References

Bazeley & Jackson, 2013 1
References on qualitative computing and use of NVivo

Compiled by Pat Bazeley and Kristi Jackson

Contents
History of qualitative computing ................................................................................. 1
The development and nature of QDA software generally ........................................... 2
Comparative studies and other (specific) QDA programs .......................................... 6
Methodological issues associated with software use generally (including NVivo) .... 10
Applications/Methods/Practice ................................................................................. 19
Guidelines for and experiences in using NUD*IST or NVivo .................................... 24

History of qualitative computing
Bazeley, P. (2002). The evolution of a project involving an integrated analysis of structured
qualitative and quantitative data: From N3 to NVivo. International Journal of Social Research
Methodology, 5(3), 229-243. doi: 10.1080/13645570210146285
NOTES: Traces developments in QSR software from NUD*IST 3 through to the first
versions of NVivo in so far as they impacted on the capacity of the researcher to
integrate mixed methods (qualitative and quantitative) analysis.
Davidson, J., & di Gregorio, S. (2011a). Qualitative research and technology: In the midst of
a revolution. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (4th
ed., pp. 627-643). Thousand Oaks, CA: Sage.
NOTES: This chapter maps Lincoln and Denzins stages of qualitative research with
Davidson and di Gregorios stages of QDAS development. In addition to providing a
partial history of the relationship between technology and qualitative research, it raises
questions about the future of qualitative research in the context of Web 2.0
developments.
Richards, L., & Richards, T. (1994). From filing cabinet to computer. In A. Bryman and R. G.
Burgess (Eds.), Analyzing qualitative data (pp. 146172). London: Routledge.
NOTES: A detailed narrative about the neighbourhood study which prompted the early
development of NUD*IST. The authors describe the problems of working with a rapidly
growing volume of qualitative data. The problems associated with manual methods
include an over-emphasis on code-and-retrieve, postponed analysis, and the distancing
of data into the filing cabinet. The benefits of moving to a computer system included an
ability to separate documents from indexing and building theory.
Richards, T. (2002). An intellectual history of NUD*IST and NVivo. International Journal of
Social Research Methodology, 5(3), 199-214. doi: 10.1080/13645570210146267
ABSTRACT: Since the rise of qualitative computing in the mid-1980s, the field of
qualitative data analysis has changed in a number of ways, which remarkably have been
ignored in the methodological literature, to the detriment of the areas self-understanding.
This paper provides for the record an account of the intellectual development of the two
qualitative data analysis programs that I have designed, together with Lyn Richards. The
theme behind the history is: (1) computing has enabled new, previously unavailable
qualitative techniques; (2) some important pre-computer techniques and methods were
not supported by computerization of the field, at least until recently; and hence (3)
computerization encouraged some biases in qualitative techniques. I hope that this paper
will act as a source for a revitalized and up-to-date debate on methods and techniques
that recognizes computer use as an agent of change in the field and QDA software
generally
The development and nature of QDA software generally
Many of the references in this section also offer a historical perspective on QDAS. They
raised issues for the time when they were written, issues which have since been addressed
by the developments in computing generally and QDAS in particular. Take note of the dates
of publication when drawing information and inferences from them!
Bong, Sharon A. (2002). Debunking myths in qualitative data analysis. Forum Qualitative
Sozialforschung/Forum: Qualitative Social Research, 3(2): Article 10.
ABSTRACT: In deciding on CAQDAS use in my research, I deliberate firstly the primacy
of grounded theory as a methodology and secondly the primacy of coding as a method.
In the first section of this paper, I weigh the extent to which my research draws and
departs from the principles and practices of grounded theory (GT). In examining the
impact of cultures and religions on women's human rights in Malaysia I have used for
example hypothesis-guided criteria for sampling. This is strictly speaking not in the
original sense a grounded theory approach. In the paper, I make transparent the extent
to which GT has informed my work in enhancing the qualitative research and in
highlighting the uses and limits of grounded theory, I pose the question to what extent
have I de-mystified its paradigmatic status in CAQDAS and its homogenising effects. In
the second section, I discuss the dominance of coding in qualitative data analysis and I
argue that the pitfall of reifying coding as analyses can be avoided through a
researcher's reflexivity and agency (self-determination) combined with a pragmatic view
and the use of codes as a means and not as an end. I discuss whether CAQDAS use
essentially facilitates the rigour of methodology and the transparency of method as for
example manifested in one's audit trail, and whether this in turn constitute research that
is more accountable, innovative and effective.
Coffey, Amanda; Holbrook, Beverley, & Atkinson, Paul (1996). Qualitative data analysis:
technologies and representations. Sociological Research On-line, 1(1).
http://www.socresonline.org.uk/1/1/4.html
ABSTRACT: In this paper we address a number of contemporary themes concerning the
analysis of qualitative data and the ethnographic representation of social realities. A
contrast is drawn. On the one hand, a diversity of representational modes and devices is
currently celebrated, in response to various critiques of conventional ethnographic
representation. On the other hand, the widespread influence of computer- assisted
qualitative data analysis is promoting convergence on a uniform mode of data analysis
and representation (often justified with reference to grounded theory). We note the ironic
contrast between these two tendencies, the heterodox and the orthodox, in
contemporary qualitative research. We go on to suggest that there exist alternatives that
reflect both the diversity of representational approaches, and the broader possibilities of
contemporary computing. We identify the technical and intellectual possibilities of
hypertext software as offering just one such synthesis.
Fielding, N. (2008). The role of computer-assisted qualitative data analysis: Impact on
emergent methods in qualitative research. In S. Hesse-Biber, & P. Leavy (Eds.), Handbook
of emergent methods (pp. 675-695). New York: Guilford Press.
NOTES: Fielding traces developments in the field of qualitative computing as it has
developed over 20 years its emergence, the different types that have been developed,
and the uses to which researchers have put it as a backdrop to profiling new
developments and possibilities, including using software tools for mixed methods work,
developments in grid and high performance computing that facilitate analysis of
distributed and/or archival material, and the use of XML and HTML applications for
qualitative research.
Fielding, N., & Lee, R. (1998). Computer analysis and qualitative research. Thousand Oaks,
CA: Sage.
PUBLISHER NOTES: The use of computers in qualitative research has dramatically
changed the way social researchers handle qualitative data and computer-assisted
qualitative data analysis (CAQDAS) has become an indispensable element in the
researchers tool kit. Authors Nigel G. Fielding and Raymond M. Lee, leading
researchers in the field, provide a lucid and accessible text on the nature of this change
and profile potential new approaches to qualitative data analysis. They report on findings
from the first systematic field research on the impact of CAQDAS. They analyze the
rapidly growing popularity and legitimacy of qualitative research methods, looking at
users experiences of CAQDAS and the advantages and disadvantages of computer use,
research resources, and the status of qualitative research. Fielding and Lee also cover
the principal approaches in qualitative research and show how leading computer
programs are actually used. They provide a framework for developing the craft and
practice of CAQDAS and conclude by examining new techniques and the evolution of
qualitative research to meet new challenges.
Hesse-Biber, S. & Croft, C. (2008). User-centered perspectives on qualitative data analysis
software: Emergent technologies and future trends. In S. Hesse-Biber & P. Leavy (Eds.),
Handbook of Emergent Methods (pp. 655-674). New York: Guilford Press.
NOTES: Describes the characteristics of qualitative research and analysis as a
foundation for tracing the emergence of qualitative software, suggesting that the different
functions provided by various qualitative programs accommodate different methods.
They provide a set of questions for the user, to guide choice of program for their
qualitative analysis. Finally they look to the future and directions in which software for
qualitative analysis is moving including the use of XML and HTML, the digitization of
multimedia data and multi-site teamwork (the latter options now being a reality), and the
incorporation of artificial intelligence within qualitative analysis software.
Koenig, T. (n.d. draft). Routinizing frame analysis through the use of CAQDAS.
Department of Social Sciences, Loughborough University.
http://www.restore.ac.uk/lboro/research/case_studies/hohmann/frames_and_CAQDAS.pdf
ABSTRACT: Even though frame analysis has become a popular analytical framework in
media studies and social movement research, the methodological underpinnings of the
empirical identification of frames lack systematization and have consequently remained
underdeveloped. This paper consolidates recent advances in the empirical measurement
of frames and explores, in how far computer-assisted qualitative data analysis software
(CAQDAS) can extend on these methodologies. Because framing has become a fairly
widely used but ill-defined concept, the paper will start with a brief delineation of framing
theory as it is understood for present purposes. Next, current attempts to measure
frames empirically in a systematic fashion will be discussed and a methodology, which
synthesizes some of these approaches will be proposed. This methodology attempts in a
first step to draw on existing knowledge on metanarratives to avoid a purely inductive
identification of frames. Additionally, automatic word mapping tools such as Leximancer,
Sphinx Survey Lexica are suggested as interpretative aids. In a second step, the analyst
identifies a set of keywords, key phrases, and possibly audial or visual symbols that
indicate frames in his data. These indicators are then used in a third step to semi-
automatically identify frames in the remainder of the data. Keywords that might acquire
different meanings in different contexts are inspected in their contexts by the analyst,
who decide on their coding. This method avoids both the rigidities that come with fully
automatic keyword clustering, which may lead to the inclusion non-interpretable
keywords as well as the exclusion of so-called stop words such as prepositions and
articles, which under certain circumstances might indeed be the strongest indicators for
certain frames. At the same time it allows for a degree of routinization and
systematization in frame analysis, whose quality has notoriously depended on the
creativity of the framing researchers. Five CAQDAS ATLAS.ti, Kwalitan, MAXqda,
NVivo, and Qualrus are examined with respect to their usability in this type of framing
research.
