UNIT-I: INTRODUCTION
Nature and importance of research - aims, objective, principles and problems - selection of research problem - survey of scientific literature - primary and secondary sources - citation index for scientific papers and journals - patents.
UNIT-I: INTRODUCTION
Nature and importance of research - aims, objective, principles and problems - selection of research problem - survey of scientific literature - primary and secondary sources - citation index for scientific papers and journals - patents.
Trend Spotting Workshop. A practical guide to making sense of large information sources. Workshop run with Gemma Long (QAA) at etc.venues Maple House, Birmingham, 23rd February 2017.
Making Sense of It All: Analyzing Qualitative DataGeorge Hayhoe
Qualitative methodologies are becoming increasingly important in our discipline. Because they are based on techniques that technical communicators commonly use, everyone in the profession finds these methods familiar and understandable.
This workshop will draw on that familiarity and comprehension to show practitioners how to analyze and interpret the data collected from interviews, focus groups, open-ended questionnaires, and communication artifacts. The workshop is based on simple, proven methods that produce meaningful results that can be used to inform decisions about product design and delivery.
First, the moderators will review examples of qualitative methods and data. Then, the moderators will explain how to organize data for analysis. Finally, the moderators will describe Content Analysis, a technique for analyzing and interpreting the data.
With this background, participants will work in teams to analyze and interpret data using Content Analysis. Then, the teams will report the results of their analysis and interpretation.
Using Qualitative Methods for Library Evaluation: An Interactive WorkshopOCLC
Connaway, Lynn Silipigni, and Marie L. Radford. 2016. "Using Qualitative Methods for Library Evaluation: An Interactive Workshop." Presented at the Libraries in the Digital Age (LIDA) Conference, Zadar, Croatia, June 14.
Using Qualitative Methods for Library Evaluation: An Interactive WorkshopLynn Connaway
Connaway, Lynn Silipigni, and Marie L. Radford. 2016. "Using Qualitative Methods for Library Evaluation: An Interactive Workshop." Presented at the Libraries in the Digital Age (LIDA) Conference, Zadar, Croatia, June 14.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Trend Spotting Workshop. A practical guide to making sense of large information sources. Workshop run with Gemma Long (QAA) at etc.venues Maple House, Birmingham, 23rd February 2017.
Making Sense of It All: Analyzing Qualitative DataGeorge Hayhoe
Qualitative methodologies are becoming increasingly important in our discipline. Because they are based on techniques that technical communicators commonly use, everyone in the profession finds these methods familiar and understandable.
This workshop will draw on that familiarity and comprehension to show practitioners how to analyze and interpret the data collected from interviews, focus groups, open-ended questionnaires, and communication artifacts. The workshop is based on simple, proven methods that produce meaningful results that can be used to inform decisions about product design and delivery.
First, the moderators will review examples of qualitative methods and data. Then, the moderators will explain how to organize data for analysis. Finally, the moderators will describe Content Analysis, a technique for analyzing and interpreting the data.
With this background, participants will work in teams to analyze and interpret data using Content Analysis. Then, the teams will report the results of their analysis and interpretation.
Using Qualitative Methods for Library Evaluation: An Interactive WorkshopOCLC
Connaway, Lynn Silipigni, and Marie L. Radford. 2016. "Using Qualitative Methods for Library Evaluation: An Interactive Workshop." Presented at the Libraries in the Digital Age (LIDA) Conference, Zadar, Croatia, June 14.
Using Qualitative Methods for Library Evaluation: An Interactive WorkshopLynn Connaway
Connaway, Lynn Silipigni, and Marie L. Radford. 2016. "Using Qualitative Methods for Library Evaluation: An Interactive Workshop." Presented at the Libraries in the Digital Age (LIDA) Conference, Zadar, Croatia, June 14.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. Objectives
After a lecture on qualitative research,
students will be able to:
• Name and the 2 types of qualitative data
tools.
• Describe 1 quality of qualitative data
collection that increases rigor.
4. Qualitative Research - Definition
Stories
Experience
Words
Inductive process
Companion to
quantitative statistics
Understand how
interventions work
Generates
theories/hypotheses
5. Qualitative
Research -
Design
• Begin with problem
• Ask open-ended
questions
• Use natural setting
• Remember –
researchers are key!
• Listen to the
meanings
6.
7.
8. Qualitative Research – Data Collection Tools
Observations
Physical setting
Activities, discussions, and
interactions
People present
Researcher behaviors in the
environment
Documents:
Questions Guides
Visual Aides
Considerations: date of
creation, key information,
time commitment
9. Qualitative Research – Preparation
Pilot your tools (i.e. focus group guides)
Content validity: experts on content confirm
accuracy
Face validity: representatives of the population
confirm clarity and understanding
11. Qualitative Research – Data Analysis
• Coding: chunking data into smaller parts
• Code: title of segment/part
• Codebook: list of codes
• Saturation: no new information
collected; no new codes
• Note: additional coding occurs until the
codebook is fully developed
12. Qualitative Research –
Creating Themes
• Theme: emerging pattern
• Multiple themes common
• Goal: chunk data into
manageable parts
• Themes are:
• Relate to question
• Explain part of outcome
14. Qualitative Research –
Rigor
• Adopt research methods
• Descriptions are detailed
• Member checking
• Triangulation
• Frequent debriefing (memos)
15. EXAMPLE: Dietetic Preceptor Perceptions
of Requirement for Graduate Level Interns
Focus Groups with Dietetic Preceptors
• Pilot: Mock focus group (FG) with dietetic
preceptors
• Tool: FG guide (via Zoom)
• Coding: Session transcribed verbatim, coded
into themes
• Methodology: Two researchers coded
separately, reconciled; tie breaker available
• Themes: Expectations of GLS and COVID
In this lecture, we will discuss an overview of qualitative research. You won’t be an expert in it after this session, but you will have a better understanding of what qualitative research is and how it is conducted.
