jornada curso juan marin · 2010-05-17 · 17/05/2010 1 10.doe-cualita 1ª jornada 2010....
Post on 07-Feb-2020
8 Views
Preview:
TRANSCRIPT
17/05/2010
1
10.DOE-CUALITA 1ª Jornada 2010. Metodología de Investigación del DOE - Metodología de análisis
cualitativo
G d i ti ió
JornadaCurso
Juan Marin
Universidad Politécnica de Valencia
Grupo de investigación enReingeniería, Organización,trabajo en Grupo, Logística y Excelencia
ROGLE
Objetivo
La jornada se centra en la Grounded Theory (teoría fundamentada) enmarcándola dentro del contexto de metodologías de análisis cualitativo. El enfoque principal es dar a conocer al alumno cómo puede poner en práctica esta metodología para aplicarla enponer en práctica esta metodología para aplicarla en sus investigaciones.
Al terminar el curso el alumno podrá: 1.- Enumerar y diferenciar los principales métodos
cualitativos relacionados con la investigación en organización de empresas.
2.- Conocer con detalle en qué consiste la Grounded Theory(teoría fundamentada) sus posibles aplicaciones, sus ventajas y sus inconvenientes
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
ventajas y sus inconvenientes. 3.- Experimentar los pasos necesarios para aplicar la
Grounded Theory 4.- Saber qué software existe para dar soporte al uso de
esta metodología 5.- Ver ejemplos de uso de ATLAS-Ti
17/05/2010
2
Cómo nos vamos a organizar
Parte 1 Diferenciar cualitativo de cuantitativo
Dinámica Teoría
Qué preguntas son adecuadas en investigación cualitativa Qué preguntas son adecuadas en investigación cualitativa Dinámica Teoría
Métodos cualitativos Tormenta de ideas Teoría
Descanso Parte 2
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Detalle de la Grounded Theory Descanso Parte 3
Aplicación práctica de Atlas-ti Como soporte para la Grounded Theory Para otras funciones/metodologías
Materiales de apoyo
Todo está accesible en https://poliformat.upv.es/access/content/group/E
SP_0_87/SubdInvestigacion/Jorn_DOE2010 Es un alias a esta ruta: Es un alias a esta ruta:
https://poliformat.upv.es/portal/site/OCW_22388_2010
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
17/05/2010
3
Visión general de las metodologías cualitativas
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
PARTE 1
Actividad por parejas
En grupos de 2-3 personas: Describe las principales características
que diferencian la investigaciónq gcualitativa y la cuantitativa
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
17/05/2010
4
Aclarando Cualitativo vs Cuantitativo
Quantitative emphasizes 1. Starting with specific
hypotheses or questions derived from theory/previous research
2. Selecting a large, random
Qualitative emphasizes 1.Starting with general research
problems and not formulating hypotheses (although hypotheses may emerge from the data analysis and may shift during the course of the study).
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm
2. Selecting a large, random sample representative of the population
3. Using objective instruments (e.g. achievement tests, attitude scales, etc.)
4.Presenting results using statistics and making inferences to the population.
2. Selecting a small, purposive sample (not random) which may or may not be representative of the larger population.
3. Using relatively unstructured instruments (e.g. interviews, observations, etc.) and “intense” data collection (e.g. over extended periods of time).
4. Presenting results mainly or exclusively in words and de-emphasizing generalizations to the
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
p p
5. “Distance” between researcher and subjects and emphasis on following the research plan
p g gpopulation
5. Researcher awareness of their own orientations/biases/experiences and personal interaction in the context with an emphasis on flexibility in the research
¿coincide con lo vuestro? ¿Qué falta o qué sobra a esta lista?
Enfoque cualitativo vs cuantitativo para el análisis de datos
Differences in qualitative and quantitative interviews Quantitative interviews are similar to “survey research” in that
there are mainly fixed-choice questions and generally random samples.
Interviews in qualitative studies are generally open-ended and generally use small purposively selected samples
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm
generally use small, purposively selected samples. Differences in qualitative and quantitative
observations Quantitative observations use checklists with preliminary work
done prior to the observation. Tally marks are generally used to identify behaviors.
Qualitative observations use words to describe behaviors and attempt to describe what is happening in a context.
Differences in qualitative and quantitative contentROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Differences in qualitative and quantitative content analysis Quantitative content analysis uses counting in terms of researcher
identified categories. The categories are sufficiently precise to enable different coders to arrive at the same results.
Qualitative content analysis develops categories after reviewing the content in an attempt to understand participants’ categories.
17/05/2010
5
Ahora que ya sabes las diferencias entre CTT y CLV
En grupos de 2 o 3. ¿para qué tipo de preguntas de
investigación usarías la investigacióng gcualitativa?
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Para qué es adecuada la investigación cualitativa
What is happening in a specific setting? What are the meanings and perspectives of participants in the
setting? What do specific events mean to the people involved? What are the relationships regarding the structure, occurrence,
and distribution of events over time?
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm
Are events organized into patterns and principles that guide everyday life?
How are events in a particular setting related to events at other system levels inside and outside the setting?
How does the manner in which life in this setting is organized compare with other ways of organizing life in other places/times?