Lee R. M., & Fielding, N. (1996, December). Qualitative data analysis: Representations of a
technology: A comment on Coffey, Holbrook and Atkinson. Sociological Research Online,
1(4). http://www.socresonline.org.uk/1/4/lf.html
NOTES: A response to the article by Coffey, Holbrook and Atkinson where the authors
respond to the criticism of CAQDAS orthodoxy, and the emphasis of grounded theory in
CAQDAS development, both of which they refute.
Lewins, A. (2010). What is CAQDAS. Paper presented at the NCRM Research Methods
Festival 2010, St. Catherine's College, Oxford. Power Point available:
http://eprints.ncrm.ac.uk/1525/
NOTES: The goals of the presentation were to: Provide context about QDAS with a
review of the historical debate, a description of what it has come to mean, a discussion of
what it is and what it isnt, how it developed, and a brief demonstration of key features.
Lewins, A., & Silver, C. (2007) Using Software in Qualitative Research: A Step-by-Step
Guide. London: Sage.
NOTES: Sets a context and provides guidance for using three QDA programs: Atlas.ti,
MAXqda, and NVivo (versions covered are now out of date: new updated edition due late
2013, to include a wider range of QDAS).
MacMillan, K. (2005). More than just coding: Evaluating CAQDAS in a discourse analysis of
news texts. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(3),
Article 25. http://www.qualitative-research.net/index.php/fqs/article/view/28/60
Abstract: Computer assisted qualitative data analysis software (CAQDAS) is frequently
described as a tool that can be used for "qualitative research" in general, with qualitative
analysis treated as a "catch-all" homogeneous category. Few studies have detailed its
use within specific methods, and even fewer have appraised its value for discourse
analysis (DA). While some briefly comment that CAQDAS has technical limitations for
discourse analysis, in general, the topic as a whole is given scant attention. Our aim is to
investigate whether this limited interest in CAQDAS as a qualitative tool amongst
discourse analysts, and in DA as a research method amongst CAQDAS users, is
practically based; due to an uncertainty about research methods, including DA; or
because of methodological incompatibilities. In order to address these questions, this
study is based not only on a review of the literature on CAQDAS and on DA, but also on
our own experience as discourse analysts putting some of the main CAQDAS to the test
in a media analysis of news texts.
MacMillan, K., & Koenig, T. (2004). The wow factor: Preconceptions and expectations for
data analysis software in qualitative research. Social Science Computer Review, 22(2), 179-
186.
ABSTRACT: Discussions on computer-assisted qualitative data analysis software often
begin with the assumption that research will automatically be improved through the use
of such software. Consequently, reviews frequently focus on practical concerns with the
various software packages. Rather than theoretical considerations of its suitability to the
method of analysis, such descriptions frequently treat software as the method of
analysis. The following article calls for a clearer understanding of the role of software
within research, with critical evaluation focusing on the methodological issues
surrounding software use, as well on its technological innovations. The authors examine
a number of factors that foster a tendency toward uncritical appraisal--including
unrealistic expectations of the software as a methodology in itself; the treatment of
qualitative analysis as a single, homogenized category; and the use of grounded theory
as a legitimating link between tool and method.
Mangabeira, Wilma C, Lee, Raymond M, & Fielding, Nigel G. (2004). Computers and
qualitative research: Adoption, use and representation. Social Science Computer Review,
22(2), 167-178.
ABSTRACT: Drawing on a range of sources, this article examines patterns in the
adoption, appropriation, and use of qualitative analysis software (or CAQDAS--
Computer-Assisted Qualitative Data Analysis Software) in the United Kingdom. It is
argued that the take-up and use of CAQDAS, representations of computer-assisted as
opposed to manual analysis, and certainty about the utility of CAQDAS, are related to
user generation. The changing composition of the user base for CAQDAS programs is
also discussed.
Richards, T., & Richards, L. (1994). Using computers in qualitative research. In N. K. Denzin
& Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 445-462). Thousand Oaks,
CA: Sage.
NOTE: A discussion of the new frontiers (of the time) in qualitative research computing
and text-based data. The chapter places an emphasis on the relationship between data,
software, and theory construction. After they compare the abilities of word processing,
text retrievers, and relational databases, the authors explore rule-based theory-building
systems, logic systems, the index-based approach, and conceptual network systems.
Silver, C., & Fielding, N. (2008). Using computer packages in qualitative research. In C.
Willig & W. Stainton-Rogers (eds.), The SAGE handbook of qualitative research in
psychology. Thousand Oaks, CA: Sage. pp. 334-351.
Comparative studies and other (specific) QDA programs
Many of the papers in this section stem from the KWALON experiment in which five
developers of software analysed the same dataset. See Evers et al., 2010, for further
details..
Barry, C. A. (1998). Choosing qualitative data analysis software: Atlas/ti and NUD*IST
compared. Sociological Research Online, 3(3). http://www.socresonline.org.uk/3/3/4.html
Abstract: Choosing between Nudist and Atlas/ti, the main qualitative data analysis
software packages can be difficult. To assist researchers in making this choice, I have
conceptualised their differences along two dimensions, related to the qualities of the
software and of the research project. The software dimension is structural design, and
the project dimension is complexity. Software structure is dichotomised between
structured, sequential, verbal versus visual, spatial, interconnected modes of operation.
Projects are dichotomised between homogeneous sample, short timeframe, single data-
type, single data analyst; versus multiple samples, longitudinal data, multiple data types
and team data analysis. First I review the CAQDAS literature. Then I outline the different
personalities and strengths of Atlas/ti and Nudist, and show how they match these
dimensions. I offer suggestions as to how to choose, and whether to use in tandem with
complementary conceptual network software.
Corti, L., & Gregory, A. (2011, January). CAQDAS comparability. What about CAQDAS data
exchange? Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1),
Article 35.
ABSTRACT: This article seeks to address the theme of the comparability of Computer
Assisted Qualitative Data AnalysiS (CAQDAS) packages through comparing current
software exchangeability and portability. Our perspective is from a data sharing and
archiving perspective and the need for open data exchange standards for qualitative data
which will enable longer-term sustainability of both data collections and of annotations on
these data. Descriptive metadata allow us to describe data robustly and using a common
standard enables us to tap the common features of any complex collection. A set of "raw"
research outputs (data) have common descriptive elements such as how the research
project was funded and how the data were sampled, collected and analysed to form
conclusions from that investigation. Data kept for the longer term must ideally be
software and platform independent. In this way, we can help future-proof data resources.
Most CAQDAS packages use proprietary databases to manage their data and
annotations, and very few enable export of annotated data. In this article we argue for an
open descriptive standard that will enable description and interpretation of data for the
longer term in data archives and to which proprietary software, such as all CAQDAS
packages, can import and export. The use of the term "annotation" or "annotating" is
taken to mean any action on the textclassifying, coding, memoing or relating. This
meaning of the term is commonly used in the linguistic community, but less so by social
scientists.
Dempster, P. G., & Woods, D. K. (2011, January). The economic crisis though the eyes of
Transana. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1),
Article 16. http://nbn-resolving.de/urn:nbn:de:0114-fqs1101169
ABSTRACT: For the KWALON 2010 conference, several software representatives were
given a common data set consisting of text and media files about the financial crisis of
2008 2009. This paper focuses on the process of analyzing the media files in this data
set using Transana, a software package designed for the transcription and qualitative
analysis of video and audio data. The authors describe several styles of transcription
used in the process of making sense of the data, the selection and coding of analytically
interesting segments of the media files, and working with coded data to develop a
coherent narrative from this data. They also describe their collaborative process, as
facilitated by the software, and how that affected the analysis of the data. Finally, the
authors describe the results of their analysis in terms of the multi-layered narrative of the
data, and discuss the limitations of that analysis.
Dicks, B., Mason, B., Coffey, A., & Atkinson, P. (2005). Qualitative research and
hypermedia: Ethnography for the digital age, London: Sage.
PUBLISHER NOTES: Digital culture and digital technologies have rapidly become
unavoidable and essential forms of social experience and communication in our
emerging globalised society. If we want to attempt to analyse and understand our
technology-saturated society, and all its new media, then we must also develop research
methods and forms of analysis that can accommodate and exploit digital culture and
digital technologies. This text sets out to equip qualitative researchers with the tools
necessary to conduct ethnography in the age of email and the internet. It will investigate
how digital technologies potentially transform the ways in which we do research. This text
also introduces the reader to new emerging methods that utilise new technologies and
explains how to conduct data collection, analysis and representation using new
technologies and `hypermedia'
di Gregorio, S. (2011, January). Comment: KWALON conference: Is qualitative software
really comparable? Reflections on "the experiment": An "expert" view. Forum Qualitative
Sozialforschung / Forum: Qualitative Social Research, 12(1).http://nbn-
resolving.de/urn:nbn:de:0114-fqs1101C35
NOTE: From the perspective of an expert in QDAS, this comment (available only in html)
affirms that while there are differences among the QDAS options, they are not significant.
She concludes with advice to novices: My advice to novices is to 1. get a firm grounding
of the various approaches to analyzing qualitative data and 2. learn one package very
well. The choice of package depends firstly, on what colleagues in your area are using
so you can tap into a support network and secondly, on what type of data you are likely
to use.
Evers, J. C., Silver, C., Mruck, K., & Peeters, B. (2010). Introduction to the KWALON
experiment: Discussions on qualitative data analysis software by developers and users,
Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 40.
http://nbn-resolving.de/urn:nbn:de:0114-fqs1101405.
ABSTRACT: In this introduction to the KWALON Experiment and related conference, we
describe the motivations of the collaborating European networks in organising this joint
endeavour. The KWALON Experiment consisted of five developers of Qualitative Data
Analysis (QDA) software analysing a dataset regarding the financial crisis in the time
period 2008-2009, provided by the conference organisers. Besides this experiment,
researchers were invited to present their reflective papers on the use of QDA software.
