Selected Papers from the 7th World Conference on Qualitative Research

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (30 April 2023) | Viewed by 33428

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A printed edition of this Special Issue is available here.

Special Issue Editors


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Guest Editor
Assistant Professor, Education Department, Adventus University of Cernica, Cernica, Ilfov, Romania
Interests: qualitative research; action research; photovoice; training in qualitative research methodology

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Guest Editor
PhD Researcher, Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
Interests: qualitative research; CAQDAS; data visualization; qualitative literature reviews (systematic, integrative, critical, ...); validation techniques; publications quality; mix methods and ethics

Special Issue Information

Dear Colleagues,

The World Conference on Qualitative Research (WCQR) is an important international discussion forum that sheds light on the challenges and opportunities in the field of qualitative research, and we are excited to welcome submissions from the 7th conference held from 25th to 27th January 2023.

The research in this Special Issue can be from two of the four fields of application from the conference:

  1. Qualitative Research in Education (emphasis on the processes of research in various areas of higher education, basic education, assessment, curriculum, teaching, teaching science, languages, history, technology, etc.).
  2. Qualitative Research in Social Science (emphasis on the processes of research in the fields of administration, anthropology, arts, political science, communication, economics, management, humanities, linguistics, marketing, psychology, sociology, etc.).

All forms of qualitative research methods are welcome for the submission of:

  1. Fundamentals (e.g. theoretical studies, literature reviews, mixed methods).
  2. Operationalizing (e.g. content analysis, thematic analysis, narrative analysis, virtual ethnography).

In collaboration with Social Sciences, the authors of high-quality papers from the conference will be invited to submit articles, extending the presented research in this dedicated Special Issue.

Dr. Gianina-Estera Petre
Dr. António Pedro Costa
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • qualitative research
  • World Conference on Qualitative Research 2023

Published Papers (14 papers)

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Editorial

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3 pages, 192 KiB  
Editorial
Advancing Qualitative Research: Insights from the 7th World Conference on Qualitative Research
by Gianina-Estera Petre and António Pedro Costa
Soc. Sci. 2024, 13(1), 68; https://doi.org/10.3390/socsci13010068 - 22 Jan 2024
Viewed by 900
Abstract
The 7th World Conference on Qualitative Research convened scholars, researchers, and practitioners across various domains to exchange insights into the wide-ranging utilisation of qualitative research [...] Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)

