Grounded theory: experiences of two studies with a focus on axial coding and the use of the NVivo qualitative analysis software

This article recounts personal experience of one of the analytical steps followed in Grounded Theory Methodology (GTM), based on the empirical experience and theoretical knowledge of a tourism and an information technology researcher. The research aim of Author 2Marianna’s PhD was to investigate the factors that influence the decisions of small tourism business owners to adopt sustainable practices in their business operations. Author 1Andrea examined the implications of the long-term storage and use of mobile phone location data on individuals’ perceptions of privacy (Gorra, 2007). Here we will illustrate how we used the more abstract ways of coding, namely axial coding, as well as our experiences of using the qualitative analysis software QSR NVivo

Podcasting to support students using a business simulation

Audio or video podcasts can be a useful tool to supplement practical exercises such as business simulations. In this paper, we discuss a case study in which different types of podcast were utilised to support the delivery of a course in international business. The students work in groups and run a fictional company using business simulation software, which gives them the opportunity to evaluate their decision making skills. A number of podcasts were used as reusable learning objects for different student cohorts. Faculty members produced visually enhanced audio podcasts offered tutor discussions of key elements of the computer-assisted business simulation used by the students. The podcasts were made available via the virtual learning environment (Blackboard Vista), as well as for subscription by web browser-based RSS readers, such as Google and downloadable RSS readers, such as iTunes. Our evaluation of this approach to using podcasts takes into account pedagogic and technical issues. Firstly, faculty members involved in this case study were interviewed to obtain their views and experiences on the process of producing podcasts as well as the suitability of podcasts to support their teaching. Secondly, students were surveyed and interviewed about the value of the podcasts and the way in which they were used. This work is on-going and initial informal student feedback indicates that the podcasts engaged the students and supported their understanding of the international business module. This paper presents a snapshot of the current findings which generally support the value of this innovative way of using podcasting for learning and teaching

Podcasting

Audio or video podcasts can be a useful tool to supplement practical exercises such as business simulations. In our case study we have used different types of podcast to support the delivery of various courses at the Business School at Leeds Metropolitan University. These podcasts were used as reusable learning resources as they were utilised for three student cohorts with approximately 700 students in total. It was possible to offer the podcasts to students studying at a range of different levels since the podcasts' main focus was to support the learner using a computer-based business simulation

Investigating the use of podcasts to support basic and intermediary skills development, in excel, at undergraduate and foundation levels

Audio or video podcasts can offer students different ways of learning and can add value by providing access to learning materials ‘on the move’. This paper presents an initial investigation into the use of excel podcasts for undergraduate and foundation level students in different faculties at a single university. The podcasts were shown in lecture and seminar settings and uploaded to an online server for all students to access in their own time; either via a web browser or portable video player such as an iPod. Results for the on-going study were positive with the majority of students using them for developing their understanding of excel and exam revision. Students expressed an interest in having similar supplementary learning materials for other modules. Such conclusions drawn from this study highlight the need to investigate the use of podcasts further in the teaching and learning environment

Preparation of assessment, learning and teaching materials for dyslexic students that benefit all students: presentation of results from an empirical study

The purpose of this paper is to present results from empirical research with dyslexic students in Higher Education that focuses on the impact of dyslexia on the study of computing. HESA (Higher Education Statistics Agency) statistics suggest that Computer Science is one of the subjects to which dyslexic students are attracted. This study was motivated by the question as to whether there might be anything particular about the discipline of computer programming that makes it either beneficial or problematic for dyslexic students. In addition, we were also interested in dyslexic students' general experience of assessment, learning and teaching, as well as their views of proposed accessibility guidelines. The Greek word 'dyslexia' means 'difficulty with words'. The British Dyslexia Association (2007) describes dyslexia as “a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing”. Dyslexic students are a substantial and growing proportion of the overall student population, for whom learning materials should be made accessible. It is argued that good practice in approaches in assessment learning and teaching for disabled students is generally good practice for all students (Brown, Adams, 2006). Many of the adjustments, such as well prepared handouts, instructions given in writing as well as verbally, notes put on-line, and variety and flexibility in forms of assessment, are simply good teaching and learning practices from which all students can benefit

Weblogs in Higher Education - Why Do Students (Not) Blog?

Positive impacts on learning through blogging, such as active knowledge construction and reflective writing, have been reported. However, not many students use weblogs in informal contexts, even when appropriate facilities are offered by their universities. While motivations for blogging have been subject to empirical studies, little research has addressed the issue of why students choose not to blog. This paper presents an empirical study undertaken to gain insights into the decision making process of students when deciding whether to keep a blog or not. A better understanding of students' motivations for (not) blogging may help decision makers at universities in the process of selecting, introducing, and maintaining similar services. As informal learning gains increased recognition, results of this study can help to advance appropriate designs of informal learning contexts in Higher Education. The method of ethnographic decision tree modelling was applied in an empirical study conducted at the Vienna University of Technology, Austria. Since 2004, the university has been offering free weblog accounts for all students and staff members upon entering school, not bound to any course or exam. Qualitative, open interviews were held with 3 active bloggers, 3 former bloggers, and 3 non‑ bloggers to elicit their decision criteria. Decision tree models were developed out of the interviews. It turned out that the modelling worked best when splitting the decision process into two parts: one model representing decisions on whether to start a weblog at all, and a second model representing criteria on whether to continue with a weblog once it was set up. The models were tested for their validity through questionnaires developed out of the decision tree models. 30 questionnaires have been distributed to bloggers, former bloggers and non‑ bloggers. Results show that the main reasons for students not to keep a weblog include a preference for direct (online) communication, and concerns about the loss of privacy through blogging. Furthermore, the results indicate that intrinsic motivation factors keep students blogging, whereas stopping a weblog is mostly attributable to external factors

An analysis of the relationship between individuals’ perceptions of privacy and mobile phone location data - a grounded theory study

The mobile phone is a ubiquitous tool in today’s society, a daily companion for the majority of British citizens. The ability to trace a mobile phone’s geographic position at all times via mobile phone networks generates potentially sensitive data that can be stored and shared for significant lengths of time, particularly for the purpose of crime and terrorism investigations. This thesis examines the implications of the storage and use of mobile phone location data on individuals’ perceptions of privacy. The grounded theory methodology has been used to illustrate patterns and themes that are useful in understanding the broader discourses concerning location data relating to privacy, technology and policy-setting. The main contribution of this thesis is the development of a substantive theory grounded in empirical data from interviews, mobile phone location tracking and a survey. This theory is specific to a particular area, as it maps the relationship between mobile phone location data and perceptions of privacy within the UK. The theory confirms some arguments in the literature that argue that the concept of privacy is changing with individuals' increased dependence on electronic communications technologies in day-to-day life. However, whilst individuals tend to hold a rather traditional picture of privacy, not influenced by technology and solely related to their own personal lives, scholars paint a picture of privacy that is affected by technology and relates to society as a whole. Digital mass data collections, such as communications data retention, are not perceived as privacy invasive by individuals. Mobile phone location data is not seen as related to a citizen's daily life but instead primarily as a crime investigation tool. A recognition and understanding of the divergence between the perceptions and definitions of privacy between individuals and the academic literature in relation to mobile phone location data is of relevance, as it should impact on future policies regulating the gathering, storage and analysis of personal data