An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

The Coding Manual for Qualitative Researchers

Although the methodological literature is replete with advice regarding the development and validation of multi-item scales based on reflective measures, the issue of index construction using formative measures has received little attention. The authors seek to address this gap by (1) examining the nature of formative indicators, (2) discussing ways in which the quality of formative measures can be assessed, and (3) illustrating the proposed procedures with empirical data. The aim is to enhance researchers’ understanding of formative measures and assist them in their index construction efforts.

https://statmath.wu.ac.at/courses/r-se-mbr/dl/M1b_Diamantopoulos_2001.pdf

Index Construction with Formative Indicators: An Alternative to Scale Development

The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

/pdf/improving-impact-studies-of-teachers-professional-3pzi4k3euo.pdf

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

This study examines the response rates for surveys used in organizational research. We analysed 1607 studies published in the years 2000 and 2005 in 17 refereed academic journals, and we identified 490 different studies that utilized surveys. We examined the response rates in these studies, which covered more than 100,000 organizations and 400,000 individual respondents. The average response rate for studies that utilized data collected from individuals was 52.7 percent with a standard deviation of 20.4, while the average response rate for studies that utilized data collected from organizations was 35.7 percent with a standard deviation of 18.8. Key insights from further analysis include relative stability in response rates in the past decade and higher response rates for journals published in the USA. The use of incentives was not found to be related to response rates and, for studies of organizations, the use of reminders was associated with lower response rates. Also, electronic data collection efforts (e.g. email, phone, web) resulted in response rates as high as or higher than traditional mail methodology. We discuss a number of implications and recommendations.

Survey response rate levels and trends in organizational research

We investigate born-global firms as early adopters of internationalization – that is, companies that expand into foreign markets and exhibit international business prowess and superior performance, from or near their founding. Our explication highlights the critical role of innovative culture, as well as knowledge and capabilities, in this unique breed of international, entrepreneurial firm. Case studies are analyzed to better understand the early internationalization phenomenon and reveal key orientations and strategies that engender international success among these innovative firms. Case findings are then validated in a survey-based study. Despite the scarce resources typical of young firms, our findings reveal that born-global firms leverage a distinctive mix of orientations and strategies that allow them to succeed in diverse international markets. Findings have important implications for the internationalization of contemporary firms.

/pdf/innovation-organizational-capabilities-and-the-born-global-4c1llrvdxw.pdf

Innovation, organizational capabilities, and the born-global firm

If you were to ask a person in the street what they knew about surveys, they would almost certainly mention opinion polls, possibly the census, and they might also mention market research surveys. If you pressed them a little further, they might comment about the fact that opinion polls were fun to follow if there wasn't any other news in the papers or on TV, but that they seemed to get the wrong answers much of the time. Mention of the census might be accompanied by comments about its infrequency these days, while market research surveys might prompt re ̄ections about interviewers stopping you in the street, or phoning you at home. If you think about your own experiences with surveys, you may be able to identify a wider range of approaches and purposes for surveys. You will certainly have read the headlines in the newspapers about controversial or unexpected ®ndings that have emerged from some survey or other. There may well have been in-depth articles or TV programmes discussing the ®ndings, or following up the implications of the ®ndings from some survey. However, it is usually only in professional journals that detailed articles give the sort of technical details which allow you to make some judgement about the quality of the survey and hence the reliability of its ®ndings. So what conclusions can you draw from all this? From the experience you already have of surveys, you can conclude that they vary in their purposes, in the methods they use for collecting data, in the timeframes in which they operate (from the 24 hours for a political `eve of poll' survey, to the 10 years or so that it can take to publish some of the more complex census data. They also vary in quality. What they all have in common are key methodological and practical issues that have to be resolved prior to ®eldwork, and data collection, transformation and analysis concerns to resolve prior to the presentation and dissemination of the ®ndings. THE NEED FOR SURVEYS IN MEDICINE

Survey research methods

Recent research has shown that there are consistent differences between males and females and between students and teachers in their attitudes towards computers. Specifically they reveal that there are likely to be gender differences with male students having more favourable attitudes towards computers than female students but that those differences are unlikely to be mirrored in the school teaching staff. Research has also shown that students are likely to have more favourable attitudes to computers than the staff. The present paper is an attempt to find out to what extent these findings apply to the staff and first year students in an English secondary school. Both groups were given a computer attitude questionnaire based on previously published scales [1–3]. The results are in line with the findings of previous research and are discussed in terms of their likely impact on an ongoing study into the introduction of high access to computers in the school.

Computer attitudes in an English secondary school

In this paper we will describe an approach to evaluating learning technology which we have developed over the last twenty-five years, outline its theoretical background and compare it with other evaluation frameworks. This has given us a set of working principles from evaluations we have conducted at the Open University and from the literature, which we apply to the conduct of evaluations. These working practices are summarised in the context interactions and outcomes (CIAO!) model. We describe here how we applied these principles, working practices and models to an evaluation project conducted in Further Education. We conclude by discussing the implications of these experiences for the future conduct of evaluations.

https://www.jstor.org/stable/jeductechsoci.3.4.101

Evaluating information and communication technologies for learning

This paper presents a snapshot of the IT skills of staff and Year 8 students in a secondary school prior to their receiving personal palmtop computers and after a short acquaintance with them. Previously, most staff made relatively little use of the knowledge they had of ‘content-free’ computer applications in their school work, whereas students had little knowledge of such applications. Access to the palmtop, however, increased the staff's use of such applications in their work, particularly for administration (e.g. class registers and assessment scores). A minority of staff remained unconvinced about the potential of the computer and many were dissatisfied with the amount and quality of INSET in the use of the palmtop and in IT in general. The students learned about the main content-free applications relatively quickly and used them frequently. The report highlights the need for adequate and careful training so that teachers become aware of the range of uses and possible benefits of IT.

Pupils, teachers & Palmtop computers

This paper reports how palmtop computers were used in an English secondary school over the course of a year. In particular, it concentrates on the perceived effectiveness of such computers in an educational setting, and on how teachers’ and students’ knowledge and use of “content-free” applications increased over that time. The benefits and potential problems with this new technology are discussed along with the consequences it has for classroom and school organisation.

The Use and Effectiveness of Palmtop Computers in Education.

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