Strategies in Teaching Secondary Analysis of Qualitative Data

Louise Corti, Libby Bishop

Abstract


Unlike for quantitative approaches, the published literature on secondary analysis of qualitative data is sparse. Among qualitative researchers there is neither a pervasive culture that exists to encourage the secondary analysis of data nor is there an extensive body of published sources that can help guide or instruct a researcher wishing to understand better the benefits and limitations of re-analysis. So where does the student or novice researcher turn for guidance and training? In this paper we set out ways in which ESDS Qualidata (University of Essex) has sought to facilitate both usage of archived qualitative data and methodological debate among the wider academic communities. We will present an overview of the current published literature and existing training provision for secondary analysis of qualitative data and describe the various approaches to support and training taken by our service. Finally, we will cover the preparation of potentially useful kinds of training materials (teaching datasets, user guides, commentary and exercises) that we believe will help support teachers and learners to incorporate secondary analysis methodology into everyday research culture and practice.
URN: urn:nbn:de:0114-fqs0501470

Keywords


qualitative data; data archives; ESDS Qualidata; secondary analysis; teaching and learning; research methods

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