What is the REFI-QDA Standard: Experimenting With the Transfer of Analyzed Research Projects Between QDA Software

The open REFI-QDA standard allows for the exchange of entire projects from one QDA software to another, on condition that software vendors have built the standard into their software. To reveal the new opportunities emerging from overcoming QDA software lock-in, we describe an experiment with the standard in four separate research projects done by several researchers during a week at the Lorentz Centre (The Netherlands) in August 2019. Each researcher exchanged some processed research data between two qualitative data analysis software (QDAS) packages. We start by envisaging the development of the REFI-QDA standard, followed by the context of each research project, the type(s) of data in it, the reasons for wanting to do the transfer to another program and the lessons learnt in doing so. We conclude with the benefits of the REFI-QDA standard and the issues to be taken into account when considering a transfer between QDAS.Der offene REFI-QDA-Standard ermöglicht es, Daten zwischen verschiedenen QDA-Programmen auszutauschen, vorausgesetzt, die Softwarehersteller*innen haben den Standard in ihre Programme integriert. Um die neuen Möglichkeiten aufzuzeigen, die sich aus dieser Überwindung der Beschränkung auf einzelne Analyseprogramme ergeben, beschreiben wir die Ergebnisse eines Experiments zur Nutzung des Standards in vier verschiedenen Forschungsprojekten. Das Experiment wurde im August 2019 am Lorentz Centre (Niederlande) durchgeführt. Alle beteiligten Forscher*nnen tauschten mithilfe des Standards zuvor verarbeitete Forschungsdaten zwischen zwei Softwarepaketen zur qualitativen Datenanalyse (QDAS) aus. Unser Artikel beginnt zunächst damit, die Entstehungsgeschichte des REFI-QDA Standards zu erläutern. Anschließend stellen wir die einzelnen Forschungsprojekte samt der darin verwendeten Daten vor und erläutern die Beweggründe für deren Übertragung in eine zweite QDA-Software sowie die daraus gewonnenen Erkenntnisse. Im letzten Schritt fassen wir den Mehrwehrt des REFI-QDA-Standards zusammen und diskutieren Aspekte, die bei einem Transfer zwischen QDAS zu beachten sind

What Do Organizations Learn From Conflict? A Grounded Meta-Analysis Approach to Developing an Integrated Conflict System Roadmap

Organizational systems from a variety of fields and industries have begun to investigate and evaluate the skills, strategies, and lessons learned from conflict. Yet, many of the findings are isolated to their specific organizations or industries, decreasing the impact of the newly emerging knowledge. Due to the lack of interconnectedness in the fields and industries, this study poses the following research question: How do organizations develop skills and strategies to respond to internal and external conflict within systems? The purpose of this grounded meta-analysis was to discover what skills and strategies organizations learn through the process of managing conflict and to utilize the findings to develop a comprehensive integrated conflict development model to aid organizations in the development of their systems. The study utilized Hossler and Scalese-Love’s (1989) grounded meta-analysis methodology. Theories such as systems theory, social constructivism, and frame analysis were used to inform the development of the new theoretical framework: the roadmap for organizational conflict management systems (ROC framework). From an initial sample of 33 reports from 1990 to the present indicating conflict, I reviewed 12 executive reports and publications relating to conflict in organizations (before, during, or after conflict). Data analysis produced a framework including a holistic, transparent, and innovative context for learning, using strategies of communication, knowledge sharing, support, and collaboration. The resulting ROC framework is presented in the form of a chart to assist organizations in developing an integrated conflict management system resulting in organizational effectiveness, cooperative conflict management, and a culture of openness and trust

A Call for Enhancing Saturation at the Qualitative Data Analysis Stage via the Use of Multiple Qualitative Data Analysis Approaches

The analysis of data represents the most important and difficult step in the qualitative research process. Thus, recently, a few authors have written methodological works that contain discussion of an array of qualitative data analysis approaches. Yet, despite the call of Leech and Onwuegbuzie (2007) a decade ago for qualitative researchers to analyze a given set of qualitative data in multiple ways, this practice has been largely ignored. Thus, in this article, we bolster the argument for conducting multiple data analyses. In particular, we use data stemming from an interview to demonstrate how using five qualitative data analysis approaches (e.g., constant comparison analysis, discourse analysis) helped to enhance what we refer to as analysis saturation, thereby increasing verstehen (i.e., understanding)

Mentoring in the training cycle of clinical and counseling psychology doctoral students: a critical review of the literature

This dissertation presents a critical review and analysis of the literature on mentoring in clinical and counseling psychology training programs. It provides background information on the mentoring process and a detailed analysis of current empirical research pertaining to mentoring in the training cycle of clinical and counseling psychology doctoral trainees through predoctoral internship and postdoctoral fellowship to licensure. The goal of this review is to highlight the importance and benefits of mentorship for mentors, protégés, institutions or universities, and for the profession of psychology. There are few studies focused on mentorship during psychology training, therefore recommendations are made for future research

