The story of a university knowledge exchange actor‐network told through the sociology of translation
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Purpose The purpose of this paper is to tell the story of the evolution of knowledge exchange (KE) activity within a department in a university in the north west of England and to understand this activity through the lens of actor‐network theory. Design/methodology/approach Applying the sociology of translation to one qualitative interview shows how different actors were enrolled and mobilized into a KE actor‐network. The process of translation consists of four stages, problematisation, enrolment, interessement and mobilisation of allies which have been applied to the data to tell the story of the KE actor‐network. This is a cross‐disciplinary approach using a theoretical framework from sociology and applying it to a management/organizational context. Findings This framework brings fresh ways of looking at the importance of KE networks within universities. Although limited to one interview, the methodology allows for an in‐depth reading of the data and shows how resilient and flexible this actor‐network is to withstand and respond appropriately to shifts in policy and subsequent provisions for small‐ and medium‐sized enterprise business support. Originality/value Building from one case, the paper concludes that this account adds to an historical understanding of how universities become involved with KE activities. The inclusion of non‐human actors allows for a deeper understanding of the actor‐network and shows the importance of actors such as White Papers, pots of funding and physical buildings to the role of KE within higher education.Keywords:
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Traditionally, marketers have used the marketing information system (MkIS) and its components to inform the decision-making process. Central to the process was the use of marketing research. Today with the development of customer databases, the marketer has a significant additional weapon in his or her armoury. We have more information than ever before. And yet companies are still making poor decisions, and still fail to meet their customers’ needs and wants effectively and efficiently.
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ABSTRACT Although researchers have shown their skepticism of qualitative data reuse due to the epistemological issues, interest in qualitative data reuse has continuously grown. Discussions regarding qualitative data sharing and reuse have also been very active, especially in Europe and Australia. Compared with efforts in other countries, the discussions do not seem to be as prominent in the United States, in spite of a long history of data‐depositing and ‐curating practices and researchers’ reusing qualitative data in some disciplines. This research aims to explore qualitative researchers’ experiences reusing data in the field of social science in US, which have not been empirically addressed yet. The preliminary results from the in‐depth interviews with qualitative researchers who have used secondary data are presented, along with the barriers or hindrances to reusing qualitative data and the keys to successful data reuse.
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Abstract Recently, there have been a variety of arguments voiced to encourage that more attention be given to the role qualitative methods can play in mixed methods research in public policy and public administration. This article discusses these claims and describes the benefits of qualitative approaches, and how qualitative research methods can be leveraged to strengthen mixed methods research in public administration. We also provide a guide for improving the credibility of mixed methods research through increasing transparency and discussions of all methodological decisions. This study is based on a systematic content analysis of 186 mixed methods studies published in public policy and public administration journals between 2010 and 2018. We found that findings from the quantitative methods dominated the mixed methods studies, little diversity in data collection and analysis methods, and frequent failure to integrate insights from both methods. We also analyzed the 36 qualitative‐dominant studies in the sample, and illuminated seven different ways that authors of qualitative‐dominant studies leveraged the qualitative strand to strengthen mixed methods research. We developed lessons from our analysis of the qualitative‐dominant articles on how to incorporate qualitative methods in a thoughtful manner, articulate a role for each strand, and effectively support findings with one or more strands.
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This paper aims at exploring the definition, characteristics and stages of qualitative data analysis in tourism research. The paper is based on the writer’s experience in implementing qualitative data analysis as well as literature review on qualitative research methodology. Qualitative researchers may deal with different and rich data from qualitative methods. However, many qualitative researchers do not understand how to produce knowledge from qualitative data. For this reason, the result of a qualitative research tends to be descriptive without contributing to the advancement of knowledge. Thematic analysis is considered as a dominant form of analysis in qualitative research. Its stages consist of data reduction, organization and interpretation. Coding is the key for succeeding the qualitative data analysis. Hence, examples of qualitative data analysis in tourism research are provided to give practical stages of how to analyze qualitative data.
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Scientific research is based upon finding a solution to a particular problem one can identify. There are various methods of formulating a research design for the study. Two broad approaches of data collection and interpretation in research are qualitative and quantitative research. The elementary method of conducting research was quantitative, but recently, qualitative method of research has also gained momentum among researchers.
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Abstract Two myths about qualitative research are that real qualitative researchers do not count and cannot count. These antinumber myths have led to the underutilization of numbers in qualitative research and to the simplistic view of qualitative research as non‐ or antinumber. Yet numbers are integral to qualitative research, as meaning depends, in part, on number. As in quantitative research, numbers are used in qualitative research to establish the significance of a research project, to document what is known about a problem, and to describe a sample. But they are also useful for showcasing the labor and complexity of qualitative work and to generate meaning from qualitative data; to document, verify, and test researcher interpretations or conclusions; and to re‐present target events and experiences. Although numbers are important in the treatment of qualitative data, qualitative researchers should avoid the counting pitfalls of verbal counting, overcounting, misleading counting, and acontextual counting. © 2001 John Wiley & Sons, Inc. Res Nurs Health 24: 230–240, 2001
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The use of qualitative data has so far received relatively little attention in methodological discussions on qualitative comparative analysis (QCA). This article addresses this lacuna by discussing the challenges researchers face when transforming qualitative data into quantitative data in QCA. By reviewing 29 empirical studies using qualitative data for QCA, we explore common practices related to data calibration, data presentation, and sensitivity testing. Based on these three issues, we provide considerations when using qualitative data for QCA, which are relevant both for QCA scholars working with qualitative data and the wider mixed methods research community involved in quantitizing.
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Abstract Although qualitative methods are particularly suited to research and evaluation in education there are few agreed guidelines for the analysis of qualitative data. Qualitative researchers are also often delinquent in reporting on their analytic procedures. In this paper we attempt to initiate a debate on the analysis of qualitative data by outlining some basic principles for data analysis based on sociological fieldwork methods; by reviewing the contemporary American literature on qualitative data analysis; and by providing three examples of how we analysed qualitative data in different research and evaluation settings. We conclude by arguing for the establishing of a tradition of eclecticism within qualitative methodology.
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Scientific research is based upon finding a solution to a particular problem one can identify. There are various methods of formulating a research design for the study. Two broad approaches of data collection and interpretation in research are qualitative and quantitative research. The elementary method of conducting research was quantitative, but recently, qualitative method of research has also gained momentum among researchers. Qualitative research focuses in understanding a research query as a humanistic or idealistic approach. Though quantitative approach is a more reliable method as it is based upon numeric and methods that can be made objectively and propagated by other researchers. Qualitative method is used to understand people's beliefs, experiences, attitudes, behavior, and interactions. It generates non-numerical data. The integration of qualitative research into intervention studies is a research strategy that is gaining increased attention across disciplines. Although once viewed as philosophically incongruent with experimental research, qualitative research is now recognized for its ability to add a new dimension to interventional studies that cannot be obtained through measurement of variables alone.[1] Qualitative research was initially used in psychological studies when researchers found it tedious to evaluate human behavior in numeric. Since then, qualitative research is used in other research fields as well. In clinical research, qualitative approach can help view the data more extensively. It strengthens clinical trials by enhancing user involvement in it. In this paper, The nature of qualitative research, Qualitative research designs, Methods of collecting qualitative data, Handling qualitative research data, Analysing qualitative results and Presenting the results of qualitative research are explained in depth.
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