title: A software-assisted qualitative content analysis of news articles: Examples and reflections

authors: Kaefer, Florian

subjects: qualitative content analysis

abstract: This article offers a step-by-step description of how qualitative data analysis software can be used for a qualitative content analysis of newspaper articles. Using NVivo as an example, it illustrates how software tools can facilitate analytical flexibility and how they can enhance transparency and trustworthiness of the qualitative research process. Following a brief discussion of the key characteristics, advantages and limitations of qualitative data analysis software, the article describes a qualitative content analysis of 230 newspaper articles, conducted to determine international media perceptions of New Zealand's environmental performance in connection with climate change and carbon emissions. The article proposes a multi-level coding approach during the analysis of news texts that combines quantitative and qualitative elements, allowing the researcher to move back and forth in coding and between analytical levels. The article concludes that while qualitative data analysis software, such as NVivo, will not do the analysis for the researcher, it can make the analytical process more flexible, transparent and ultimately more trustworthy.

text: A software-assisted qualitative content analysis of news articles: Examples and reflections This article offers a step-by-step description of how qualitative data analysis software can be used for a qualitative content analysis of newspaper articles. Using NVivo as an example, it illustrates how software tools can facilitate analytical flexibility and how they can enhance transparency and trustworthiness of the qualitative research process. Following a brief discussion of the key characteristics, advantages and limitations of qualitative data analysis software, the article describes a qualitative content analysis of 230 newspaper articles, conducted to determine international media perceptions of New Zealand's environmental performance in connection with climate change and carbon emissions. The article proposes a multi-level coding approach during the analysis of news texts that combines quantitative and qualitative elements, allowing the researcher to move back and forth in coding and between analytical levels. The article concludes that while qualitative data analysis software, such as NVivo, will not do the analysis for the researcher, it can make the analytical process more flexible, transparent and ultimately more trustworthy.

year: 2015

title: University teachers' perceptions of their roles in curriculum decision making: A case study at Hanoi National University of Education (Vietnam)

authors: Nguyen, Thu Trang

subjects: university teachers

abstract: This study is concerned with university teachers' perceptions of their roles in curriculum decision making in the setting of Hanoi National University of Education (Vietnam). This is one of the largest teacher training universities in Vietnam. Since research on teachers' curriculum decision making at tertiary institutions has been carried out internationally, it is suggested that these issues should be examined with due consideration within the Vietnamese higher education context. 

Information for the research was gathered using a qualitative approach. Individual, face-to-face interviews were conducted with eight teachers at Hanoi National University of Education. These teachers taught different disciplinary subjects and some of them held positions as Deans of Faculties and Heads of Departments at the university. The teachers were interviewed in Vietnam through May to June 2009. The interview responses were then analyzed and interpreted using my own approach adapted from literature on qualitative research methods.

From my research findings, it was evident that ways Hanoi National University of Education teachers conceptualized curriculum and curriculum decision making were influenced by the top-down, centralized model of management dominating over Vietnamese education in the last 3 decades (1980s-present). Curriculum was frequently defined by looking at its legality and authority. Meanwhile, curriculum decision making was seen as a function of authoritative agencies rather than the activities of university teachers themselves. My research also found that university teachers possessed a high degree of self-awareness about their responsibilities and professional capacity related to curriculum decision making. Although most university teachers thought they were encouraged to engage in curriculum decision making, they expressed an expectation of being given more roles and involvement in this process. Additionally, a majority of university teachers were worried about the limitations in their professional competence and the lack of professional development opportunities. They, therefore, suggested recommendations for facilitating Vietnamese university teachers' participation in curriculum decision making. These recommendations involved educational management and policy changes, professional development for university teachers, and changes in the curriculum perceptions of university teachers themselves.

text: University teachers' perceptions of their roles in curriculum decision making: A case study at Hanoi National University of Education (Vietnam) This study is concerned with university teachers' perceptions of their roles in curriculum decision making in the setting of Hanoi National University of Education (Vietnam). This is one of the largest teacher training universities in Vietnam. Since research on teachers' curriculum decision making at tertiary institutions has been carried out internationally, it is suggested that these issues should be examined with due consideration within the Vietnamese higher education context. 

Information for the research was gathered using a qualitative approach. Individual, face-to-face interviews were conducted with eight teachers at Hanoi National University of Education. These teachers taught different disciplinary subjects and some of them held positions as Deans of Faculties and Heads of Departments at the university. The teachers were interviewed in Vietnam through May to June 2009. The interview responses were then analyzed and interpreted using my own approach adapted from literature on qualitative research methods.