Research

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11 pages, 263 KiB  
Article
Phenomenon-Based Learning in Teaching a Foreign Language: Experiences of Lithuanian Teachers
by Nijole Ciuciulkiene, Ilona Tandzegolskiene-Bielaglove and Martyna Culadiene
Soc. Sci. 2023, 12(12), 670; https://doi.org/10.3390/socsci12120670 - 05 Dec 2023
Viewed by 1156
Abstract
Phenomenon-based learning (hereinafter PhenoBL) is widely studied in the majority of European countries, especially given that research data indicate that PhenoBL is more successful in providing effective learning, better student achievement, a stronger interest in science, and even a higher happiness index. However, [...] Read more.
Phenomenon-based learning (hereinafter PhenoBL) is widely studied in the majority of European countries, especially given that research data indicate that PhenoBL is more successful in providing effective learning, better student achievement, a stronger interest in science, and even a higher happiness index. However, there are sparse data on the educational practice of this method in Lithuania, particularly in foreign language teaching (FLT). Thus, teachers’ professional preparation for the effective implementation of PhenoBL remains one of the most relevant research problems. For this reason, this study aims to analyse the experiences of Lithuanian foreign language teachers in incorporating PhenoBL into FLT. Fifteen individual semi-structured interviews were conducted, and the obtained data were analysed by applying qualitative inductive content analysis. An inductive content analysis of the interview reports revealed six themes and related categories: the perception of student-centred teaching, the development of subject integration competencies, teamwork development competencies, research-planning skills, the positioning of personal responsibilities and duties, and foreign language usage emancipation, i.e. setting free from personal fears (fear to make grammar, vocabulary mistakes, while speaking in public) to speak a foreign languages. The content of the revealed themes indicated that teachers highlighted the flexibility of PhenoBL from the perspective of its application to different language learning levels within one group. The majority of the respondents underlined the necessity for the development of an active didactic competence. Other respondents mentioned the importance of the correlation between personal creativity competence development and success in PhenoBL. It was also stressed that if a teacher wants to be successful while using PhenoB, they must to be prepared to work with integration-based and communication-emancipatory methods, must be student-centred, must have competencies in teaching several subjects, must be good at teamwork, and must be good at managing learning time. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
16 pages, 757 KiB  
Article
Teaching Qualitative Research in Psychology: A Look at the Portuguese Reality
by Ana Pereira Antunes and Silvana Martins
Soc. Sci. 2023, 12(8), 448; https://doi.org/10.3390/socsci12080448 - 09 Aug 2023
Viewed by 1154
Abstract
Qualitative research has been increasingly used in the field of psychology. Consequently, concerns about the development of students’ skills in qualitative research have arisen. The main goal of this paper is to characterize the current state of art of the qualitative research teaching [...] Read more.
Qualitative research has been increasingly used in the field of psychology. Consequently, concerns about the development of students’ skills in qualitative research have arisen. The main goal of this paper is to characterize the current state of art of the qualitative research teaching in Portuguese bachelor’s degrees in psychology. A documentary analysis was performed, and the data collection was conducted through an online search: first on the website of the General Directorate of Higher Education, and afterwards on the online sites of each of the Portuguese universities where the first cycle of psychology is taught. A content analysis was made by two coders and a discussion about categories was made until a consensus was reached. The data revealed the existence of 31 undergraduate courses in psychology at 31 Portuguese teaching institutions. There were 12 undergraduate courses at 12 public universities, and 19 undergraduate courses at 19 private universities. Despite the diversity in the study plans in the degree of psychology, most of them included qualitative research methodology teaching. However, the data analysis revealed different designations of the curricular units (CUs) related to qualitative research, as well as a different number of credits (European Credit Transfer and Accumulation System—ECTS). In addition, there were variations in the academic year in which the qualitative research CUs were taught and registered in their syllabi. This study indicates that undergraduate Portuguese psychology students generally have some training in qualitative research but the way it is carried out and the training contents are not uniform for all the existing degrees. It is important to reflect on the importance of qualitative research in psychology and further studies on qualitative methods teaching practices are still needed. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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22 pages, 920 KiB  
Article
The Empirical Phenomenological Method: Theoretical Foundation and Research Applications
by Luigina Mortari, Federica Valbusa, Marco Ubbiali and Rosi Bombieri
Soc. Sci. 2023, 12(7), 413; https://doi.org/10.3390/socsci12070413 - 18 Jul 2023
Cited by 1 | Viewed by 4310
Abstract
Phenomenological philosophy was developed by Husserl for the eidetic sciences, which are interested in the general essences or persistent characteristics of things. By contrast, the empirical sciences are sciences of facts, interested in the concrete, singular, contextual and accidental qualities of phenomena. We [...] Read more.
