Dates on Friday. 06.12.19 09:00 - 17:00 EMMIR workshop held by Dr. Ulrike Schultz, Adventist University Friedensau
The course introduces you to different methods of analyzing qualitative data. The focus will be on the coding procedure of Grounded Theory but you will as well be made familiar with qualitative content analysis and biographical methods. Beside the theoretical discussion of different methods in analyzing qualitative data, you will get the opportunity to apply different methods in exercises. For the exercises, we will make use of the software Atlas TI. A free trial version (you will need to have it installed on your computer for the workshop) can be downloaded at www.atlasti.com/demo.html
Schedule and Readings
9.00 Analyzing Data in Qualitative Research: An Overview
Lecture Baptiste, Ian. "Qualitative data analysis: Common phases, strategic differences." Forum Qualitative Sozialforschung/Forum: Qualitative Social Research. Vol. 2. No. 3. 2001.
Huberman, A. Michael, and Matthew B. Miles. "Data management and analysis methods." (1994). In: Denzin, Norman K. Collecting and interpreting qualitative materials. Vol. 3. Sage, 2008.
9.30 Introduction in Atlas.ti Exercise Konopásek, Zdeněk. "Making thinking visible with Atlas.ti: Computer assisted qualitative analysis as textual practices." Historical Social Research/Historische Sozialforschung. Supplement (2007): 276-298.
10.00 Coding Procedures in Grounded Theory 1, Open Coding Lecture and Exercise with Atlas.ti Charmaz, Kathy. “Coding in Grounded Theory Practice” Page: 43-71. In: Fàbregues, Sergi, and Marie-Hélène Paré. "Charmaz, Kathy C. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis." Papers. Revista De Sociologia 86.86 (2007): 284-287. Web.
11.30 Coding Procedure in Grounded Theory
Selective Coding Lecture and Exercise Wilson Scott, Karen, and Dana Howell. "Clarifying Analysis and Interpretation in Grounded Theory: Using a Conditional Relationship Guide and Reflective Coding Matrix." International Journal of Qualitative Methods 7.2 (2008): 1-15. Web.
14.00 Qualitative Content Analysis
Lecture and Exercise with Atlas.ti Mayring, Philipp. "Qualitative Content Analysis." Forum: Qualitative Social Research 1.2 (2000): Forum: Qualitative Social Research, 01 June 2000, Vol.1(2). Web.
16.00 Biographical Methods Lecture and Group Work Gültekin, Nevâl, Lena Inowlocki, and Helma Lutz. "Quest and Query: Interpreting a Biographical Interview with a Turkish Woman Laborer in Germany." Historical Social Research / Historische Sozialforschung 31.3 (117) (2006): 50-71. Web.
Dr. Ulrike Schultz is a sociologist with a specialisation in development and gender studies. She currently holds a professorship in development studies at the Adventist University of Friedensau. She is also teaching at African Universities and organised summer schools and workshops in Africa and Germany. Her main research fields are household economics, gender politics in Africa and refugee studies. Her current research project deals with "Ethnic belonging and return migration after the CPA in Sudan". Ulrike Schultz has a long experience of fieldwork in Sudan and Kenya. She uses qualitative research methods and regularly teaches qualitative research methods in African and German universities.
LO3• acquired knowledge about and experience with research methods, methodology and knowledge production and be able to reflect their significance, unpredictability and interdependencies in transcultural contexts; LO4• gathered competence to design a research agenda, to develop research projects and to conduct them in a self-reflexive manner in a diverse team; LO7• developed an understanding of theories, concepts and policies related to at least one of the programme’s foci (i.e. gender, diversity and intersectionality; development, conflict and justice; representation, power relations and knowledge production; education and citizenship) and acknowledges their cross-cutting and strategic relevance in the field of migration and intercultural relations; LO10to LO 16enhanced proficiency in several languages, applied in research, interaction in the field and academic writing, thus further accentuating his/her bi-/multilingual profile; • practical expertise to present and structure an argument in academic English based on enhanced reading and writing skills in various genres; • acquired competence in handling new media and communication technology in a critical and reflexive way scrutinising its indications and connotations; • the ability to condense and visualise work results in order to present it to various audiences; • developed competence in self-management including the ability to prioritize, set goals and make decisions in individual and group work processes; • the ability to identify and critique discriminating forms of verbal and non-verbal communication, reflecting power relations and his/her own biases aiming at self-reflective interaction; • developed competence to initiate, lead and/or participate in team work in inter/transcultural contexts orienting themselves in unfamiliar areas, countries and contexts.