This introduction gives a description of the experiment, the "rules", research questions
and reflective points, as well as a full description of the dataset and search rules used,
and our reflection on the lessons learned. The related conference is described, as are
the papers which are included in this FQS issue.
Friese, S. (2011, January). Using ATLAS.ti for analyzing the financial crisis data. Forum
Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 39.
http://nbnresolving.de/urn:nbn:de:0114-fqs1101397
NOTES: The author claims that the use of QDAS enhances the research in five ways: 1)
There is more flexibility in modifying code names and coded data segments and thus
coding can be approached in a different way, 2) software offers many more analysis
options and thus allows researchers to ask different questions, 3) it makes it easier to
combine qualitative and quantitative methods, which of course does not preclude a pure
qualitative approach, 4) it allows researchers to work in teams even across geographical
boundaries, and 5) it allows qualitative researchers to move out of the black box of
analysis and to make the entire analysis process more transparent, thus adding
credibility, confirmability and dependability. The paper traces strategies for the
development of codes and definitions within ATLAS.ti and uses 11 screen captures to
demonstrate the evolution of thought during the coding process.
Hesse-Biber, S. N., & Dupuis, P. (2000). Testing hypotheses on qualitative data: The use of
HyperRESEARCH computer-assisted software. Social Science Computer Review, 18(3),
320-328.
ABSTRACT: Describes the analysis strategy of the hypothesis-testing component of the
HyperRESEARCH computer-assisted software program. Application of the software in
quantitative and qualitative data analysis; Benefits of the strategy of analysis of
HyperRESEARCH's Hypothesis Tester to researchers; Implications of using the
Hypothesis Tester for qualitative researcher.
Kuckartz, A. M., & Sharp, M. J. (2011, January). Responsibility: A key category for
understanding the discourse on the financial crisisanalyzing the KWALON data set with
MAXQDA 10. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research,
12(1), Article 22. http://nbn-resolving.de/urn:nbn:de:0114-fqs1101222
ABSTRACT: This article explains the process and findings of a computer-supported
(MAXQDA 10) qualitative analysis of the financial crisis based on text, audio and video
files provided by the KWALON program committee. Initial findings show that those writing
about the crisis found it important to name those persons and factors they considered
responsible for the financial problems, although there was no consensus on who or what
was most to blame.
Ku Saillard, E. (2011, January). Systematic versus interpretive analysis with two CAQDAS
packages: NVivo and MAXQDA. Forum Qualitative Sozialforschung / Forum: Qualitative
Social Research, 12(1), Article 34. http://nbn-resolving.de/urn:nbn:de:0114-fqs1101345
ABSTRACT: The purpose of this study is to compare two different Computer Assisted
Qualitative Data AnalysiS (CAQDAS) packages (NVivo and MAXQDA) on a specific
aspect. The same data from an auto-photographic study is analyzed using the same
approach to make the comparison. The comparison is not based on a data oriented
evaluation, but the methodological approach used constitutes the basis for the
evaluation. The criteria for the evaluation of these tools are: closeness to the data, ease
of coding and memoing, and the interrelationship among the data, code and the memo
which were derived from the methodological approach. The first level coding process
was accomplished using Grounded Theory Methodology (GTM) with two different
CAQDAS packages. As for the result, in the GTM interpretation is crucial and MAXQDA
supports the interpretive style better than NVivo.
Lewins, A., & Silver, C. (2007). Using software in qualitative research: A step-by-step guide.
Thousand Oaks: Sage. (New edition due late 2013)
PUBLISHER NOTES: Combines several aspects of Computer Assisted Qualitative Data
Analysis (CAQDAS), helping the reader choose the most appropriate package for their
specific needs and get the most out of the software once they are using it. The text
considers tasks and processes, bringing them together to demystify qualitative software
and encourage flexible and critical choices and uses of software in supporting analysis.
This text can be read as a whole or chapters can be treated on a more stand-alone
basis, building on one another to provide a holistic sense of the analytic journey without
advocating a particular sequential process.
Schnfelder, W. (2011, January). CAQDAS and qualitative syllogism logicNVivo 8 and
MAXQDA 10 compared. Forum Qualitative Sozialforschung / Forum: Qualitative Social
Research, 12(1), Article 21. http://nbn-resolving.de/urn:nbn:de:0114-fqs1101218
ABSTRACT: Qualitative research is a heterogeneous field comprised of different and
sometimes competing analytical strategies. A growing number of researchers use
computer programs to assist in the analysis of qualitative data. Some analytical tasks are
common ground and will be performed by most researchers regardless of their
methodological approach. Software vendors try to accommodate an increasing demand
for common and specific analytical needs and include an ever growing number of
features in their products. Depending on the methodological point of departure, some
functions provided in the current generation of CAQDAS packages may appear
controversial because they invite the user to exceed the limits for the conclusions which
can be drawn from qualitative analysis. In this article the limits for drawing conclusions
from qualitative data are discussed from a social constructivist, discourse analytical
perspective. This is described with the concept of qualitative syllogism logic. Some tools
provided by CAQDAS packages are used in most qualitative methodological frameworks.
These are discussed before two CAQDAS packages, NVivo 8 and MAXQDA 10, are
compared with regard to how intuitively they provide these basic tools along with those
that appear controversial because they exceed the limits of qualitative syllogism logic.
Weitzman, E., & Miles, M. (1995). Computer programs for qualitative data analysis.
Thousand Oaks, CA: Sage.
This is a now rather dated comparison of the many different types of QDAS that were
available in the early 1990s of historical more than practical interest.
Methodological issues associated with software use generally (including
NVivo)
Basit, T. N. (2003). Manual or electronic? The changing role of coding in qualitative data
analysis. Educational Researcher, 45(2), 143-154.
ABSTRACT: Data analysis is the most difficult and most crucial aspect of qualitative
research. Coding is one of the significant steps taken during analysis to organize and
make sense of textual data. This paper examines the use of manual and electronic
methods to code data in two rather different projects in which the data were collected
mainly by in-depth interviewing. The author looks at both the methods in the light of her
own experience and concludes that the choice will be dependent on the size of the
project, the funds and time available, and the inclination and expertise of the researcher.
Bergin, M. (2011). NVivo 8 and consistency in data analysis: Reflecting on the use of a
qualitative data analysis program. Nurse Researcher, 18(3), 6-12.
ABSTRACT: Aim: Qualitative data analysis is a complex process and demands clear
thinking on the part of the analyst. However, a number of deficiencies may obstruct the
research analyst during the process, leading to inconsistencies occurring. This paper is a
reflection on the use of a qualitative data analysis program, NVivo 8, and its usefulness
in identifying consistency and inconsistency during the coding process. Background: The
author was conducting a large-scale study of providers and users of mental health
services in Ireland. He used NVivo 8 to store, code and analyse the data and this paper
reflects some of his observations during the study. Discussion: The demands placed on
the analyst in trying to balance the mechanics of working through a qualitative data
analysis program, while simultaneously remaining conscious of the value of all sources
are highlighted. Conclusion: NVivo 8 as a qualitative data analysis program is a
challenging but valuable means for advancing the robustness of qualitative research.
Implications for practice: Pitfalls can be avoided during analysis by running queries as
the analyst progresses from tree node to tree node rather than leaving it to a stage
Berners-Lee, T. 2009 The next web of open, linked data [YouTube video]. Available at
http://www.youtube.com/watch?v=OM6XIICm_qo
NOTES: A TED video (16 minutes) of the way diverse data on the internet can be used
to generate important research questions and answers across disciplines.
Blismas, N. G., and Dainty, A. R. J. (2003). Computer-aided qualitative data analysis:
panacea or paradox? Building Research & Information, 31(6), 455-463.
NOTES: The authors reflect on the use of NVivo in research on a study within the
construction industry about multiproject environments (MPEs). The data was comprised
of interviews, program documentation, and organizational publications. They begin with
the claim that little literature has been produced that reflects on the use of QDAS and
that QDAS often restricts instead of assists the analysis. They present several cautions
regarding the association between QDAS and rigor or transparency and they warn
readers that QDAS use is often simply a strategy to convince skeptical positivists of the
rigor of inductive research techniques. They detail several limitations/challenges in their
use of the software and end with a call for additional research on the influence of QDAS
on the research process.
Crowley, C., Harre, R. and Tagg, C. (2002) Qualitative research and computing:
Methodological issues and practices in using QSR NVivo and NUD*IST. International
Journal of Social Research Methodology 5(3), 193-197.
NOTES: An editorial that introduces a special issue focused on two interdisciplinary
conferences on qualitative research and computing that were convened at the Institute of
Education, University of London.
Davidson, Judith and Jacobs, Cynthia. (2008). The Implications of Qualitative Research
Software for Doctoral Work: Considering the Individual and Institutional Contexts. Qualitative
Research Journal, 8 (2), 72-80. doi: 10.3316/QRJ0802072
ABSTRACT: 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
experienced-based 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 hard-earned experience gleaned from many years of working with
individuals and institutional contexts to improve the use of qualitative research in higher
education.
di Gregorio, S., & Davidson, J. (2008). Qualitative research design for software users.
Berkshire: Open University Press.
NOTES: The book provides guidance on how to manage a qualitative research project in
a QDAS database, regardless of the particular software. The first section outlines the
argument by explaining concepts such as the E-Project (the digital container for any
study analyzed with QDAS). The second section describes eight QDAS projects in four
sectors (higher education, basic science, public government, and commercial) with
various methodologies (ethnography, traditional evaluation, case study, etc.) using four
QDAS programs (ATLAS.ti, MAXqda, NVivo, and XSight). The final chapter addresses
strategies for developing sustainable use of QDAS in academic and non-academic
settings.