Qualitative research is useful for describing or answering questions about particular, localized occurrences or contexts and the perspectives of particular groups toward events, beliefs practices It is also useful for exploring a complex
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
beliefs, practices. It is also useful for exploring a complex research area about which little is known or for beginning to understand a group or phenomenon. Can provide the specific, concrete details to guide an
understanding of a particular setting Can provide interpretation of local meanings that activities and
practices have for the group engaged in them and illuminate differences across settings.
17/05/2010
6
É
Vamos a ir repasando uno a uno y vostros me preguntáis lasdudas que os surjan (yo os reponderé lo que sepa ;-) )
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
MÉTODOS CUALITATIVOS Y SU RELACIÓN CON LA ORG. DE EMPRESAS
Tormenta de ideas
¿Qué métodos cláramentecualitativos conocéis?1. Casos1. Casos2. Entrevistas3. Grupos de discusión4. Preguntas abiertas5. Analisis de contenido
óROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
6. Observación participante7. Trabajo en equipo….
17/05/2010
7
Esquema general de métodos en función del tipo de recogida de datos
• Semiótica• Análisis de discurso• Análisis de contenido
• Revisiones bibliográficas• Análisis histórico
Docuementosno “forzados”
• Análisis histórico
• Historias de vida• Entrevistas en profundidad• Entrevistas enfocadas• Entrevistas de grupo cara a cara• Delphy (entrevista grupo No interactivo)
Entrevistas
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
• Estudios etnográficos• Casos
• Observación participante• Action research
Observación
Semiotics/Discourse Analysis
This is the study of linguistic units. It looks at the relationship between words and
their meanings stressing the system of relations between words as a source of meaning.
Views language as a social construction. Words are viewed as signs that bring together a
concept and an image, derive their meaning from their place within an articulated system, are arbitrary, can be put together in combinations/patterns (syntagmatic relationships), and their use excludes other choices (express
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
and their use excludes other choices (express paradigmatic oppositions).
Questions focus on verbal interaction and dialogue.
Primary data collection strategy is recorded dialogue (text-based, or audio/video recorded).
17/05/2010
8
Semiotics/Análisis de contenido
Documents and artifacts can include materials produced by the subject (writing portfolios), personal documents (diaries, letters), records (memoranda, meeting minutes, newsletters), ( e o a da, eet g utes, e s ette s),memorabilia (yearbooks, newspapers), documents/photographs from historical archives.
Includes analysis of written records such as textbooks, novels, newspapers, music, speech transcripts, photographs, birth and death certificates, curricula, diaries, letters and well as
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
, , ,analysis of non-written records such as audio tapes, video tapes, computer files.
Semiotics/Historical analysis
Data for historical studies include newspapers, legislative documents, court testimony, diaries, committee meeting records, yearbooks, memos, relics, photographs, reports, and sometimes interviews with living reporters of past events.
These are categorized into primary and secondary sources. Primary sources are first-hand information sources - -
eyewitness reports and original documents. Secondary sources include second-hand information - a
textbook author’s description of a theory, someone who heard about the event but did not experience it firsthand.
A major problem with much historical research is over-reliance on secondary sources.
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
reliance on secondary sources. Historical data should not be accepted at face value.
Diaries, memoirs, reports, testimonies reflect the interpretation of the author and may be biased. Sources should be examined for authenticity and
truthfulness using external and internal criticism.
17/05/2010
9
Interviews (deep/Group/focused)
Interviewing is used to gather information in the subjects own words from which insights on their interpretations can be obtained. Qualitative researchers generally use open-endedQualitative researchers generally use open ended
informal interview techniques (and generally do NOT use fixed-response questionnaires or surveys).
Subjects are encouraged to talk about experiences, feelings, beliefs.
The most important characteristic of a good qualitative interviewer is to be a good listener (i.e. don’t talk!).
Sometimes structured interviews are conducted toROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Sometimes structured interviews are conducted to compare views across different subjects, groups, or settings.
Interviews also vary in that there may be one-time interviews, multiple interviews with the same participant, multiple interviews with various participants, or group interviews.
Entrevistas/Delphi
En el libro de E. De miguel (1993) tenéis unadescripción del método
Otra referencia donde lo explica de maravilla: Day J and Bobeva M (2005) “A Generic Toolkit for the Day J and Bobeva M (2005) A Generic Toolkit for the
Successful Management of Delphi Studies” The Electronic Journal of Business Research Methodology Volume 3 Issue 2, pp 103-116, available online at www.ejbrm.com
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
17/05/2010
10
Historias de vida/autobiagrafías
This method seeks to report on and document the history of a person’s life. These can be objective, historical, artistic, narrative, personal, collective, institutional. Many researchers study problems st tut o a a y esea c e s study p ob e sanchored in their personal biographies.
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Estudios de casos (etnography)
In a case study, one case is selected of particular interest. This case is observed on a regular basis over a period of
time. The focus of the research is on process. The question is focused on what can be learned from this The question is focused on what can be learned from this
particular case. The case could be one individual, or one organization, or one
group, etc. An intrinsic case study is undertaken because the researcher
wants a better understanding of a particular case, not because it represents other cases or illustrates a particular trait.