From my research findings, it was evident that ways Hanoi National University of Education teachers conceptualized curriculum and curriculum decision making were influenced by the top-down, centralized model of management dominating over Vietnamese education in the last 3 decades (1980s-present). Curriculum was frequently defined by looking at its legality and authority. Meanwhile, curriculum decision making was seen as a function of authoritative agencies rather than the activities of university teachers themselves. My research also found that university teachers possessed a high degree of self-awareness about their responsibilities and professional capacity related to curriculum decision making. Although most university teachers thought they were encouraged to engage in curriculum decision making, they expressed an expectation of being given more roles and involvement in this process. Additionally, a majority of university teachers were worried about the limitations in their professional competence and the lack of professional development opportunities. They, therefore, suggested recommendations for facilitating Vietnamese university teachers' participation in curriculum decision making. These recommendations involved educational management and policy changes, professional development for university teachers, and changes in the curriculum perceptions of university teachers themselves.

year: 2010

title: A path to lotions and potions: Ngāti te Maunga ahi kā use of rongoā for hapū wellbeing

authors: Diamond, Kiri

subjects: rongoā

abstract: The research aimed to determine the challenges and improvements required during the implementation of the rongoā programme. The rongoā programme was based on a papakāinga near a marae, in a semi-rural location with difficult access. Participatory action research and autoethnography methods were used with the ahi kā (local residence) to develop a programme that would fulfil the hapū ora (extended family wellbeing) goals.  The goals of the programme were: for the ahi kā to use rongoā (modalities of health) confidently for their wellbeing; consistently use a Facebook page to learn and share information and to develop a database of the local rongoā rākau (medicinal plant). The ahi kā identified a further question to ask Facebook members to understand what motivated their participation and a survey was conducted. The ahi kā also wanted to understand the local doctor’s view on rongoā and its context on health provision in their area. An interview was conducted and the survey and interview added to the understanding of what the ahi kā could do to improve theirs and the hapū whānau (group extended family) wellbeing.
The findings of the research highlighted the complexities that arise from conducting research in a bicultural space where a common understanding of cultural knowledge is assumed to be homogenous. A shared history with colonisation and religious beliefs brought to the forefront the multiplicity Māori work through to determine a shared hapū identity. Based on an understanding of Māori principle values and tikanga (ways of enacting values), as understood by ahi kā, transformed a programme of learning how to make lotions and potions for the ahi kā, into influencing hapū members to change their attitudes and behaviours to their environment and their wellbeing.
This research highlighted the role that ahi kā hold as keepers of cultural knowledge that is rooted in the papakāinga through ancestral links that informs the identity of a hapū. Learning how to use rongoā provided ahi kā a platform to learn a new skill while helping the hapū heal through connecting with the identity and land of the hapū they belong to.

text: A path to lotions and potions: Ngāti te Maunga ahi kā use of rongoā for hapū wellbeing The research aimed to determine the challenges and improvements required during the implementation of the rongoā programme. The rongoā programme was based on a papakāinga near a marae, in a semi-rural location with difficult access. Participatory action research and autoethnography methods were used with the ahi kā (local residence) to develop a programme that would fulfil the hapū ora (extended family wellbeing) goals.  The goals of the programme were: for the ahi kā to use rongoā (modalities of health) confidently for their wellbeing; consistently use a Facebook page to learn and share information and to develop a database of the local rongoā rākau (medicinal plant). The ahi kā identified a further question to ask Facebook members to understand what motivated their participation and a survey was conducted. The ahi kā also wanted to understand the local doctor’s view on rongoā and its context on health provision in their area. An interview was conducted and the survey and interview added to the understanding of what the ahi kā could do to improve theirs and the hapū whānau (group extended family) wellbeing.
The findings of the research highlighted the complexities that arise from conducting research in a bicultural space where a common understanding of cultural knowledge is assumed to be homogenous. A shared history with colonisation and religious beliefs brought to the forefront the multiplicity Māori work through to determine a shared hapū identity. Based on an understanding of Māori principle values and tikanga (ways of enacting values), as understood by ahi kā, transformed a programme of learning how to make lotions and potions for the ahi kā, into influencing hapū members to change their attitudes and behaviours to their environment and their wellbeing.
This research highlighted the role that ahi kā hold as keepers of cultural knowledge that is rooted in the papakāinga through ancestral links that informs the identity of a hapū. Learning how to use rongoā provided ahi kā a platform to learn a new skill while helping the hapū heal through connecting with the identity and land of the hapū they belong to.

year: 2019