Evers, J. C. (2011, January). From the past into the future. How technological developments
change our ways of data collection, transcription, and analysis. Forum Qualitative
Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 38.
http://nbnresolving.de/urn:nbn:de:0114-fqs1101381.
ABSTRACT: In the last fifty years, recording devices have taken a central position on
stage in the empirical social sciences during data collection (tape and voice recorders,
photo and video cameras). As Qualitative Data Analysis software (QDA software)
enables us now to directly code digitalized media files, one might question the need for
transcribing data files, thus transforming them into textual files. The central issue
addressed in this article then, is whether or not QDA software enables us to skip the
transcription of data (audio files and video files). To address this question, the why, what
and how of transcription will first be explored. Secondly, manual transcription will be
compared to transcription with voice recognition software. Thirdly, coding of textual
transcripts will be compared to the direct coding of audio and/or video files. As QDA
software is changing our analytic possibilities and to some extent our procedures, the
conclusion will argue in favor of transcription, be it adapted to our research needs and
integrated within QDA software.
Fielding, N. G. (2000). The shared fate of two innovations in qualitative methodology: The
relationship of qualitative software and secondary analysis of archived qualitative data.
Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 1(3), Article 3.
http://www.qualitative-research.net/index.php/fqs/article/view/1039/2248
ABSTRACT: This article considers the contribution that software to support qualitative
data analysis can make in the secondary analysis of qualitative data. The article
suggests some benefits of secondary analysis of qualitative data and addresses some of
the methodological criticisms that have been made about secondary analysis in
qualitative research. The article's focus is largely practical, but it also offers an account of
why the apparent advantages of using qualitative software in the secondary analysis of
qualitative data have not so far been fully exploited. It does so by reference to the social
context of the research environment.
Fielding, Nigel G. (2012). Triangulation and mixed methods designs: Data integration with
new research technologies. Journal of Mixed Methods Research, 6(2), 124136.
ABSTRACT: Researchers who advocate the use of multiple methods often write
interchangeably about 'integrating', 'combining' and 'mixing' methods, sometimes eliding
these descriptors with 'triangulation', which itself encompasses several meanings. In this
article we argue that such an elision is problematic since it obscures the difference
between (a) the processes by which methods (or data) are brought into relationship with
each other (combined, integrated, mixed) and (b) the claims made for the
epistemological status of the resulting knowledge. Drawing on the literature for
examples, we set out different rationales for using more than one method, then we
develop a definition of integration of methods as a specific kind of relationship among
methods. We also discuss different places in the research process where integration can
occur: for instance, data from different sources can be integrated in the analysis stage, or
findings from different sources at the point of theorizing.
Gilbert, L. S. (2002). Going the distance: closeness in qualitative data analysis software.
International Journal of Social Research Methodology, 3(5): 215-228.
NOTES: A paper on the findings from a qualitative study that followed researchers as
they used NUD*IST. The tool metaphor is explored, and key concepts include the tactile-
digital divide, the coding trap, the metacognitive shift, and issues of trustworthiness.
Gilbert, L. S., Jackson, K., & di Gregorio, S. (2013). Tools for analyzing qualitative data: the
history and relevance of qualitative data analysis software. In J. M. Spector, M. D. Merrill, J.
Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and
technology (Ch. 18). London: Routledge.
This chapter focuses on tools for supporting the analysis of qualitative data, particularly
on software designed for that purpose. The choice of the word tools rather than simply
software in the title of this chapter reflects the role of technology in the context of
complex intellectual work. Tools is a broad term, with multiple interrelated but not
unified dimensions; multiple technological tools can be used to achieve an intended
analytic goal, and very different theoretical approaches (also tools) often involve the
same generic tasks. This interrelationship is an important point: the most common
question from novices is which program should I use? when they would be better
served by asking what analytical tasks will I be engaged in, and how can I leverage
technology to do them well? In this chapter, we will first provide a broad albeit cursory
overview of tasks involved in analyzing qualitative data before we turn to the software
meant to support those processes. This genre of software, known as Qualitative Data
Analysis Software (QDAS or QDA software), is specifically designed to support
qualitative research, as opposed to tools primarily used for the collection of data (such as
audio or video recorders), or presentation of findings (such as presentation or modelling
software). We will briefly review the historical development of QDA software including
associated theoretical questions and issues before identifying expected features and
functions in current programs. Finally, we will address potential directions as these
programs are being influenced by Web 2.0 developments.
Jackson, K. (2003). Blending technology and methodology: A shift towards creative
instruction of qualitative methods with NVivo. Qualitative Research Journal, 3(Special Issue),
96-110. http://www.aqr.org.au/docs/journals/special_AQR2003.pdf
NOTES: A guide for incorporating NVivo into qualitative methods courses, from the
perspective of an evaluation researcher. The article provides a rationale for including the
software in methods instruction and examples of class activities that help students
simultaneously explore methodological issues (such as inductive and deductive coding)
and software issues.
Kaczynski, D., & Kelly, M. (2004, November). Curriculum development for teaching
qualitative data analysis online. Paper presented at the International Conference on
Qualitative Research in IT & IT in Qualitative Research, Brisbane, Australia. (All
conference papers fee attached) http://www.griffith.edu.au/conference/qualit2004/
ABSTRACT: This paper explores the unique curriculum design issues involved with the
integration of qualitative data analysis software (QDAS) in online instruction of qualitative
research. The Qualitative Research III Analysis course was designed for graduate
students and offered in a blended online format using the NVivo software program and
the learning management system, Desire2Learn. Although embedding the NVivo
software into the fabric of the course afforded several advantages, it also posed
challenges for the students and the instructor.
Kaczynski, D. (2004, December). Examining the impact of qualitative data analysis software
upon the analysis process. Paper presentation at the annual conference of the Australian
Association for Research in Education, Melbourne, Australia.
http://www.aare.edu.au/04pap/kac041065.pdf
ABSTRACT: The dramatic growth in the use of qualitative data analysis software (QDAS)
in the qualitative methodological design process is changing how researchers approach
analysis. Qualitative researchers are progressively expanding the adoption of QDAS as a
tool in the interpretation and analysis stages, and the increasing application has been
cited as a major contribution to the rigor and credibility of qualitative research. There has
been little systematic discussion, though, of various QDAS functions relevant to
educational research. Moreover, software use has also raised concerns that the tools
increasingly drive methodological practices. Qualitative data collection, analysis, and
reporting require consistent, diligent attention in order to ensure a rigorous study. Most
qualitative researchers agree that a steadfast focus on a studys purpose and a
consistent adherence to a prescribed conceptual framework are critical to a rigorous
study. Fewer researchers agree, however, on the appropriate use of QDAS in this
process. As each new generation of qualitative software increasingly alters research
methods, there is a need for continuing education of researchers in this dynamic
process, and continued critique of methodological innovations. How researchers respond
to this challenge will significantly impact our conceptualization of the future of qualitative
research.
Kelle, U. (1995) (Ed.), Computer-aided qualitative data analysis: Theory, methods and
practice. London: Sage.
NOTES: A collection of papers from the Bremen conference where all the major QDAS
developers contributed to discussion about the development of qualitative software and
the links between software and methodology.
Kelle, U. (1997). Theory building in qualitative research and computer programs for the
management of textual data. Sociological Research Online, 2(2), Article 1.
http://www.socresonline.org.uk/socresonline/2/2/1.html
ABSTRACT: This article refers to recent debates about the potential methodological
costs and benefits of computer use in qualitative research and about the relationship
between methodological approaches (eg. Grounded Theory) on the one hand and
computer-aided methods of qualitative research on the other. It is argued that the
connection between certain computer-aided strategies and methodological approaches
is far more loose than is often assumed. Furthermore, the danger of methodological
biases and distortion arising from the use of certain software packages is
overemphasized in current discussions, as far as basic tasks of textual data
management (coding and retrieval) usually performed by this software are concerned.
However, with the development of more advanced and complex coding and retrieval
techniques, which are regarded by some authors as tools for theory building in
qualitative research, methodological confusion may arise if basic prerequisites of
qualitative theory building are not taken into consideration. Therefore, certain aspects of
qualitative theory building which are relevant for computer aided methods of textual data
management are discussed in the paper.
Kelle, U. (2004). Computer-assisted qualitative data analysis. In C. Seale, G. Gobo, J. F.
Gubrium & D. Silverman (Eds.), Qualitative research practice (pp. 473-489). London: Sage.
FROM AUTHOR INTRODUCTION: In the first section of this chapter I shall discuss how
code-and-retrieve facilities provided by almost every CAQDAS package can make visible
a problem often hidden if manual methods are used the problem of finding adequate
categories and concepts for structuring data. In the second section it will be shown how
this issue relates to the demanding methodological problem of defining the role of theory
and the researchers previous knowledge in the research process. The final section will
relate these considerations to sophisticated tools for theory building and hypothesis
testing nowadays provided by almost all the available CAQDAS packages.
Lu, C.-J., & Shulman, S. W. (2008). Rigor and flexibility in computer-based qualitative
research: introducing the Coding Analysis Toolkit. International Journal of Multiple Research
Approaches, 2(1), 105-117.
ABSTRACT: Software to support qualitative research is both revered and reviled. Over
the last few decades, users and skeptics have made competing claims about the utility,
usability and ultimate impact of commercial-off-the-shelf (COTS) software packages. This
paper provides an overview of the debate and introduces a new web-based Coding
Analysis Toolkit (CAT). It argues that knowledgeable, well-designed research using
qualitative software is a pathway to increasing rigor and flexibility in research.