Phenomenological philosophy was developed by Husserl for the eidetic sciences, which are interested in the general essences or persistent characteristics of things. By contrast, the empirical sciences are sciences of facts, interested in the concrete, singular, contextual and accidental qualities of phenomena. We do not encounter general, pure essences in concrete reality; instead, we meet phenomena, which present themselves as the particular actualisations of the essences. For this reason, it is legitimate to distinguish between the eidetic essence, which is constituted by a set of essential predicates that necessarily belong to the thing, and the essence of the concrete, which is constituted by a set of predicates that characterises that unique and singular thing in the space and time in which it manifests itself. Starting from these considerations, this article presents an original interpretation of Husserl’s phenomenological method to develop an empirical phenomenological theory. The ‘empirical phenomenological method’ (EPM) grounded in this theory will first be described, and two examples of its application, in healthcare and educational research, will then be presented. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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22 pages, 5026 KiB  
Article
Sustainability at Play: Educational Design Research for the Development of a Digital Educational Resource for Primary Education
by Patrícia Sá, Patrícia Christine Silva, Joana Peixinho, Ana Figueiras and Ana V. Rodrigues
Soc. Sci. 2023, 12(7), 407; https://doi.org/10.3390/socsci12070407 - 14 Jul 2023
Cited by 1 | Viewed by 994
Abstract
Quality education is an indispensable element for the successful implementation of the 2030 Agenda for Sustainable Development, as it equips all children with the essential skills to promote sustainable development within the context of their lifestyles, in line with the fourth Sustainable Development [...] Read more.
Quality education is an indispensable element for the successful implementation of the 2030 Agenda for Sustainable Development, as it equips all children with the essential skills to promote sustainable development within the context of their lifestyles, in line with the fourth Sustainable Development Goal (SDG4). This will have to be an innovative education, not only in the contents and guidelines to be followed but also in the educational strategies and resources to be used. This article aims to present and describe the methodology used to develop the digital educational resource (DER) “Sustainability at Play,” a serious game intended for primary education and based on the concept of the ecological footprint. This DER was developed through educational design research (EDR) by a multidisciplinary team within a project to create Digital Educational Resources for Primary Education. The EDR approach was organized in four phases—Phase I—Problem Analysis, Phase II—Exploration of Possible Solutions, Phase III—Design, and Phase IV—Reflection—allowing for an iterative DER development process shared by different participants (researchers, illustrators, web designers, primary school teachers and students). As a result, this study enabled not only the development of an innovative DER to work on issues related to education for sustainability in primary school but also the understanding and validation of the suitability of the EDR methodology for the development of this type of educational resource. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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12 pages, 297 KiB  
Article
Autoethnography as a Tool for the Achievement of Deep Learning of University Students in Service-Learning Experiences
by María Isabel Segú Odriozola
Soc. Sci. 2023, 12(7), 395; https://doi.org/10.3390/socsci12070395 - 06 Jul 2023
Viewed by 1553
Abstract
This exploratory study was carried out within the framework of a pilot learning and service experience in the subject of Qualitative Research Tools in Social Work, where the autoethnographic field journal was used as a tool for the development of deep learning competency [...] Read more.
This exploratory study was carried out within the framework of a pilot learning and service experience in the subject of Qualitative Research Tools in Social Work, where the autoethnographic field journal was used as a tool for the development of deep learning competency in a group of third-year university students undertaking a degree in Social Work and fourth year students undertaking a double degree in Social Education and Social Work in the Social Work, at the University of Deusto. The authors hypothesized that this qualitative research tool could help students develop their ability to critically reflect on their experiences, identify their own strengths and weaknesses in relation to deep learning competency, and establish goals to improve their learning. The service-learning methodology experience proposed for the students involved to participate in a program aimed at the transition to adulthood of young people in situations of vulnerability, where they were required to record in a field journal the emotions, interpretations, and contradictions that the experience of meeting and living with unaccompanied migrant minors using the program could evoke. The results of the qualitative study showed that the autoethnographic field journal was an effective tool for developing deep learning competency in the students participating in the pilot service-learning methodology experience. The results concluded that the autoethnographic field journal could be a valuable tool for promoting reflection, self-awareness, and critical thinking. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
13 pages, 722 KiB  
Article
Crafting a Foucauldian Archaeology Method: A Critical Analysis of Occupational Therapy Curriculum-as-Discourse, South Africa
by Tania Rauch van der Merwe, Elelwani L. Ramugondo and André Keet
Soc. Sci. 2023, 12(7), 393; https://doi.org/10.3390/socsci12070393 - 04 Jul 2023
Viewed by 1532
Abstract
South Africa has a colonial and apartheid past of social injustice, epistemological oppression, and exclusion. These mechanisms are historically inscribed in the designs, practices, and content of higher education—including in occupational therapy curriculum. If these historical markers are not consciously interrogated, patterns of [...] Read more.
