Description: 

This 6-day PhD course provides an introduction to the steps and processes involved in carrying out qualitative interviews, including working with concrete data and tools for analyzing interview data. The course is interdisciplinary, and we invite students from different disciples to join the course.

The course aims to provide theoretical and practical knowledge on how to analyze data from qualitative interviews. This includes understanding the theory as well as the ontology and epistemology behind qualitative interviews as a research method. The main focus of the course is for the students to develop concrete tools and for reflective thinking and practice on how to analyze data from qualitative interviews. 

As highlighted by the title this course is clearly about HOW to work with interview data and preferably  with the students’ own data from qualitative interviews or/and data provided by the course holders (Danish data). 

The course focuses on two concrete approaches;
1) Thematic Content Analysis developed by Braun and Clarke (2006, 2013), and
2) Narrative Adentity analysis, discourse analysis and positioning analysis from the approaches developed by Michael Bamberg (
De Fina et al., 2006; Bamberg et al., 2011) & Davies & Harré (1990).

The course will be in English and participants are invited to bring data in any language, but if the language is not Danish, Scandinavian, English or Spanish the students will be expected to be fully proficient in the respective language.


The course is split into two blocks and students are expected to work independently with peers in the time period between the two blocks.

The course consists of two teaching blocks of three full days each. The first block will primarily focus on tools applied in the very first steps of data analysis, whereas the second block will focus on generating themes, reporting results etc.

Block 1:

Day 1: Introduction, lectures, group work 1 & 2, discussion

Day 2: lectures, group work 2 & 3, panel discussion

Day 3: lectures, group work 4, discussion, preparing for block 2 of the course, evaluation of block 1

Block 2:

Day 1: Introduction, lectures, presentations, group work 6, discussion

Day 2: lectures, presentations group work 7, discussion

Day 3: lectures, presentations, group work 8, discussion and wrap-up

Description of paper requirements:

The students are required to present a short paper describing their own Ph.D. project and focused on data analyses. The procedure for this will take place in two steps:

1) On application to the course the student is required to send a one to two-page abstract describing her/his Ph.D. project, the stage of the project, the design/methods, and the amount of interview data expected available at the time of the course. The application should also include a short description of the stage of data analyses that the student expects to have reached at the time of the course (development of research question/interview topics, pilot interview, transcription, initial data analysis etc.) and the students expectations for the course.

2) After completion of the first block of the course the participants will be required to continue elaborating on her/his data analyses and to write up a 5–7-page paper describing the data analysis procedure which has been applied (codes etc.) and tentative suggestions for themes. The students will also be requested to provide feed-back on short written papers by other course participants during the app. 6-week period between block 1 and block 2. Students will be requested to give short presentations of their papers during the course.

Key literature:

Bamberg, M. (Eds.), Discourse and identity (pp. 1–23). Cambridge, UK: Cambridge University Press

Bamberg, M., De Fina, A. & Schiffrin, D. (2011). Discourse and identity construction. In. S. J.

Schwartz et al. (Eds.). Handbook of Identity Theory and Research, (pp. 1-23).

Bamberg, M & Georgakopoulou, A. (2008). Small stories as a new perspective in narrative and

identity analysis In: Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies, 28, 3, 377-396.

Braun, V. & Clarke, V (2006), Using thematic analysis in psychology. Qualitative Research in Psychology(vol. 3, 2, 77-101 doi/abs/10.1191/1478088706qp063oa

Braun, V. & Clarke, V. (2014). Successful qualitative research: A practical guide for beginners. London: Sage

Braun, V. & Clarke, V. (2016) (Mis)conceptualizing themes, thematic analysis, and other problems with

Fugard and Potts´(2015) sample-size tool for thematic analysis. International Journal of Social Research Methodology, Vol 19(6), 739-743.

Braun, V. & Clarke, V. (2019). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales, Qualitative Research in Sport, Exercise and Health. DOI: 10.1080/2159676X.2019.1704846

Braun, V., Clarke, V. & Hayfield, N. (2019). ´A starting point for your journey, not a map´: Nikki Hayfield in conversation with Virginia Braun and Victoria Clarke about thematic analysis. Qualitative Research in Psychology, 1-22, doi:10.1080/14780887.2019.1670765.

Braun, V. & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, DOI: 10.1080/14780887.2020.1769238

Davies, B., & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the

Theory of Social Behavior, 20(1), 43–63.

De Fina, A., Schiffrin, D., & Bamberg, M. (2006). Introduction. In A. De Fina, D. Schiffrin, & Bamberg (eds.) Discourse and Identity. Cambridge: Cambridge University Press.

Glintborg, C. & Berger, N.P. (2018) Narrative forskningstilgange, p. 14-27. I Glintborg, C., Hedegaard-Sørensen, L. & Kirkebæk, B. (red). Professionelle blikke. Når fortællinger forandrer identitet. Frydenlund Academic.

Jensen de López, K. & Lyons, R. (2020). Narratives and identity construction of children with developmental speech and language disorders. In Glintborg, C.C. & de la Mata, M. (eds) Identity Construction and Illness in persons with disabilities. Routledge, p. 104-114.

Jensen de López, K., Feilberg, J.,Baena, S., Lyons, R., Harding, S., Kelic, M., Klatte, I., Mantel, T. C., Novogrodsky, R., Ulfsdottir, T.S., Zajdó, K, Rodriguez-Ortiz, I. R. (2021). `So, I told him to look for friends!`Barrries and protecting factors that may facilitate inclusion for children with Language Disorder in everyday social settings: cross-cultural qualitative interviews with parents. Research in Developmental Disabilities, Special Issue on Parental Involvement across cultures.

Lyon, R., Glintborg, C., & McAllister, L. (2019). Narrative inquiry and its use in communication disorders research. In R. Lyons & L. McAlister (Eds.) Qualitative research in communication disorders: An Introductory Guide for Students and Clinicians. Guildford, UK: J & R Press.

Organizer: 
Doctoral Programme in Communication and Psychology

Lecturers:

Chalotte Glintborg

Kristine Jensen de López

Michael Bamberg

ECTS: 6

Time:
September 22-24, 2021
November 24-26, 2021

Place:

AC Meyers Vænge 15

Zip code:
2450

City:
Copenhagen

Number of seats:
Min. 10 - Max 20

Deadline:
September 1 - Please also send registration to hannepc@hum.aau.dk together with the required abstact - see below: 

On application to the course the student is required to send a one to two-page abstract describing her/his Ph.D. project, the stage of the project, the design/methods, and the amount of interview data expected available at the time of the course. The application should also include a short description of the stage of data analyses that the student expects to have reached at the time of the course (development of research question/interview topics, pilot interview, transcription, initial data analysis etc.) and the students expectations for the course.