The objectives of this session will allow you to describe qualitative research data collection methods as well as how to increase the rigor of a qualitative study.
Qualitative research focuses on words and stories and experiences. It is inductive, so the researcher moves from detailed facts to broader ideas and theories.
Qualitative research is not the opposite of quantitative research. It is its companion – they complement and support each other. It can help us understand how interventions work. It also help us to to generate theories and research questions to keep the research cycle going.
Just like quantitative research – qualitative research begins with a problem. Usually, this problem is identified through literature review along with personal knowledge and interest in the topic.
The qualitative nature has researchers ask open ended questions to remain open to the participants experiences – other topics or details may emerge to increase the overall understanding of the problem.
Using a natural setting allows researchers and participants to be in the setting where the problem being studied occurred.
Because qualitative research is very relational, the researchers are a key instrument in the project.
Finally, it’s important to listen to participant meanings – final reporting of the data should represent the interpretation of both the participants and the researcher – giving multiple vantage points.
Here is a great image depicting the differences in qualitative and quantitative research. The circles are the same size because there is not one that is better than the other. Qualitative is inductive, generates hypotheses, and is iterative. Quantitative research is deductive and tests hypotheses. Where they overlap is another type of research called mixed methods, which is a combination of qualitative and quantitative research.
Here is a graphic of the two styles of research. The left shows quantitative research, which is deductive. It starts with a hypothesis to test, it produces facts through statistical measures and models, and it narrows down to a conclusion. Qualitative research on the other hand is inductive, it starts with small facts (found in the literature and researcher experiences). Then those facts are organized into patterns to form hypotheses and broadened to theories.
Observational tools include where you are, or your physical setting and the activities or things you do within that setting. It also depends on the people or participants that have attended the session. This also includes the researcher. How the researcher behaves can impact the observations. Imagine you are a participant in a study where the researcher was stressed, nervous, or indifferent. How would that impact your participation?
Documents include the guides that help you conduct your research. This includes a focus group or interview guide that serves as a roadmap through the conversation. These are carefully formulated to capture the purpose of the project and to embed a theory, when used. Visual aides are also important in guiding your research. Keep these considerations in mind with your documents: when was it created, where is the key information, how long does it take
No that we have discussed some of the tools used in qualitative research. It’s important to point out that these tools need to be “tried on for size” first. Much like a pipette needs to be calibrated, your tools need to be tested before conducting your research. You can confirm content through content validity – asking content experts to review your tool for accuracy. You can confirm face validity through a representative of the population confirming understanding and clarity in your tool
So up to this point, you may have only read qualitative data. Is it clear that there is a start and an end? That may be how it appears… Qualitative research is an iterative process – meaning that the data collection and analysis are happening at the same time. It’s important to remember while there chicken or egg during the data collection, when you go to report and publish your data, it does have a more linear appearance.
Coding is the process of taking your information and chunking it into smaller parts. A code is simply the title of that segment or part. The collection of these codes develops your codebook. It’s important to note that the coding process continues according to the methodological process that the researchers are following. Sometimes multiple researchers coding the same content and coming together for agreement. You know you have reached the end of data collection, or saturation, when you aren’t getting any new information from your participants (no new codes).
A theme is a pattern that emerges from the data you are analyzing. It is common to have multiple themes (think of it as different chapters in a textbook, different modules in a course, or different objectives within a lecture. They are all joined by a common overarching connection but they each serve a unique purpose).
1st – read the data and label the parts
Next chunk the information into segments
Label these segments with codes
Combine codes that end up being redundant
Make the codes into themes (it is good practice to use the data to name the themes – in other words, use the words of your participants – this increases rigor by reducing research bias)
There are some practices that may not make it into publication but will help you to interpret your data from a more holistic and objective perspective. Research by Creswell recommends that at least two of the following are recommended: Adoption of research methods (remember qual is quants friend not foe), detailed descriptions (qual is known for being verbose, it also makes it stronger), member checking (after you write up the analysis, check with the participants – are you representing them in the way they had intended?), triangulation (get data from multiple sources – observations, focus groups, etc), and frequent peer review/debriefing and keep memos. Meaning, when you read the data for the first time, memo your thoughts as you code it. Do this each time you encounter the data (whether that is through individual coding, reconciliation, or team conversation).
for example – I conducted a research study using focus groups with dietetic preceptors, before I began my data collection, I asked a group of dietetic preceptors that were not in my study sample to join a mock focus group. From this, I was able to make critical edits that ultimately helped my project gain a deeper understanding through clear and concise communication).
The tool I used in the focus groups was a script that had the questions I was most interested in (which also directly focused on my outcome). These included: how did COVID impact your job, what do you consider to be best practices of a dietetic preceptor, and what are your perceived facilitators and barriers to the move to graduate level requirement for interns
We transcribed the Zoom sessions and coded them separately. When we came together we discussed what the best fit would be, taking memos along the way. A third researcher was available for any decisions where reconciliation could not be reached or further deliberation was needed.
Themes that emerged from this project included: Expectations of graduate level students, Motivations to be a Preceptor, and Preceptor Training (among others)