South Africa has a colonial and apartheid past of social injustice, epistemological oppression, and exclusion. These mechanisms are historically inscribed in the designs, practices, and content of higher education—including in occupational therapy curriculum. If these historical markers are not consciously interrogated, patterns of reproduction are reified along the fault lines that already exist in society. The focus of this article is to demonstrate how an archaeological Foucauldian method was crafted from foundational Foucauldian archaeology analytics and existing approaches of Foucauldian discourse analysis to unearth the rules of the formation of the occupational therapy profession. These rules pertain to the formation of (a) the ‘ideal occupational therapist’; (b) who had a say about the profession; (c) the ways of preferred reasoning; and (d) underlying theoretical themes and perspectives about the future. Data sources for this archaeology analytics included commemorative documents of universities on the origin of their programmes; historical regulatory documents; and the South African Journal of Occupational Therapy archive from the period 1953–1994. The analysis rendered two subthemes for each of the rules of formation including ‘white exceptionalism’, white male national, and international, regulatory bodies, the profession’s know-how practical knowledge, and its need for recognition within a bio-medical paradigm. Unearthing the historical markers of a curriculum and viewing it as discourse may enable a conscious reconfiguration thereof. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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23 pages, 380 KiB  
Article
Female Academics in Higher Education: Conducting Qualitative Research against All Odds
by Pamela Zapata-Sepúlveda, Carmen Araneda-Guirriman, Magdalena Suárez-Ortega, Mirliana Ramírez-Pereira and Michelle Espinoza-Lobos
Soc. Sci. 2023, 12(7), 390; https://doi.org/10.3390/socsci12070390 - 04 Jul 2023
Viewed by 1632
Abstract
This piece brings together the experiences of four Chilean researchers and one Spanish researcher with different professional backgrounds (psychology, sociology, nursing, and education), who conduct qualitative inquiry from other approaches, moments, and gender-sensitive topics of interest in the border regions of Arica and [...] Read more.
This piece brings together the experiences of four Chilean researchers and one Spanish researcher with different professional backgrounds (psychology, sociology, nursing, and education), who conduct qualitative inquiry from other approaches, moments, and gender-sensitive topics of interest in the border regions of Arica and Parinacota, and Tarapacá, both in northern Chile; the capital Santiago; and in Andalucía, southern Spain. In this paper, the authors problematize their research experiences by focusing on their condition as academics conducting qualitative research in the context of neoliberal higher education and with a pandemic affecting all spheres of life. Finally, they explore what their experiences have been like in leading government-funded research projects and representing the voices of underrepresented people in different spheres of life in the field of education and health. Voices are shared to identify challenges and assess implications for qualitative research in these difficult times in the academy. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
18 pages, 346 KiB  
Article
Digital Presence and Online Identity among Digital Scholars: A Thematic Analysis
by António Quintas-Mendes and Ana Paiva
Soc. Sci. 2023, 12(7), 379; https://doi.org/10.3390/socsci12070379 - 27 Jun 2023
Viewed by 2794
Abstract
In today’s postdigital society, the public presence of academics on the Web and the consequent affirmation of a given identity or of a multidimensional identity imply a much more complex and multifaceted management of their image than when we were dealing with a [...] Read more.
In today’s postdigital society, the public presence of academics on the Web and the consequent affirmation of a given identity or of a multidimensional identity imply a much more complex and multifaceted management of their image than when we were dealing with a scholar whose identity was affirmed in circumscribed spaces and times. In this work, we seek to analyze the positioning of the subjects about their online identities and the ways in which they express the multiple facets of the construction of their online selves. We adopted a Thematic Analysis approach to qualitative research and used NVivo to analyze the data collected through semi-structured interviews of 13 subjects from a purposive sample of digital scholars. Three major themes were identified: Theme A—Digital-Presence Awareness; Theme B—The Public and the Private Spheres; and Theme C—Offline, Online, and Hybrid Selves. Overall, subjects clearly express the awareness of the need to build a presence on the Web. While there is a general concern to preserve a certain level of authenticity, intimacy, and privacy on the Web, there seems to be some heterogeneity in the experiencing of these processes. For some participants, the distinction between public and private and between personal and professional should be clearly marked, while for others, the necessarily hybrid nature of identity should be assumed, arguing that it is no longer possible to make a clear separation between the offline and the online world. This work, thus, shows different shades in the way academics construct their presence on the Web and how differently they assume several of the constitutive dimensions of their identities. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
15 pages, 299 KiB  
Article
Teaching Research Methods Courses in Education: Towards a Research-Based Culture
by João Filipe Matos, André Freitas, Elsa Estrela, Carla Galego and João Piedade
Soc. Sci. 2023, 12(6), 338; https://doi.org/10.3390/socsci12060338 - 08 Jun 2023
Cited by 2 | Viewed by 2061
Abstract
This paper aims to identify and discuss what constitutes a research-based pedagogical culture in teaching research methods courses in master’s and doctoral programs in education. The discussion draws on empirical results of a set of five focus group interviews with teachers responsible for [...] Read more.
This paper aims to identify and discuss what constitutes a research-based pedagogical culture in teaching research methods courses in master’s and doctoral programs in education. The discussion draws on empirical results of a set of five focus group interviews with teachers responsible for teaching research methods courses in educational programs in higher education institutions in Portugal. Data are analyzed and interpreted within a situated learning framework that acknowledges the relevance of creating social learning spaces which accommodate the variety of students. The article closes with a characterization of what could be a research-based pedagogical culture in teaching research methods in advanced studies in education in the near future. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
19 pages, 1322 KiB  
Article
