Supporting Interview Analysis with Autocoding

Interview analysis is a technique employed in qualitative research. Researchers annotate (code) interview transcriptions, often with the help of Computer-Assisted Qualitative Data Analysis Software (CAQDAS). The tools available today largely replicate the manual process of annotation. In this article, we demonstrate how to use natural language processing (NLP) to increase the reproducibility and traceability of the process of applying codes to text data. We integrated an existing commercial machine--learning (ML) based concept extraction service into an NLP pipeline independent of domain specific rules. We applied our prototype in three qualitative studies to evaluate its capabilities of supporting researchers by providing recommendations consistent with their initial work. Unlike rule based approaches, our process can be applied to interviews from any domain, without additional burden to the researcher for creating a new ruleset. Our work using three example data sets shows that this approach shows promise for a real--life application, but further research is needed

Bridging Qualitative Data Silos: The Potential of Reusing Codings Through Machine Learning Based Cross-Study Code Linking

For qualitative data analysis (QDA), researchers assign codes to text segments to arrange the information into topics or concepts. These annotations facilitate information retrieval and the identification of emerging patterns in unstructured data. However, this metadata is typically not published or reused after the research. Subsequent studies with similar research questions require a new definition of codes and do not benefit from other analysts’ experience. Machine learning (ML) based classification seeded with such data remains a challenging task due to the ambiguity of code definitions and the inherent subjectivity of the exercise. Previous attempts to support QDA using ML rely on linear models and only examined individual datasets that were either smaller or coded specifically for this purpose. However, we show that modern approaches effectively capture at least part of the codes’ semantics and may generalize to multiple studies. We analyze the performance of multiple classifiers across three large real-world datasets. Furthermore, we propose an ML-based approach to identify semantic relations of codes in different studies to show thematic faceting, enhance retrieval of related content, or bootstrap the coding process. These are encouraging results that suggest how analysts might benefit from prior interpretation efforts, potentially yielding new insights into qualitative data

Addressing Teacher Attrition Through Trauma-Informed Practices in the Workplace

Teacher attrition and turnover have been widely studied to understand the reason for the number of teachers moving each year or leaving the profession altogether. Researchers have attempted to understand the contributing factors that lead to teacher movement and attrition, yet a knowledge gap exists between understanding the problem and finding solutions. The aim of this study was to investigate how implementing trauma-informed practices in the workplace impacts teacher mobility and attrition. A grounded theory approach was taken, which data from interviews to investigate the problem. Teachers who have left the profession or have moved from a position were interviewed to gain a deeper understanding of the problem and potential solutions. Future research may include implementing the findings of this research to measure the effect on teacher attrition and movement

Motivations and Experiences of Female Expatriate Educators Teaching in Saudi Arabia

There is a significant gap in the literature regarding women\u27s lived experiences and work motivation in Saudi Arabia. In order to address this gap, this qualitative study explored the lived experiences of female expatriates who chose to teach and live in Saudi Arabia for longer than 1 year. Using Moustakas\u27 phenomenological method, a purposive sample of 10 female educators who worked in Saudi Arabian higher education institutions were recruited and interviewed. Although English teachers were not targeted, all of the participants recruited were primarily English teachers (5 North Americans, 5 Europeans). With Deci and Ryan\u27s self-determination theory as the conceptual framework, 12 themes were summarized in terms of motivation elements including autonomy, support, competence, and motivation. Themes related to teaching experiences in Saudi Arabia included job autonomy, job routines, supportive work environments, supportive supervisors, work competence, and work performance. Themes related to motivations to stay in Saudi Arabia included cultural adjustment, spiritual motivations, social connectedness, family life, unforgettable teaching moments, and women’s empowerment. The essence of teaching and living in Saudi Arabian institutions were provided. The results of this study will be used to empower female expatriate educators by increasing awareness about their experiences, offering motivation workshops, and advancing higher education accreditation policies resulting in positive social change. Future research should explore developing higher education standards related to monitoring the effects of student performance and post-Covid19 regulations on expatriate faculty motivation to live in the Middle East

A Needs Assessment of Colorado Women Veterans

The Colorado Department of Military and Veterans Affairs Division of Veterans Affairs (DVA) cannot comprehensively identify Colorado women veterans’ social and benefit needs. As a result, the department cannot help women veterans meet those needs and improve the quality of life for them and their families. The three research questions in this qualitative needs assessment study explored the unmet needs of Colorado’s women veterans, their challenges to meeting those needs, and ways to mitigate them. The study identified the unmet needs, related barriers, and ways to mitigate those barriers so DVA can take steps to help women veterans meet those needs. The study used a needs assessment model and the social determinants of health as the framework for conducting the needs assessment. A purposive convenience sample of 10 subject matter experts representing organizations that support Colorado’s women veterans were invited to participate in the study and were interviewed using a semi-structured approach. Interviews were recorded, transcribed, and coded using thematic analysis. Thirteen findings were organized into four themes: financial, transition, healthcare, and male aversion. The 13 findings and 14 recommendations provided the information needed for DVA to make positive social change using the information from this study to improve their services, and the quality of life for Colorado women veterans. The study may also be helpful to other public and non-profit organizations that desire to help women veterans meet their needs