Maietta, R. (2008). Computer-assisted data analysis. in Given L. (Ed.), The Sage
encyclopedia of qualitative research methods, (pp. 103-108). Thousand Oaks: Sage
Publications, Inc.
NOTES: A summary of the tools available in the most common QDAS options. QDAS is
described as a tool kit that simulates off-screen approaches.
Marshall, H. (2002). What do we do when we code data? Qualitative Research Journal, 2(1),
56-70.
NOTES: QDAS offers possibility of more efficient data coding and management than
previously, with a consequence of creating more codes but this doesnt necessarily
mean better analysis. The fear that computers will stifle creativity, reduce variety by
imposing code and retrieve methods, stem from positivist assumptions. Some suggest
coding should be more like evaluating art than using logic. Others prefer to see rigour
and good audit trails, without losing creativity. QDAS wont stifle a creative person, and it
also wont rescue a careless one. Suggestions for avoiding the coding trap.
Richards, L. (2002). Rigorous, rapid, reliable and qualitative? Computing in qualitative
method. American Journal of Health Behavior, 26(6), 425-430.
ABSTRACT: Objective: To explore whether qualitative methods are problematic and
persuasive in health education research. Method: Explored this problem through the 3
goals of rigor, rapidity, and reliability and their special meanings in qualitative analysis.
Results: For each, contributions of qualitative computing software are identified and their
effects assessed. Conclusion: Qualitative researchers are assisted by software tools in
pursuit of each of these goals, but in each area there is a need for software design to
address the tasks of research where rigor, rapidity, and reliability are paramount
requirements.
Richards, L. (1998). Closeness to data: The changing goals of qualitative data handling.
Qualitative Health Research, 8(3), 319-328.
ABSTRACT: Identifies four different meanings of `closeness to data,' as applied in
qualitative research and data handling. Meaning of closeness; Problems of closeness;
Case for distance; Keeping data alive
Richards, L. (1999). Data alive! The thinking behind NVivo. Qualitative Health Research,
9(3), 412-428. doi: 10.1177/104973239900900310
ABSTRACT: Explores the goals of rich data in qualitative health research and the ways
NUD.IST Vivo addresses these. What richness requires of the researcher; Aspects to do
with rich text and dynamic documents; Conclusion
Roberts, K. A., & Wilson, R. W. (2002). ICT and the research process: Issues around the
compatibility of technology with qualitative data analysis. Forum: Qualitative Social Research
- Sozialforschung, 3(2), Article 23. http://www.qualitative-
research.net/index.php/fqs/article/view/862/1873
ABSTRACT: This paper explores the nature of qualitative data and the uneasy
relationship it holds with computer-aided analysis. Qualitative research produces data
that are rich and voluminous, shedding light on the lived experience of the "being-in-the-
world" and the interactions inherent in complex social phenomena. Analysis of such data,
however, is complex and time consuming in addition to which there is a lack of specific
guidance on how to carry it out. The authors note that the philosophy underpinning
information and communication technology (ICT) is not wholly compatible with that which
underpins qualitative research. ICT is based largely on logical, objective and quantifiable
procedures whereas qualitative research requires a more subjective, interpretative
stance and seeks to explore meaning. On this understanding of the philosophies
involved it is argued that the role of computer software in qualitative data analysis is
limited.
Schuhmann, C. (2011, January). Comment: Computer technology and qualitative research:
A rendezvous between exactness and ambiguity. Forum Qualitative Sozialforschung /
Forum: Qualitative Social Research, 12(1). http://nbn-resolving.de/urn:nbn:de:0114-
fqs1101C27
A reflection on the KWALON experiment (see Evers et al., 2010 for further details), from
a QDAS novice. She acknowledges that the participants in the experiment who used
different software came up with similar findings in a common set of data. Schuhmann
concludes, So at the end of the conference, I had an answer to my question how
software might improve qualitative research. But meanwhile, many new questions had
popped up. Again I was reminded of my experience as a student in physics, where
answering one question generally meant raising a couple of new ones, and where one
experiment would almost inevitably generate new experiments. So when I left this
conference, I was not just convinced of the importance of using software in qualitative
research, but also quite certain that this had been the first but definitely not the last
experiment in its kind, concerning that fascinating area where computer technology and
qualitative research meet.
Silver, C., & Patashnick, J. (2011, January). Finding fidelity: Advancing audiovisual analysis
using software. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research,
12(1), Article 37. http://nbn-resolving.de/urn:nbn:de:0114-fqs1101372
ABSTRACT: Specialised software for the analysis of qualitative data has been in
development for the last thirty years. However, its adoption is far from widespread.
Additionally, qualitative research itself is evolving, from projects that utilised small, text-
based data sets to those which involve the collection, management, and analysis of
enormous quantities of multimedia data or data of multiple types. Software has struggled
to keep up with these changes for several reasons: 1. meeting the needs of researchers
is complicated by the lack of documentation and critique by those who are implementing
software use and 2. audiovisual data is particularly challenging due to the
multidimensionality of data and substantial variety in research project aims and output
requirements. This article discusses the history of Computer Assisted Qualitative Data
AnalysiS (CAQDAS) as it relates to audiovisual data, and introduces the term "fidelity" as
a conceptual mechanism to match software tools and researcher needs. Currently
available software tools are examined and areas found lacking are highlighted.
Spickard Prettyman, S., & Jackson, K. (2006). Ethics, technology, and qualitative research:
Thinking through the implications of new technologies. Paper presented at Strategies in
qualitative research using QSR software. http://www.qual-
strategies.org/previous/2006/papers/prettyman/index.html
NOTES: The authors argue that the digitization of audio, video, and photographic data
make it possible to create, process, and analyze this data in new and different ways but
that the ethical implications regarding the use of this data is often ignored. They
recommend that qualitative researchers attend to ethics throughout the process from the
conceptualization of questions to reporting the results. Issues such as confidentiality,
validity, and rapport may surface and the related ethics must be considered in ways that
may be different than in conventional, text-based studies.
Tesch, R. (1990). Qualitative research: analysis types and software tools. Basingstoke:
Falmer.
NOTES: A classic text classifying and outlining the characteristics of 20+ QDAS available
in the late 1980s. Alongside a detailed discussion of qualitative methods in a range of
fields. Tesch matches different software programs with different research approaches. In
the book she points to 46 approaches to analysis, and also summarizes the ten most
common principles across qualitative research: 1. Analysis is cyclic concurrent with
data collection 2. Analysis is systematic and comprehensive but not rigid 3. Analysis is
reflective and results in analytical notes (memos) that guide the process 4. Data are
segmented as we are unable to process large amounts of data all at once but the
connection to the whole is maintained 5.Data segments are categorized according to an
organizing system that is mostly derived from the data themselves 6. The main
intellectual tool is comparison 7. Categories for sorting segments are tentative at the
beginning; they remain flexible 8. There is no one right way to manipulate qualitative
data during analysis 9. The procedures are neither scientific nor mechanistic;
qualitative analysis is intellectual craftsmanship (Mills, 1959) 10. The result of the
analysis is some type of higher level synthesis. (Tesch, 1990: 95-97)
Wasser, J. D., & Bressler, L. (1996). Working in the interpretive zone: Conceptualizing
collaboration in qualitative research teams. Educational Researcher, 25(5), 5-15.
NOTES: The authors take on the myth of the lone researcher and discuss their arts
education team research process. They acknowledge that the social nature of learning
and the social construction of knowledge has not often been applied to qualitative
researchers, themselves, as they engage in their work.
White, M., Judd, M. D., & Poliandri, S. (2012). Illumination with a dim bulb? What do social
scientists learn by employing qualitative data analysis software in the service of multimethod
designs. Sociological Methodology, 42, 4376.
ABSTRACT: Although there has been much optimistic discussion of integrating
quantitative and qualitative findings into sociological analysis, there remains a gap
regarding the application of mixed approaches. We examine the potential gains and
pitfalls of such integration in the context of the growing analytic power of contemporary
qualitative data analysis software (QDAS) programs. We illustrate the issues with our
own research in a mixed-methods project examining low fertility in Italy, a project that
combines analysis of large nationally representative survey data with qualitative indepth
interviews with women across four cities in Italy [using NVivo]. Despite the enthusiasm
for mixed-methods research, the available software appears to be underutilized. In
addition, we suggest that the sociological research community will want to address
several conceptual and inferential issues with these approaches.
Wickham M., & Woods M. (2005). Reflecting on the strategic use of CAQDAS to manage
and report on the qualitative research process. The Qualitative Report, 10(4), 687-702.
NOTES: A reflection by two doctoral students from the University of Tasmania regarding
the use of QDAS for their literature review. They discuss the use of multiple software
programs (QDAS, reference managers, word processing tools, etc.) to manage the
various demands of producing a literature review for a dissertation and they provide 5
screen shots from the software to demonstrate their use of QDAS. They claim that much
of the criticism directed at qualitative research stems from a perception that the process
is not always demonstrated to be transparent or rigorous in the same ways as
quantitative research. They propose a transparency mechanism be attached to all
qualitative research processes (from the construction of the literature review to the
development of conclusions and recommendations). One such mechanism could be the
use of QDAS, in an effort to ensure transparency in research reports and to preemptively
address anticipated questions, concerns and issues by readers and reviewers.
Woods, D., & Dempster, P. (2011). Tales from the bleeding edge: The qualitative analysis of
complex video data using Transana. Forum Qualitative Sozialforschung / Forum: Qualitative
Social Research, 12(1), Article 17. http://www.qualitative-
research.net/index.php/fqs/article/view/1516/3119
ABSTRACT: This paper explores the analysis of complex multi-media data that highlights
the latest advances in the kinds of data that can be analyzed using qualitative analytic
software. The data examined consists of multiple simultaneous video streams with
different video and audio content. The researchers found that multiple simultaneous
transcripts can be useful in making sense of the very fast-moving content of these
complex media files. The data capture and analysis techniques described provide the
researcher with a tremendous level of access to a huge amount of simultaneous data,
but the authors suggest that researchers in the analytic environment described are able
to function well in the task of managing, understanding, and analyzing very complex data
that captures very complex occurrences in the real world.