High-Tech Augmentative and Alternative Communication Devices: Observing Children’s Need for Help and Interaction with Caregivers
by Ivone Almeida, António Moreira and Jaime Ribeiro
Soc. Sci. 2023, 12(5), 310; https://doi.org/10.3390/socsci12050310 - 21 May 2023
Viewed by 2103
Abstract
There are many children with disabilities who need specialised devices to communicate and to be understood, which poses an added challenge for their caregivers. This study aims to diagnose the training needs of informal caregivers concerning high-tech devices for augmentative and alternative communication [...] Read more.
There are many children with disabilities who need specialised devices to communicate and to be understood, which poses an added challenge for their caregivers. This study aims to diagnose the training needs of informal caregivers concerning high-tech devices for augmentative and alternative communication (AAC), to enhance the use of these devices in the home setting. The aim is to study children’s performance and their interaction with caregivers, to improve practices and contribute to reducing technology abandonment at home. Participant observation sessions were carried out in three home settings to describe the interaction between children and their caregivers, as well as to assess the former’s need for assistance in using the Grid3 software when combined with eye-gaze-controlled technology. The findings seem to demonstrate the importance of interactions between caregivers and children for carrying out tasks and improving performance. Therefore, it can be inferred that positive reinforcement is important to foster children’s motivation to overcome difficulties in using such devices, along with corrective feedback. The data suggest the need to promote technology-mediated communicative interaction in all life contexts. It is also possible to infer that the lack of regular device use at home compromises skills development. These findings have contributed to the planning and implementation of parental training intervention regarding using assistive technology for augmentative and alternative communication. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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15 pages, 615 KiB  
Article
Exploring School Bullying: Designing the Research Question with Young Co-Researchers
by Niamh O’Brien and Audrey Doyle
Soc. Sci. 2023, 12(5), 276; https://doi.org/10.3390/socsci12050276 - 04 May 2023
Viewed by 2739
Abstract
Participatory Action Research (PAR) empowers young people to work alongside adult researchers to determine the purpose/scope of research projects. By naming the purpose of the research, young people have the potential to transform it. Beginning with a broad question, we worked in collaboration [...] Read more.
Participatory Action Research (PAR) empowers young people to work alongside adult researchers to determine the purpose/scope of research projects. By naming the purpose of the research, young people have the potential to transform it. Beginning with a broad question, we worked in collaboration with secondary school students (co-researchers) and staff to decide on the focal research question. Prior to recruiting the co-researchers, we conducted an ‘exploration study’ using a qualitative online questionnaire distributed to the wider school population, to ascertain the core bullying issues. Although the questionnaire highlighted complexities in recognising bullying, misogynistic behaviour was stressed as a particular concern. In-depth discussions with the co-researchers and reflections on the questionnaire findings over several months gave us further insight into this issue, as well as the complexities of determining bullying/banter. Our research question was determined as: “Does gender bullying happen at this school?” Two distinct methodological and process-related insights arose from this work: power dynamics and the construct of time as duration and a non-linear process. This paper contributes to the literature on hearing stakeholder views as well as on actively including students in designing and developing research foundations, that is the research question, an under-explored topic in the wider literature. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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12 pages, 609 KiB  
Article
Evaluating the Impacts of a Research Ethics Training Course on University Researchers
by Jasper Knight
Soc. Sci. 2023, 12(3), 182; https://doi.org/10.3390/socsci12030182 - 17 Mar 2023
Viewed by 2051
Abstract
Training in research ethics is an essential part of professional development for graduate students and academic and research staff at universities and other research institutions. Certificated training in research ethics has been offered at the University of the Witwatersrand, Johannesburg, South Africa, since [...] Read more.
Training in research ethics is an essential part of professional development for graduate students and academic and research staff at universities and other research institutions. Certificated training in research ethics has been offered at the University of the Witwatersrand, Johannesburg, South Africa, since 2019. This training comprises a 4 h content-based workshop followed by a written assignment with attendees who are mainly graduate students and academic staff of the University. This study presents the results of an anonymous online survey that evaluated the impacts of the ethics training on researcher professional activities, in particular where their research deals with human participants. Those invited to take part in the survey were the successful attendees who had attained a Certificate of Competence in Research Ethics. Results (n = 92) showed that the majority of respondents were satisfied with the nature, format and depth of content of the training, and reported that it has a positive impact on their development as researchers. Specifically, this included thinking through their project design, and developing critical thinking and problem solving skills related to their project. Overall, the results highlight the importance of research ethics training in researcher development, as well as engendering critical reflection on ethical issues in different research contexts. It also shows the importance of ethics training in a ‘live’ session where participants are able to ask questions, engage in debate, and undertake a written assessment that tests their application of ethics concepts. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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Other

