Hands-on Analysis of Qualitative Interviews
Block 1: June 14-15, 2023 (in Aalborg)
- OCT 9: Auditorium 1.008, room 2.21 and 2.22 Building C
- OCT 10: Room 2.1.009 - 8.15-12.00 and room 0.091 -12.30-18.15, Building C
- OCT 11: Room 3.084B - 8.15-12.00, Auditorium 14.30-16.15
Programme - Block 2
Day 1: Monday 9th October - Auditorium 1.008
10-11:15: Welcome back, introduction to the three days, home exercise, confirm joint dinner (4 group presentations 10 min. per group + 10 group discussion)
11:15-12.30 Theoretical framework Narrative Identity (+ group exercises) v. Manuel de la Mata
· Identity and self
· Identity & narrative
· Dialogism in Bakhtin (Voice exercise)
12:30-13 Lunch
13.00-13.45 Introduction to Narrative Identity continue v. Manuel de la Mata
13.45-17.00 + short break: apply to own data (14:30 coffee)
19: Joint Dinner
Day 2: Tuesday 10th October - Room 2.1.009
9-9:15: Good morning
9:15-10:00: Introduction to identity dilemmas v Chalotte
10:00-10:15 Coffee
10:15-12:30 Group exercise on identity dilemmas
12-12:30 Lunch
12:30-13:30 Presentations and discussion + 10 min. break) - Note! change of room to room 0.091
13:30-13:45 Coffee
13:45-15 Introduction to I-Positioning + exercise v. Chalotte
15-16: Group exercise on I-positionings
Day 3: Wednesday 11th October - room 3.084B
9-9:15: Good morning
9:15-10:00: Individual feedback/apply to own project and data (group)
10:00-10:15 Coffee
10:15-12:30 Individual feedback/apply to own project and data (group)
12-12:30 Lunch
12:30-13:30 Individual feedback/ apply to own project and data (group)
13:30-13:45 Coffee (Note! Change of plenum room from 14.30 to Auditorium 1.008)
13:45-15:15 apply to own project and data (group)
15:15-16: Evaluation and Farewell!
This five-day Ph.D. course provides participants with an introduction to the steps, processes and reflections involved in analysing qualitative interviews, including working with concrete data. The course is interdisciplinary, and we invite students from different disciples to join the course. The main learning objectives for the course are that the participants gain theoretical and practical knowledge on how to analyze data from qualitative interviews and other types of qualitative data. This includes understanding ontological, epistemological and methodological assumptions in qualitative research and why they are important. The main focus of the course is the particiapants’ development of concrete tools for reflective thinking and practice on how to analyze data from qualitative interviews and other types of qualitative data. During the course we will narrow ourselves to two concrete approaches; 1) Reflective Thematic Analysis by Braun and Clarke (2006, 2013, 2022), and 2) Narrative Identity Analysis, e.g. Discourse Analysis and Positioning Analysis from the approaches developed by for instance Michael Bamberg (De Fina et al., 2006; Bamberg et al., 2011) & Davies & Harré (1990). As highlighted by the title this course is mainly about HOW to work with interview data and preferably with the participants’ own data from qualitative interviews or/and data provided by the course holders (English and Danish data). The course is held 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.
Tentative course description: The course consists of two teaching blocks of respectively two and three full course days. The first block will primarily focus on Reflective Thematic Analysis and how to apply it, whereas the second block will focus on Narrative Identity and Positioning and how to apply it. Block 1: Day 1: Introduction, lectures, group work 1 & 2, discussion Day 2: lectures, group work 2 & 3, panel discussion and how to prepare for block 2 of the course, evaluation of block 1
Block 2:
Day 1: Introduction, lectures, presentations, group work 4, discussion Day 2: lectures, presentations group work 5, discussion Day 3: lectures, presentations, group work 6, discussion and wrap-up The teaching methods of the course will be Problem-Based-Learning including a mixture of lectures, group work, peer comments, group discussions, and comments and feed-back on individual papers and research projects. |
Paper requirements:
The students are required to present a short paper describing their own Ph.D. project, and focusing on data generation and 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 e.g. the amount of interview data expected available at the time of the course. The application should also include a short and tentative description of the stage of data analyses that the student expects to have reached when the course starts (e.g. development of research question/interview topics, pilot interview, transcription, initial data analysis etc.) and the students expectations for the course.
After completion of the first block of the course the students 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 (results). This work should be sent to the course teachers one week before the second block (2nd October). The students will receive individual feedback during the second block. The students will also work in designated groups during the periode between block I and block II and prepare short presentations during the course.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
Braun, V. & Clarke, V. (2021). Thematic Analysis: A Practical Guide. Sage Publications Ltd, London
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.
Lecturers: Chalotte Glintborg, Kristine Jensen de López, Manolo de la Mata
ECTS: 5
Time:
Block 1: June 14-15, 2023 (in Aalborg)
Block 2: October 9-11, 2023 (in Copenhagen)Deadline: Registration (including abstract and data analysis description) is sent per mail to Hanne P.Clausen (hannepc@ikp.aau.dk) - no later than May 20.
- Teacher: Chalotte Glintborg
- Teacher: Kristine Jensen de Lopez