Applications/Methods/Practice
Annechino, R., Antin, T. M. J., & Lee, J. P. (2010). Bridging the qualitative-quantitative
software divide. Field Methods, 22(2), 115-124.
ABSTRACT: To compare and combine qualitative and quantitative data collected from
respondents in a mixed-methods study, the research team developed a relational
database to merge survey responses stored and analyzed in SPSS and semi-structured
interview responses stored and analyzed in the qualitative software package ATLAS.ti.
The process of developing the database as well as practical considerations for
researchers who may wish to use similar methods are explored.
Atherton, A., & Elsmore, P. (2007). Structuring qualitative enquiry in management and
organization research: A dialogue on the merits of using software for qualitative data
analysis. Qualitative Research in Organizations and Management: An International Journal,
2(1), 62-77, doi: 10.1108/17465640710749117.
ABSTRACT: Purpose To explore the cases for and against the use of computer-
assisted qualitative data analysis software (CAQDAS) in qualitative organisation and
management research.
Design/methodology/approach Reflecting the debate inherent in the questions raised
about the use of CAQDAS, a dialogue between the authors is used.
Findings There are risks associated with using CAQDAS without considering its
underpinning principles and assumptions about data analysis. If these are considered
explicitly as part of a research methodology, then CAQDAS may be a valuable analytical
tool. If not, there is risk of distortion and bias in results from the use of CAQDAS.
Originality/value The paper addresses a commonly posed question for qualitative
researchers, in a format and structure that is likely to stimulate further debate.
Bazeley, P. (2006). The contribution of computer software to integrating qualitative and
quantitative data and analyses. Research in the Schools, 13(1): 64-74.
http://www.msera.org/rits_131.htm
ABSTRACT: In published mixed methods studies, qualitative and quantitative
approaches have typically been combined by using them side-by-side or sequentially,
until the point when the separately generated results are interpreted and conclusions
drawn. Integration of different forms of data during analysis, or of different approaches
within a single analysis are much less commonly reported. In this paper, integration of
these types are shown to be facilitated by use of computer software. Such integration is
seen as occurring: (a) when text and numeric data are combined in an analysis; (b) when
data is converted from one form to another during analysis; or (c) when combination and
conversion occur together iteratively or in generating blended data for further analyses.
Examples are provided to illustrate these various, computer-facilitated approaches to
mixing methods.
Bazeley, P. (2010). Computer assisted integration of mixed methods data sources and
analyses. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods research for the
social and behavioral sciences (2nd ed., pp. 431-467). Thousand Oaks, CA: Sage.
NOTES: Extensive review of possibilities for integration of qualitative, quantitative, social
network, and GIS data, the different types of processes and programs available to assist
such integration, with methodological implications.
Carvajal, D. (2002, May). The artisan's tool: Critical issues when teaching and learning
CAQDAS. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 3(2),
Article 14. http://www.qualitative-research.net/index.php/fqs/article/view/853
ABSTRACT: Nowadays we have a wide variety of computer-assisted qualitative data
analysis software, CAQDAS, to choose from, and almost every qualitative researcher
uses one or two of these programs to analyse his/her data. This demand for CAQDAS
has brought not only more sophistication in the newest programs and updates but also
the discussion about its methodological implications and the need for more training
courses and workshops. A lot has been written about the relation between CAQDAS and
qualitative methodology. Nevertheless, the ways the training courses and workshops
have been developed and carried out have not been outlined. Who are these courses
planned for? Is there any prerequisite that the attendants must fulfil? What must the main
goal of these training courses be? This article discusses some facts I have found in my
experience as a social researcher and CAQDAS user and trainer in a country where this
kind of software is not widespread. The article also focuses on some of the problems that
arise when training people in the use of CAQDAS and the consequences the
globalisation of training courses and workshops focused on the acquisition of mechanical
code-and-retrieve skills have for qualitative methodology. Finally, I propose some critical
issues that CAQDAS trainers and qualitative researchers should bear in mind when
teaching or learning the use of any qualitative data analysis software.
Darmody, M., & Byrne, D. (2006). An introduction to computerized analysis of qualitative
data. Irish Educational Studies, 25(1), 121-133.
ABSTRACT: Over the last two decades there has been an increase in the use of
qualitative research, particularly in the human sciences. Such a move has resulted in an
increasing number of researchers across disciplines using various types of qualitative
software specially designed for managing text and facilitating analysis of qualitative data.
However, we feel that limited information is available on the nature and practical use of
these programmes in the Irish context. This has led to various misconceptions regarding
the use of such programmes. In addition, international literature has highlighted the
importance of making the qualitative research process more transparent in terms of
describing in detail the analytical procedures applied in qualitative research. This article
seeks to open up the debate surrounding qualitative data analysis and provoke
discussion about the use of qualitative software packages in educational research.
Based on a mixed-methods educational research project involving a substantive
qualitative component, this article explores the joy and despair associated with using
Qualitative Solutions Research (QSR) Non-numerical Unstructured Data: Indexing,
Searching and Theorizing Version 6 (N6 software), and aims to dispel some of the
myths that exist around using such software.
Davidson, J., & Jacobs, C. (2008). The implications of qualitative research software for
doctoral work: Considering the individual and institutional context. Qualitative Research
Journal, 8(2), 72-80.
ABSTRACT: 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
experienced-based 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 hard-earned experience gleaned from many years of working with
individuals and institutional contexts to improve the use of qualitative research in higher
education.
Fielding, N. & Cisneros-Puebla, C. (2009). CAQDAS-GIS Convergence: Toward a new
integrated mixed method research practice? Journal of Mixed Methods Research, 3(4), 349-
370. doi: 10.1177/1558689809344973
ABSTRACT: The article explores qualitative geography and qualitative social science as
sites of mixed methods research practice. The authors argue that there is an emergent
convergence of methodologies and analytical purposes between qualitative geography
and qualitative social science. The authors show how methodological and analytical
convergence has been enabled by technological convergence between geographical
information systems (GIS) and qualitative software (CAQDAS [primarily MAXQDA]). The
argument is illustrated by examples of convergent georeferenced mixed methods
studies, including a main example from research on reproductive health in Paraguay.
Garcia-Horta, J. B., and Guerra-Ramos, M. T. (2009). The use of CAQDAS in educational
research: Some advantages, limitations and potential risks. International Journal of
Research & Method in Education, 32(2), 151-165.
ABSTRACT: The use of qualitative analysis software has become extremely popular
over the recent years; educational researchers now have a range of tools at their
disposal, from the ubiquitous word processor to more specialized computer packages.
This paper deals with the use of CAQDAS (computer-assisted qualitative data analysis
software) in educational research. We discuss its use in the context of two interview-
based pieces of research. The first study explored the effectiveness of a governmental
initiative with respect to teacher engagement and commitment, using MAXQDA to
examine interviews. The second study looked at teachers science-related
representations, where NVivo was used to analyse the data. The discussion puts forward
the idea that CAQDAS is of great help and can enhance interview data analysis;
however, careful and critical assessment of computer packages is encouraged. Their
capabilities must not be overestimated, since computers are still unable to perform an
independent rational process or substitute the analysts capacities.
Hoover R. S., & Koerber A. L. (2011). Using NVivo to answer the challenges of qualitative
research in professional communication: Benefits and best practices tutorial. IEEE
Transactions on Professional Communication, 54(1), 68-82.
NOTES: A brief overview of what software choices are available and features of NVivo in
particular. Report of experiences with the software discussing how it has benefited
efficiency, multiplicity, and transparency; compilation of best practices for using the
software.
Jung, J.-K., & Elwood, S. (2010). Extending the qualitative capabilities of GIS: computer-
aided qualitative GIS. Transactions in GIS, 14(1), 63-87. doi: 10.1111/j.1467-
9671.2009.01182.x
ABSTRACT: A number of approaches for integrating GIS and qualitative research have
emerged in recent years, as part of a resurgence of interest in mixed methods research
in geography. These efforts to integrate qualitative data and qualitative analysis
techniques complement a longstanding focus in GIScience upon ways of handling
qualitative forms of spatial data and reasoning in digital environments, and extend
engagements with the qualitative in GIScience to include discussions of research
methodologies. This article contributes to these emerging qualitative GIS methodologies
by describing the structures and functions of computer-aided qualitative GIS (CAQ-GIS),
an approach for storing and analyzing qualitative, quantitative, and geovisual data in both
GIS and computer aided data analysis software. CAQ-GIS uses modified structures from
conventional desktop GIS to support storage of qualitative data and analytical codes,
together with a parallel coding and analysis process carried out with GIS and a
computer-aided data analysis software package. The inductive mixed methods analysis
potential of CAQ-GIS is demonstrated with examples from research on children's urban
geographies.
Mason, B., & Dicks, B. (2001). Going beyond the code: The production of hypermedia
ethnography. Social Science Computer Review, 19(4), 445-457.
ABSTRACT: Discusses how the developments in multimedia and hypermedia technology
affected sociological knowledge. Use of electronic media in connecting the gap between
experimental ethnography and the fieldwork data; Role of the concept of the nature of
social research in hypermedia ethnography; Details on the use of hypermedia for
representation.
Rettie, R., Robinson, H., Radke, A., & Ye, X. (2008). CAQDAS: A supplementary tool for
qualitative market research, Qualitative Market Research: An International Journal, 11(1),
76-88. doi: 10.1108/13522750810845568.