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17 pages, 335 KiB  
Essay
Qualitative Research in Digital Era: Innovations, Methodologies and Collaborations
by Grzegorz Bryda and António Pedro Costa
Soc. Sci. 2023, 12(10), 570; https://doi.org/10.3390/socsci12100570 - 12 Oct 2023
Cited by 2 | Viewed by 5640
Abstract
The differentiation of contemporary approaches to qualitative data analysis can seem daunting even for experienced social science researchers. Especially when they move forward in the data analysis process from general analytical strategies used in qualitative research to more specific approaches for different types [...] Read more.
The differentiation of contemporary approaches to qualitative data analysis can seem daunting even for experienced social science researchers. Especially when they move forward in the data analysis process from general analytical strategies used in qualitative research to more specific approaches for different types of qualitative data, including interviews, text, audio, images, videos, and so-called virtual data, by discovering the domain ontology of the qualitative research field, we see that there are more than twice as many different classes of data analysis methods as qualitative research methods. This article critically reflects on qualitative research and the qualitative computer data analysis process, emphasising its significance in harnessing digital opportunities and shaping collaborative work. Using our extensive analytical and research project experience, the last research results, and a literature review, we try to show the impact of new technologies and digital possibilities on our thinking. We also try to do the qualitative data analysis. The essence of this procedure is a dialectical interplay between the new world of digital technology and the classic methodology. The use of digital possibilities in qualitative research practices shapes the researcher’s identity and their analytical and research workshop. Moreover, it teaches collaborative thinking and teamwork and fosters the development of new analytical, digital, and Information Technology (IT) skills. Imagining contemporary qualitative research and data analysis in the humanities and social sciences is difficult. Opening to modern technologies in computer-based qualitative data analysis shapes our interpretation frameworks and changes the optics and perception of research problems. Full article
(This article belongs to the Special Issue Selected Papers from the 7th World Conference on Qualitative Research)
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