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Abstract
This paper presents an empirically-derived CAQDAS Postgraduate Learning Model (CPLM) that illustrates the importance of integrated learning of qualitative methodology and technology for postgraduate students. Developed from analysis of a qualitative data-set of interview transcripts, survey responses and support-session observations constructed from two previous studies, CPLM brings the fields of technology acceptance/adoption and CAQDAS together. Analysis reveals that initial enthusiasm for the potential of software is often tempered by frustrations with actual, independent use. However, despite frustrations being attributed to lack of software functionality, CPLM illustrates that successful use of CAQDAS technology amongst postgraduate students is related to methodological awareness, adeptness in the techniques of analysis and technological proficiency.
Acknowledgements
The development of CPLM was not part of a funded project. However both projects from which the dataset was constructed were funded by ESRC (Online-QDA: Grant RES-333-25-0009, QUIC: GrantRES-576-25-0002) and informed consent was obtained from all participants for the use of anonymized quotations from their contributions in research publications and other learning materials produced as a result of the projects.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. Fielding, Fielding, and Hughes (Citation2013); Gibbs (Citation2013); Hughes, Lewins, and Silver (Citation2010), White et al. (Citation2012) include some data on CAQDAS trends but are not dedicated to the topic.
2. Online-QDA http://onlineqda.hud.ac.uk; REQUALLO http://onlineqda.hud.ac.uk/REQUALLO.php; Qualitative Innovations in CAQDAS (QUIC) http://www.surrey.ac.uk/sociology/research/researchcentres/caqdas/quic/index.htm.