Human Rights Accountability Through Treaty Bodies: Examining Human Rights Treaty Monitoring for Water and Sanitation

Framing scholarship on human rights accountability through treaty bodies, this article examines the water and sanitation content of state human rights reporting to the United Nations Committee on Economic, Social and Cultural Rights. In this novel application of analytic coding methods to state human rights reports, the authors trace the relationship between human rights advancements on water and sanitation and treaty body monitoring of water and sanitation systems. These results raise an imperative for universal human rights indicators on the rights to water and sanitation, providing an empirical basis to develop universal indicators that would streamline reporting to human rights treaty bodies, facilitate monitoring of state reports, and ensure accountability for human rights implementation

New radicals: digital political engagement in post-referendum Scotland: final report on pilot project to the communities and cultrue network+.

The main aim of this study will be to analyse the transition of social media activism since the Scottish referendum, in order to establish whether the related activism is sustained over a longer timescale, particularly in relation to younger voters. The objectives of the proposed study will be: To map and disaggregate post-referendum social media activity using social network analysis techniques To investigate the discourses and emerging narratives of the groups using digital ethnographic research To investigate the breadth and depth of engagement by conducting interviews with members of the groups (including political parties and civic campaign groups) To conduct a targeted investigation of engagement of young voters (especially those aged 16-17 at the time of the referendum) to determine whether the engagement levels in relation to the referendum are translating into broader engagement with politics

Dropout stories of Andalusian university students

RDI European Regional Development Fund (ERDF) 2014-2020. Junta de Andalucía. Ministry of Economy, Innovation and Science. Reference: B-SEJ-516-UGR18. “Stories of dropout. Biographical-narrative approach to academic dropout in Andalusian universities. Multi-causal analysis and prevention proposals.”The abandonment of university studies is a problem that affects the balance and correct organization of university systems throughout the world and that has undesirable personal consequences in advanced societies. Dropping out of school has a multidimensional explanation. Among the causes, associated with each other, that originate it, the following factors stand out: psychological, social, economic, psycho-pedagogical, institutional, and didactic. Studying how all these dimensions act and relate to each other in specific cases of people who drop out of Higher Education, helps us to better understand the phenomenon and to develop prevention measures in university institutions. This text presents the results of biographical-narrative research carried out among the student population in a situation of abandonment of the universities of Andalusia that has allowed us to recover 22 stories of abandonment carried out by as many exstudents who were enrolled in any of the nine universities. Andalusians publish in any of the different university degree studies. The biographical texts have been subjected to narrative analysis to achieve personal exemplifications and characterize paradigmatic cases of relationship between the dimensions of the problem, using concept mapping to present the outcomes.RDI European Regional Development Fund (ERDF)Junta de AndaluciaMinistry of Economy, Innovation and Science B-SEJ-516-UGR1

The Persistence Of Community College Students: A Single Site Case Study

Only 22% of all students who enroll in community colleges complete an associate degree within three years, and only 16% of students at urban community colleges earn a degree in the same time frame. Community college administrators recognize that a majority of their student population desires to earn a degree, but many lack the knowledge, skills, and support to complete college. The purpose of this single site qualitative case study was to understand how community college students perceive wraparound services and how these services impact students’ persistence. Deil-Amen (2011) was used as the theoretical underpinning for this study. The setting was a community college in the Midwest. Twelve interview questions and three instruments were used in this study. The instruments included a demographic questionnaire, a semi-structured interview, and a personal artifact form. The population was defined as eight (N = 8) second year community college students. The sample mean age was 21 (M = 21) and 50% of the sample were male (n = 4) and 50% were female (n = 4). Using NVivo 12 Pro, 50 nodes were found, nine overarching themes were expressed, and eight findings were noted. These findings included: • tutoring is essential, • motivation is not inherent and must be fostered, • coaching can promote persistence, • overcoming social and academic barriers promotes the motivation to stay on track, • life assistance helps grow financial stability, • resources and services help students achieve stability, • professor support encourages participation in social and academic activities and maintains confidence, and • use of wraparound services is need driven and helps student persistence. Findings from this study provide recommendations for students, which included: • use wraparound services often and as needed,• learn transformative leadership skills to overcome social and academic barriers, • take advantage of life assistance for food and shelter to avoid insecurities in these areas, and • learn to utilize professors’ support when offered and when needed