ABSTRACT: Purpose The aims of the paper are twofold: to assess the usage of
Computer Assisted Qualitative Data Analysis (CAQDAS) in the UK market research
industry; and to evaluate the use of CAQDAS as a supplement to paper-coding in market
research.
Design/methodology/approach CAQDAS usage was assessed by a questionnaire, sent
to a sample of 400 UK market researchers. The second part of the research is a case
study of a research experiment. The authors conducted focus group research into online
grocery shopping, supplementing a paper-coding-based analysis with a further analysis
based on computer coding.
Findings Usage of CAQDAS in commercial market research is very low at only 9
percent. The research suggests that CAQDAS can be a useful supplement to traditional
methods. Using computer software, the paper was able to mine the data for more detail;
clearly identify minority views; and produce a useful resource for future research.
Research limitations/implications The survey response rate was 38 percent, but only 13
respondents used CAQDAS. Generalisation from a single experiment is problematic; the
findings are affected by the research topic, research briefs and the two research
analysts.
Practical implications The study has important implications for commercial qualitative
market research. Repositioning CAQDAS as supplementary, rather than as an
alternative, circumvents arguments about time pressure, and highlights its data
management role.
Originality/value This is the first large-scale survey of qualitative research analysis in
the UK market research industry. The case study describes an approach to CAQDAS
that is innovative and relevant to commercial market research.
Rich, M., & Patashnick, J. (2002). Narrative research with audiovisual data: Video
intervention/prevention assessment (VIA) and NVivo. International Journal of Social
Research Methodology, 5(3), 245-226.
ABSTRACT: Video Intervention/Prevention Assessment (VIA) is a qualitative research
method that investigates health conditions from the patients perspective. VIAs primary
data consist of visual illness narratives, video diaries made by participants of their
experiences living with and managing chronic medical conditions. The visual narratives
are viewed and listened to by a data logger and notated in sequential scenes by
participant identification number, tape number, and video timecode. The content of the
audiovisual data is logged as text comprising objective descriptions of information that is
visible or audible and subjective accounts of what is observed, relating the participants
perspective, emotional tone and psychosocial dynamics of a scene. Within the logs,
distinct font headings designate different types of data, so that they can be recognized as
such when the logs are imported into NVivo qualitative analysis software for data
management, structuring and analysis. Using this software, multiple researchers can
code, recode and refine the logs of the visual illness narratives and link their structured
analyses to illustrative excerpts from the primary audiovisual data.
Ryan, M. (2009). Making visible the coding process: Using qualitative data software in a
post-structural study. Issues in Educational Research 19(2), 142-161.
ABSTRACT: Qualitative research methods require transparency to ensure the
'trustworthiness' of the data analysis. The intricate processes of organising, coding and
analysing the data are often rendered invisible in the presentation of the research
findings, which requires a 'leap of faith' for the reader. Computer assisted data analysis
software can be used to make the research process more transparent, without sacrificing
rich, interpretive analysis by the researcher. This article describes in detail how one
software package was used in a post-structural study to link and code multiple forms of
data to four research questions for fine grained analysis. This description will be useful
for researchers seeking to use qualitative data analysis software as an analytic tool.
Seale, Clive F. (2001). Computer-assisted analysis of qualitative interview data. In J. F.
Gubrium & J. A. Holstein (eds.), Handbook of interview research: Context and method (pp.
651-670). Thousand Oaks, CA: Sage.
ABSTRACT (INCOMPLETE): Social researchers have long appreciated the usefulness
of computers for data analysis. Statistical software run on increasingly powerful personal
computers has automated mathematical calculations on large data sets to the extent that
quantitative analysis can be increasingly interactive. Analysts can run procedures and
get instant feedback on the results, freeing up time for the creative interplay of ideas and
research data. In the humanities, the development of software based on various
elaborations of string searches for content analysis has led to new conceptions of what is
possible in linguistic analysis (Miall 1990). Computer-assisted qualitative data analysis
software (CAQDAS) for social research data is a more recent development that, unlike
statistical or string-search software, has depended largely on the proliferation of personal
computers since the early 1980s. In this chapter, I assess the contribution that CAQDAS
can make to a variety of analytic approaches to interview data.
Tagg, C. (2011). Reflecting on the impact of qualitative software on teaching. Forum
Qualitative Sozialforschung / Forum: Qualitative Social Research 12(1). Article 27.
ABSTRACT: When teaching people how to use qualitative software, a number of factors
influence what functions in the software are covered. This paper will discuss the teaching
of short intensive small group courses on qualitative software and identify the features in
the software that influence the structure of the course and the material covered. I have
taught QSR software (N4, N5, N6, NVivo2, NVivo7 and NVivo8) to small groups of
researchers in universities and research organisations for 15 years. Participants have
had various levels of research experience including members of faculty with extensive
qualitative experience and Masters and first year PhD students. Participants have come
from a wide range of disciplines. The design of each course is generally different to meet
the needs of the group, their experience, the practical facilities and when known, the
requirements of their project. But how significant is the software in the design of a
course? This paper will use records of past courses to identify the elements taught and
the reasons for the selection of topics and ordering. The paper will compare the impact of
the software user interface, structure, and features by comparing the teaching of similar
courses in N6 and NVivo7. The paper will conclude by reflecting on the impact of course
design on the use that participants make of qualitative software.
Xiao, H., & Mair, H. (2006). A paradox of images. Journal of Travel & Tourism Marketing,
20(2), 1-14. doi: 10.1300/J073v20n02_01
ABSTRACT: This paper analyzes the image(s) of China as a tourist destination through
the representational narratives of major English newspapers. Feature travel accounts
thirty-five articles from twenty sourceswere used as information-rich discourse to
explore the portrayal of the destination's image. Data were obtained through a focused
search from LexisNexis Academicone of the largest databases of international
newspapers, and coded through Nudist Nvivo for an inductive analysis. It was found that
a paradox of images has emerged from the contrasting perceptions of the changing
versus the unchanged in the representational dynamics. The finding of paradoxical
images provides an alternative to the interpretation of representational frames or patterns
prevalent in the academic discourse with regard to the portrayal of culturally different
tourist destinations. Implications, limitations of this analysis and future research issues
are also discussed.
Guidelines for and experiences in using NUD*IST or NVivo
Bazeley, P. (2007). Qualitative data analysis with NVivo. Thousand Oaks, CA: Sage.
NOTES: Replaced by second edition (Bazeley & Jackson, 2013). The first edition had a
more extensive review of links between software, methods, and methodology, especially
in Chapter 8.
Beekhuyzen, J. (2008). Conducting a literature review: A puzzling task. Paper presented at
the AARE 2008 International Education Research Conference, Brisbane, Australia.
http://www.aare.edu.au/08pap/bee08127.pdf
ABSTRACT (PARTIAL): A literature review is much like a jigsaw puzzle; piecing together
the seemingly endless pieces of published research and other sources, and telling a
story with the finished picture. There is a lack of available practical information on how
to conduct a literature review, and there is even less available that use qualitative
research software to support the process. To address this gap, this paper discusses the
journey of an information systems PhD research student using Nvivo for a literature
review. In this paper Nvivo8 is proposed as a tool to help any researcher accomplish a
rigorous and transparent literature review. Here a practical example of such a process is
presented in seven steps, using a well-known qualitative research software that gives the
researchers new opportunities to explore and piece together the challenging task of a
literature review.
Bringer, J. D., Johnston, L., & Brackenridge, C. H. (2004). Maximizing transparency in a
doctoral thesis: The complexities of writing about the use of QSR*NVIVO within a grounded
theory study. Qualitative Research, 4(2), 247-265.
NOTES: A reflection on a grounded theory dissertation with the goal of demonstrating
the way NVivo was used to analyze the data and to foster a transparent account of the
analysis process. The authors argue for the importance of transparency for qualitative
research, discuss writing to achieve transparency (including an awareness of the
audience one is writing for), and recommend an electronic audit trail (primarily through
the use of a research journal that traces the timing and content of the literature review
and coding). The article makes use of eight screen-shots taken directly from the software
to demonstrate the ability of the software to help create an audit trail.
Bringer, J. D., Johnston, L. H., & Brackenridge, C. H. (2006). Using computer-assisted
qualitative data analysis software to develop a grounded theory project. Field Methods,
18(3), 245-266.
ABSTRACT: The promise of theory and model development makes grounded theory an
attractive methodology to follow. However, it has been argued that many researchers fall
short and provide a detailed description of only the research area or simply a quantitative
content analysis rather than an explanatory model. This article illustrates how the
researchers used a computer-assisted qualitative data analysis software program
(CAQDAS) as a tool for moving beyond a thick description of swimming coaches
perceptions of sexual relationships in sport to an explanatory model grounded in the
data. Grounded theory is an iterative process whereby the researchers move between
data collection and analysis, writing memos, coding, and creating models. The nonlinear
design of the selected CAQDAS program, NVIVO, facilitates such iterative approaches.
Although the examples provided in this project focus on NVIVO, the concepts presented
here could be applied to the use of other CAQDAS programs. Examples are provided of
how the grounded theory techniques of open coding, writing memos, axial coding, and
creating models were conducted within the program.
Hutchinson, A. J., Johnston, L. H., & Breckon, J. D. (2010). Using QSR-NVivo to facilitate
the development of a grounded theory project: an account of a worked example.
International Journal of Social Research Methodology, 13(4), 283-302. doi:
10.1080/13645570902996301
ABSTRACT: This paper demonstrates how the software package QSR-NVivo can be
used to facilitate a grounded theory approach. Recent research evidence has questioned
the methodological quality of many studies that claim to utilise grounded theory. This
paper argues that qualitative data analysis software can be used to encourage good
quality grounded theory research by facilitating many of the key processes and
characteristics associated with this approach. To achieve this, the paper identifies a
number of grounded theory characteristics, common to all revisions of the methodology.
