Instructors

Faculty

Whichever CAQDAS packages you are teaching, and whether you are doing so in a workshop or semester-based format, Five-Level QDA can help you teach your students to plan their analysis, choose their software tools appropriately, and shorten the time to complete their studies.

Many teachers are uncertain when and how to introduce technology into research methods courses. Five-Level QDA is a method that can be used to ensure that learners fully appreciate that their methodology drives the analytic process, and not the capabilities of the software. It provides a process to teach the identification of analytic tasks and to translate them into appropriate software operations. The method is adaptable to different teaching modes, and has been successfully used in workshops, semester-based and on-line courses. In addition it can be implemented according to the preferred sequence of instruction, whether methods followed by technology, or methods via technology.

Testimonials

The 3 day NVivo course was based around Five-Level QDA and was an excellent balance between the technicalities of using analytical software and its real-world use as a research tool. Christina grounded the training in how to conduct high quality post-graduate research as a means to enhance good research practice, allow effective data analysis, and support research project management. This is far preferable to an approach focusing largely or wholly on the technical details of software, with little relation to conducing actual academic research. Although the 3 days was very intensive it comes highly recommended.
Simon Cox
PhD Student, Nottingham Business School, Chief Officer, NHS Scarborough and Ryedale Clinical Commissioning Group

Blog

Can tactics inform strategies?

Can tactics inform strategies?
By Christina Silver on May 25, 2018 at 08:41 AM in Five-Level QDA in practice

Analytic strategies come before software tactics: that’s the Five-Level QDA approach. But there are times when software tactics can usefully inform analytic strategies. This leads to serendipitous exploration, and fits well with the emergent spirit of qualitative research.

When analytic strategies drive software tactics the use of the software is meaningful – focused on the needs of the research rather than the capabilities of the program. But many CAQDAS advocates say that new software features (tactics) do offer new analytic possibilities (strategies), and so the relationship goes both ways. I agree.

While I usually discuss the downsides of software tactics driving analytic strategies, here is an example from the workshop I led at the MQIC in Berlin earlier this year of tactics appropriately informing strategies.

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A CAQDAS horror story: when tactics drive strategies

A CAQDAS horror story: when tactics drive strategies
By Christina Silver on Mar 22, 2018 at 06:52 PM

A key principle of the 5LQDA method is that analytic strategies drive software tactics. This ensures that software use is always focused on the objectives of the study and is appropriate to the particular methodological context.

But what happens when software tactics drive analytic strategies? Here is the most extreme example I’ve observed. In my next post I’ll discuss when software tactics can usefully inform analytic strategies without actually driving the process.

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How many codes are needed in a qualitative analysis?

How many codes are needed in a qualitative analysis?
By Christina Silver on Feb 22, 2018 at 08:53 AM in CAQDAS commentary

There is no answer to this perennial question not even any guidelines. You need as many codes as you need in other words, however many are needed to capture whats going on in the data in relation to your analytic focus and research objectives. How many depends on what youre using the codes to represent, how you derive them, and how you intend to use them in the analysis. Ive done substantial projects with as few as 22 codes, and others that required several hundred.

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My first thoughts on the Five-Level QDA textbooks

My first thoughts on the Five-Level QDA textbooks
By Five Level QDA on Feb 06, 2018 at 07:29 AM in Five-Level QDA issues & ideas

Ann Lewins has been using and teaching CAQDAS packages since 1994 and she pioneered the development of institutional support for their use in the UK, helping to create the CAQDAS Networking Project. Here she shares her first thoughts on the Five-Level QDA textbooks.

Five-Level QDA is a new teaching and learning initiative that aims to fill a huge gap by addressing some of the major dilemmas facing especially new qualitative researchers

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Methods matter - illustrating quality in qualitative analysis and the role of CAQDAS

Methods matter - illustrating quality in qualitative analysis and the role of CAQDAS
By Christina Silver on Jan 06, 2018 at 11:28 AM in CAQDAS commentary

Professor Debra Jacksons post about the Journal of Child & Family Studies intention to from now on only review and publish quantitative papers and the discussion it prompted on Twitter indicates how important it is for qualitative researchers to fully describe their methods and illustrate the quality of their analysis. Using dedicated CAQDAS packages to facilitate analysis wont necessarily result in higher quality outputs, but they can be used to illustrate process and rigour, and thereby have an important role to play.

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