Great post, Lyn, from one who certainly should know...
I find these discussions particularly interesting/intriguing in that I have had
greatest difficulty convincing my GT cohort that one *can* do GT with existing
qual. software. Rather than approach the data atheoretically (to the extent
possible), I've run into more people who believe a specific theoretical
orientation must be in place prior to beginning coding. How else could the
researcher begin to construct nodes (which are often perceived as "categories,"
in a second level, at least, of coding.
On the matter of training, I stress repeatedly in my consultation and training
that the software is a *tool* and should never drive the research. I have it
as a prerequisite to any training I do that participants have at least some
familiarity with qualitative research. I still have my own students work
through some data by hand to understand the process of analysis before getting
caught up in software. Too often I've seen the researcher (novice or advanced)
get hung up in the nuances of the software and lose sight of the data and
rigorous analysis procedures. A one or two day "software training" workshop is
not a reasonable place, in my opinion, to teach qualitative research. Gee,
that's hard enough to do in a full semester or two (or three). Although far
from merely focusing on the software, it is essential that the mechanics of the
program be presented and discussed against the background of rigorous research
and the various methodologies available. Otherwise, the workshops become
merely technical and the link between method/methodology/software may not be
apparent. Thus, I attempt to provide familiarity, some comfort and basic
understanding of the software as it could be used in an actual qual. study. I
suppose that makes it a blend of both meth. and software focus.
Good day, all--
Beth
At 12:40 AM 5/10/99 +1000, Lyn Richards wrote:
(major snip)
>My own guess is that this "equation" is due to the smudging of methods
>whereby for some researchers qualitative work is synonyous with grounded
>theory. Qualitative computing isn't innocent in this; it's made
>qualitative methods seem more accessible, and encouraged a form of data
>handling that I've termed "pattern analysis", the description of
>patterns in rich data, rather than seeking of theory. It's not new -
>and certainly not the "fault" of software - lots did it with manual
>methods. But computer supported code and retrieve makes it much easier
>and more confident. There's nothing wrong with pattern analysis: seeing
>a pattern beats not seeing one. But it isn't grounded theory. Which has
>a lot to do with the parallel discussion on software training - but
>that's enough stirring for a Sunday and it's after midnight here.
>
>cheers
>Lyn
>
>footnotes:
>In a related current discussion on QSR-Forum last week, Tim Lavalli
>wrote; Equating qualitative research with Grounded Theory is like
>equating New York with the United States or France with Europe."
>Equating qualitative computing with Grounded Theory is surely more
>bizarre: software offers toolkits for research processes; grounded
>theory offers one of many methodological approaches to the tasks of
>theory generation and theory construction.
>The Coffey et al paper and linked debates are at COFFEY, A., HOLBROOK,
>B. & ATKINSON, P. 1996. 'Qualitative data analysis: technologies and
>representations', Sociological Research Online, vol. 1, no. 1,
><http://www.socresonline.org.uk/socresonline/1/1/4.html <../1/4.html>>
>
>Lyn Richards,
>Research Professor of Qualitative Methodology, University of Western
>Sydney,
>Director, Research Services, Qualitative Solutions and Research.
>(email) [log in to unmask]
>(Ph) +61 3 9459 1699 (Fax) +61 3 9459 0435
>(snail) Box 171, La Trobe University PO, Vic 3083, Australia.
>http://www.qsr.com.au
>
>
Beth L. Rodgers, Ph.D., RN Tel: 414/229-5466
Associate Professor Fax: 414/229-3987
University of WI--Milwaukee Web: http://www.uwm.edu/~brodg
School of Nursing Personal: [log in to unmask]
Email: [log in to unmask]
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