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STEM in teaching Qual Res

STEM in teaching Qual Res. Graham R Gibbs University of Huddersfield COUNT project, funded by the HEA. Real title. Count: Developing STEM Skills in qualitative research methods teaching and learning Two stages Survey of teachers of qual res

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STEM in teaching Qual Res

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  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 • = Computer Assisted Qualitative Data AnalysiS • 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 15th to 30th. • N=93 (as of 18/4/2013) • Of which 91% British, 5% other EU. • 0 from USA

  7. Disciplines represented 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/Video/Conversation Analysis • QualRes very diverse. No dominant method.

  9. Teaching to undergraduates N.B. some non-responses in CAQDAS.

  10. CAQDAS/Text analysis s/w used Only 7% said they were thinking of expanding undergrad provision of CAQDAS

  11. Reasons s/w not used Percentage of the 42 respondents not teaching at undergrad level

  12. Reasons s/w not used cont. 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 Percentage of all respondents

  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

  15. Materials/media used in teaching

  16. Where third party resources have come from 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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