It then describes the development of a recent study, which examined how people
successfully maintain long-term physical activity behaviour change. The purpose of this
is to demonstrate how different functions of QSR-NVivo may be used in conjunction with
the key grounded theory characteristics. In summary, QSR-NVivo is a powerful tool that,
if used appropriately, can facilitate many aspects of the grounded theory process from
the design and early sampling procedures, through to the analysis of data, theoretical
development and presentation of findings.
Johnston, L. (2006). Software and method: Reflections on teaching and using QSR NVivo in
doctoral research. International Journal of Social Research Methodology, 9(5), 379-391. doi:
10.1080/13645570600659433
NOTES: A reflection from eleven years of experience using and teaching NUD*IST and
NVivo to doctoral students. Among the claims made: 1) Instead of blaming QDA software
for promoting mechanistic, problematic or sloppy coding, scholars should consider
whether the transparency afforded by software is simply highlighting a problem that has
always existed but was difficult to detect. 2) QDAS provides potential for unprecedented
levels of transparency, although the potential has not been realized in practice for two
main reasons. First, sample data accompanying the software may foster inappropriate
strategies among novices who fail to customize their use of tools to fit their analytical
goals. Next, when instructing novices, teachers often fail to A) discuss the importance of
a research journal, B) clarify the problem of redundant nodes in the coding structure, C)
point to tools in the software that can help research achieve analytical distance (to see
patterns in the data).
Leech, N. L., & Onwuegbuzie, A. J. (2011). Beyond constant comparison qualitative data
analysis: Using NVivo. School Psychology Quarterly, 26(1), 70-84. doi: 10.1037/a0022711
ABSTRACT: The purposes of this paper are to outline seven types of qualitative data
analysis techniques, to present step-by-step guidance for conducting these analyses via
a computer-assisted qualitative data analysis software program (i.e., NVivo9), and to
present screenshots of the data analysis process. Specifically, the following seven
analyses are presented: constant comparison analysis, classical content analysis,
keyword- in-context, word count, domain analysis, taxonomic analysis, and
componential analysis. It is our hope that providing a clear step-by-step process for
conducting these analyses with NVivo9 will assist school psychology researchers in
increasing the rigor of their qualitative data analysis procedures.
Li, S., & Seale, C. (2007). Learning to do qualitative data analysis: An observational study of
doctoral work. Qualitative Health Research, 17(10), 1442-1452.
ABSTRACT: Using examples from written assignments and supervisory dialogues, the
authors report a longitudinal observational case study of a doctoral research project,
focusing on the teaching and learning of qualitative data analysis on a project that
involved coding and analysis of nursing talk. Written drafts contain concrete exemplars
illustrating the problems and solutions discussed in supervisions. Early problems include
the difficulty of knowing where to start with coding, ambiguities in the definition of codes,
inaccurate reporting and recording of data, failure to distinguish researcher and actor
categories, and overinterpretation of evidence. Solutions to these problems required their
accurate identification, communication of practical solutions, and care in the interactional
management of delivery and receipt of feedback. This detailed analysis informs readers
of sources of validity, rigor, and, eventually, creativity in carrying out a social research
project. It also assists in explicating an apprenticeship model for the learning of research
skills.
Morison, M., & Moir, J. (1998). The role of computer software in the analysis of qualitative
data: efficient clerk, research assistant or Trojan horse? Journal of Advanced Nursing,
28: 106116. doi: 10.1046/j.1365-2648.1998.00768.x
ABSTRACT: In the last 15 years there has been a proliferation of computer software
packages designed to facilitate qualitative data analysis. The programs can be classified,
according to function, into a number of broad categories such as: text retrieval; text base
management; coding and retrieval; code-based theory building; and conceptual-network
building. The programs vary enormously in the extent to which they can facilitate the
diverse analytical processes involved. The decision to use computer software to aid
analysis in a particular project may be influenced by a number of factors, such as the
nature of the data and the researchers preferred approach to data analysis which will
have as its basis certain epistemological and ontological assumptions. This paper
illustrates the way in which a package called NUD.IST facilitated analysis where
grounded theory methods of data analysis were also extensively used. While highlighting
the many benefits that ensued, the paper illustrates the limitations of such programs. The
purpose of this paper is to encourage researchers contemplating the use of computer
software to consider carefully the possible consequences of their decision and to be
aware that the use of such programs can alter the nature of the analytical process in
unexpected and perhaps unwanted ways. The role of the Computer Assisted Qualitative
Data Analysis (CAQDAS) Networking Project, in providing up-to-date information and
support for researchers contemplating the use of software, is discussed.
Ozkan, B.C. (2004). Using NVivo to analyze qualitative classroom data on constructivist
learning environments. The Qualitative Report, 9(4), 589-603.
ABSTRACT: This article describes how a qualitative data analysis package, NVivo, was
used in a study of authentic and constructivist learning and teaching in the classroom.
The paper starts with a summary of the research study in which NVivo was used to
analyze the data and overviews the methodology that was adopted in this study. It, then,
describes how NVivo was used in the analysis of observational (video) data, interviews
and field notes. Key Words: Computer Based Qualitative Data Analysis, Qualitative Data
Analysis, Computer Based Data Analysis, NVivo, and Constructivist Learning
Environments.
Richards, L. (2009). Handling qualitative data. London: Sage Publications, Inc.
PUBLISHER NOTES: This Second Edition of Lyn Richards' best-selling book provides
an accessible introduction to qualitative research for students and practitioners.
Recognizing that for many new researchers dealing with data is the main point of
departure, this book helps them to acquire a progressive understanding of the skills and
methodological issues that are central to qualitative research. Lyn Richards provides
clear and pragmatic guidance on how to handle, reflect on and get results from small
amounts of data, while at the same time showing how a consideration of methods and
their philosophical underpinnings informs how we should best handle our data. This book
also covers all the processes of making, meeting, sorting, coding, documenting and
exploring qualitative data, smoothly integrating software use and the discussion of the
main challenges that readers are likely to encounter. It guides novice researchers to
achieve valid and useful outcomes from qualitative analysis, and to ensure they do
justice to their data
Robertson, S. P. (2008). The qualitative research process as a journey: Mapping your
course with qualitative research software. Qualitative Research Journal, 8(2), 81-90. doi:
10.3316/QRJ0802081
ABSTRACT: This paper examines two planning tools incorporating the use of a
computer-assisted qualitative data analysis software package as applied to an actual
research study. The first is the NVivo Shell. In creating a shell, the researcher is
prompted to consider the role qualitative research software will take within the context of
the project as a whole. Further, it acts as an initial framework to contemplate how the
collected data might be organised and provides a way to organise it from the very
beginning. The second tool is visual modelling. At a basic level, it can literally provide a
map of the research process, which can be used to chart the progress of the research.
With ever-increasing complexity, it can be a way to visually represent a variety of ideas,
concepts, sources, or beliefs and explore existing or potential relationships between and
among them. The study used to contextualise their application is a doctoral dissertation
(Robertson, 2007).
Ryan, Mary. (2009). Making visible the coding process: Using qualitative data software in a
post-structural study. Issues in Educational Research, 19(2), 142-161.
NOTES: The author claims that qualitative research methods require transparency to
ensure the 'trustworthiness' of the data analysis. She reflects on post-structural study
about the capacity of socially critical pedagogical and curriculum approaches in schools
to be genuinely transformative. Like many other advocates of QDAS, the author claims
that this genre of software provides considerable potential to bring transparency to the
research process. She uses four screen captures from the NVivo modeling tool and three
other snapshots of data (transcripts and drawings).
Siccama, C. J., & Penna, S. (2008). Enhancing validity of a qualitative dissertation research
study by using NVIVO. Qualitative Research Journal, 8(2), 91-103. doi:
10.3316/QRJ0802091
NOTES: This paper shares how Qualitative Data Analysis Software (QDAS), specifically
NVIVO, was used in conducting a qualitative dissertation research study and how the
software played a powerful role in coding data and addressing validity threats. The
authors describe five strategies for extending validity by using NVIVO. Specific examples
are shared from a doctoral student who utilised NVIVO qualitative research software
while conducting a qualitative dissertation.
Sin, C. H. (2007). Using software to open the black box of qualitative data analysis in
evaluations: The experience of a multi-site team using NUD*IST Version 6. Evaluation,
13(1), 110-120.
NOTES: The author reflects on a program evaluation of a large-scale multi-component
community and neighborhood renewal initiative in Britain, commissioned by a
government department. He argues that QDAS can facilitate a transparent account of
research, which is often missing in the reporting of qualitative research findings. QDAS
can demonstrate the way data are manipulated, managed and represented is part and
parcel of the social construction of evidence used in evaluation. (p 116) The article
discusses the role of QDAS in team research, primarily regarding the process of coding.
Wiltshier, F. (2011, January). Researching with NVivo 8. Forum Qualitative Sozialforschung
/Forum: Qualitative Social Research, 12(1), Article 23.
http://nbnresolving.de/urn:nbn:de:0114-fqs1101234
ABSTRACT: This paper is based on a project created for the KWALON conference in
April, 2010. Due to time constraints and the lack of research experience of some of the
people working on the project, we took a team based approach to develop the analysis,
and focused on descriptive coding. This paper addresses both the items for reflection in
the "instructions for developers" and the research question posed. Though the analysis
of the data was done using software which enabled more to be done than would
otherwise have been the case, it is contended that the results obtained are influenced by
the researchers themselves, and factors such as the time available, rather than the
software itself.

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