As qualitative researchers struggle to come to grips with the technological revolution, they are faced with the necessity of learning and teaching qualitative data analysis software in higher education research courses. This change has significant implications for their practice as researchers and teachers. In this article we provide experiencedbased recommendations for individual practice research instructors, dissertation advisers, and doctoral students and for institutional practice scaling up for deep integration of qualitative data analysis software. Our recommendations are grounded in hardearned experience gleaned from many years of working with individuals and institutional contexts to improve the use of qualitative research in higher education.
Qualitative Research Journal – Emerald Publishing
Published: Aug 3, 2008