Investigating Gender Diversity, Equity, And Inclusivity And Students’ Experiences Within Collegiate Team-Based Learning Environments

As the United States works towards strengthening and diversifying the science, technology, engineering, and math (STEM) workforce, many national charges aim to increase the quantity of female participants, while overlooking how systematic barriers affect the quality of female students’ education. Many STEM workforce development programs, such as the National Space Grant College and Fellowship Program, are committed to improving the nation’s diversity, equity, and inclusivity (DEI) efforts, enabling technical education through hands-on team-based learning (TBL) environments. The purpose of this study was to take a holistic approach to assess how gender DEI in STEM team environments influence the quality of female students’ learning outcomes and experiences. The socio-ecological framework, guided by feminist standpoint theory, was used to explore how the macro- and micro-levels affect female team members. Through a mixed-methods approach, this work presents two studies: 1) a qualitative document analysis (QDA) that analyzes STEM programs’ recruitment documents and assesses how gender DEI is integrated into STEM programs’ student-centric policies, and 2) a survey tool that analyzes how gender relates to technical task distribution and individual students’ experiences. Data analysis showed that a lack of gender DEI integration into STEM programs negatively influences students’ learning outcomes. First, almost all of the national STEM programs failed to embed gender DEI into the programmatic frameworks and strategic goals. Second, female students were statistically more likely to lead the non-technical tasks on STEM teams, reinforcing the traditional gender roles found in the literature. Also, although female students reported similar motivation levels as the male students, they were less likely to: (a) conduct technical tasks, X2 (1, N = 203) = 7.8, p = .005, (b) feel like they can lead group work and be effective, X2 (3, N = 192) = 12.9, p = .005, and (c) feel like they belong to the STEM community, X2 (5, N = 196) = 10.7, p = .05. Female students were also statistically more likely to (d) feel like an outsider, X2 (5, N = 196) = 11.8, p = .04, and (e) believe they can effectively coordinate tasks and activities of a group, X2 (3, N = 192) = 12.9, p = .005. These findings add to a growing body of literature that national efforts are not sustaining a conducive environment that promotes equitable learning experiences. The STEM workforce will fail to see its full potential until systems of inequalities are addressed at all levels of the socio-ecological system

IQP - Mae Moh, Thailand - C08

In the past, the Electricity Generating Authority of Thailand (EGAT) was the cause of environmental disasters in which SO2 emissions soared, causing environmental and physical health problems in the surrounding areas of Mae Moh. Because of such problems, communication of pollution levels became an important objective for EGAT. We accomplished our goals of identifying EGAT\u27s environmental communication strategies and residents\u27 information needs through interviews with EGAT employees and residents of three Mae Moh villages. We conclude the report with communication guidelines for EGAT addressing the main barriers to communication - information accessibility, information comprehensibility, and trust - as well as further recommendations for EGAT regarding increased interaction with villagers

Demystifying Theoretical Sampling in Grounded Theory Research

Theoretical sampling is a central tenet of classic grounded theory and is essential to the development and refinement of a theory that is ‘grounded’ in data. While many authors appear to share concurrent definitions of theoretical sampling, the ways in which the process is actually executed remain largely elusive and inconsistent. As such, employing and describing the theoretical sampling process can present a particular challenge to novice researchers embarking upon their first grounded theory study. This article has been written in response to the challenges faced by the first author whilst writing a grounded theory proposal. It is intended to clarify theoretical sampling for new grounded theory researchers, offering some insight into the practicalities of selecting and employing a theoretical sampling strategy. It demonstrates that the credibility of a theory cannot be dissociated from the process by which it has been generated and seeks to encourage and challenge researchers to approach theoretical sampling in a way that is apposite to the core principles of the classic grounded theory methodology

Survival Strategies: Doctoral Students’ Perceptions of Challenges and Coping Methods

The purpose of this collective case study was to use a critical dialectical pluralistic (CDP) philosophical lens to investigate select doctoral students’ perceptions about the challenges that they encountered while in a doctorate program and the coping strategies that they found effective in mitigating these challenges. A major goal of CDP is to empower research participants maximally by giving them the role of participant-researchers. Participants were 10 doctoral students enrolled at a Tier-II university in the United States, who were selected via convenience sampling. Each student participated in a face-to-face interview with a member of the research team—consistent with a CDP approach. A qualitative-dominant crossover mixed analysis was used wherein both quantitative and qualitative analyses were used to analyze the qualitative data, with the qualitative analysis phase being dominant. The qualitative analyses (e.g., constant comparison analysis, classical content analysis) revealed the following five themes: compartmentalization of life, outside support systems, justification for participation in program, emotional status, and structure of program. These themes indicated that although challenges are plentiful, particularly in terms of balancing one’s academic life with other obligations, participants found support and encouragement from family, friends, and other doctoral students to be the most beneficial coping strategy. These findings have important implications for the structuring of doctoral programs