113 Final Year 4716 Undergrad dissertation 41 Other13 Not taught to undergrads 55 N.B. some non-responses in CAQDAS.

10 CAQDAS/Text analysis s/w used Programn Undergrad use NVivo9 Atlas.ti 2 HyperResearch 1 Postgrad useNVivo37 Atlas.ti5 MAXQDA2 Wordsmith1 EndNote1 HyperResearch1 SPSS ??2 Site licence NVivo48 Atlas.ti2 MAXQDA2 Wordsmith1 Only 7% said they were thinking of expanding undergrad provision of CAQDAS

11 Reasons s/w not used Big Reasons% No time to use software 52 Would take too long to teach 52 No teaching expertise in using software40 No access to software36 Data sets used are too small to warrant software use31 Percentage of the 42 respondents not teaching at undergrad level

12 Reasons s/w not used cont. BUT N.B.% No local support for software use17 Software does not support methodologies / theoretical approach used 10 Software not relevant or not needed for the methodologies / theoretical approach used 19 I was not aware such software existed17 Percentage of the 42 respondents not teaching at undergrad level ?? Biased sample One respondent said Teaching labs not adequately set up to support teaching

13 Main Barriers to CAQDAS/text analysis in institution Reason% Lack of space in the timetable: 49 Too much additional learning for undergraduates: 47 Lack of qualified teachers:42 Lack of experienced tutors to support students:39 Lack of sufficient PC labs with the software:36 Percentage of all respondents Also N.B.% Lack of good learning resources: 19 Insufficient good data sets available: 9

14 Staff use 69% had used quantitative approaches to assist with the qualitative analysis of data or with reporting its results in their own work Basic frequency counts of code use:40 Word frequency counts:32 Keyword in context:21 Co-occurrence analysis:6 Producing scales or typologies from qualitative data:14 Mixed methods approaches: 30

15 Materials/media used in teaching Material/media% PowerPoint slides: 99 Recommended texts:87 Reading lists:77 Prepared lecture notes:76 Film/video/animation: 66 Required reading:62 Tutorial/problem sheets:57 Case studies/role plays:57 In-class Quizzes/Tests:43 Worked examples sheets:40 Computer-aided learning software / learning technology:21 Artifacts (as products, models, drawings/designs):19 Task specific software:12 Other ICT:12

16 Where third party resources have come from Resource% YouTube: 49 Your Libraries' digital resources (such as e-Books):42 Other courses on your Institution's VLE (such as Blackboard):33 Professional body website:23 HEA website: 18 Discipline specific website (such as Corporate website:14 Another Institution's website / VLE:11 National educational repository (such as JORUM):9 Open access repository (such as OpenLearn):8 iTunesU:8 Box of Broadcasts:8 Flickr:3 Other (incl. own developed resources) :2 BUFVC:1 MOOC / opencourseware (such as edShare):0 Lots of use of available digital resources

17 Next stage Interviews Examination of resources etc. respondents have indicated they are willing to share.

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