Instrumental case studies involve examination of a case inROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Instrumental case studies involve examination of a case in order to provide insight into an issue or refine a theory.
Collective case studies involve study of a number of cases in order to understand a broader phenomenon or a general condition.
Uses multiple data sources.
17/05/2010
11
Participative Inquiry/Action Research
This method attempts to make qualitative research more humanistic, holistic, and relevant to the lives of humans.
It views participants as co-creating their reality through participation experience and action
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm
through participation, experience, and action. There are four phases of action research:
the co-researchers agree on an area of inquiry ideas and procedures are applied in everyday work/life. co-researchers become fully immersed in the
activity/experience co-researchers reconsider the original research problem.
The goal is to produce knowledge and action directlyROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
The goal is to produce knowledge and action directly useful to a group of people.
A second aim is to empower people through the process of constructing their own knowledge.
Methods include unstructured observations, journaling, surveying, and reviewing documents/records.
Teoría fundamentada
One of the most widely used interpretive strategies used in qualitative research. Rooted in sociology. Pero en OE es prácticamente desconocida.
The focus in grounded theory is to unravel elements of experience and use interrelationships to build theoryexperience and use interrelationships to build theory to understand the nature and meaning of an experience for a
particular group of people in a particular setting. Researcher constantly reviews field notes, etc. and attempts
to provide explanations to guide future observations. These observations then confirm or disconfirm the
explanation. There is a constant shift from observing and collecting data
to analyzing. ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
The researcher stresses open processes in conducting the research rather than fixed methods and procedures.
Focus is on process questions - experience over time or change that may include stages or phases.
Primary data collection strategy is recorded interviews. Other data sources may include observation, journaling, diary, memos.
17/05/2010
12
Cómo nos vamos a organizar
Parte 1 Diferenciar cualitativo de cuantitativo
Dinámica Teoría
Qué preguntas son adecuadas en investigación cualitativa Qué preguntas son adecuadas en investigación cualitativa Dinámica Teoría
Métodos cualitativos Tormenta de ideas Teoría
Descanso Parte 2
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Detalle de la Grounded Theory Descanso Parte 3
Aplicación práctica de Atlas-ti Como soporte para la Grounded Theory Para otras funciones/metodologías
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
DESCANSO
17/05/2010
13
Grounded Theory
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
PARTE 2
El proceso de la Grounded TheorySALDANA, J. (2009). The Coding Manual for Qualitative Researchers.Sage Publications .
audi
o… v
ideo
, fot
os, a
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Text
o,
17/05/2010
14
Recoger datos Preparar datos
Memos
AnalisisDatos
p Analizar datos Construir teoría Escribir memos (bitácora de todo el proceso:
pensmientos, intuiciones, sesgos, problemas, decisiones…)
GT
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
PASOS
Preparar datos: Recomendaciones para transcripcionPD provenientes de entrevista
academic transcriptions must be based on a system of rules: protocolo
Recorded word for word, exactly as said, including any nonverbal or background sounds (e.g., laughter, sighs, coughs,claps, snaps fingers, pen clicking, and car horn).
http://www.audiotranskription.de/english/transcription/how-to-transcribe/tipps.html
McLelland, 2003 Field Methods, Vol. 15, No. 1, February 2003 g , p g, )February 2003 63–84
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
17/05/2010
15
Analizar datos
Data analysis in qualitative studies is inductive. The researcher looks for patterns that emerge from the data. There are no pre-defined variables to focus on for analysis. The variables are identified through review of the data. There are no agreed upon approaches to analyzing qualitative data. Analysis of qualitative data is a difficult task
http://www.cedu.niu.edu/~sorensen/502/powerpoint/topicD/qlnotes.htm
Analysis of qualitative data is a difficult task. Generally you have piles of field notes, piles of transcripts, piles of documents -
- all of which you must sort through and determine what is important. Unlike quantitative data which are analyzed in routine ways, you must find your
own idiosyncratic method of analysis. You must systematically
(1) search - becoming familiar with the data and identifying main themes (2) describe - examining the data in depth to provide detailed descriptions of the
setting, participants, activities, etc. (3) classify - categorize and code data by physically grouping data into themes (4) integrate and interpret - synthesize the organized data into general
conclusions or understandings. The p ocess is length and time cons ming
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
The process is lengthy and time consuming. The process is iterative - - the researcher will go through these stages more
than once. A nd the process tends to lose structure and become unpredictable - i.e.
interpretation may lead to classifying, describing may lead to interpretation, etc.
Organizar datos
Qualitative data consist primarily of verbal descriptions which need to be analyzed for themes and patterns which the researcher then describes and illustrates with examples that include quotes and excerpts.
The process of data collection and analysis occurs simultaneouslysimultaneously.
The first step is to determine a system for managing the data. Make sure the data (field notes, transcripts, observer comments,
memos, reflections) are dated, organized, and sequenced. You can also organize computer files and create separate folders
for different types of data and stages of analysis. Copy all data so that you can mark up or underline important parts, cross out unneeded parts, even literally cut sections out without losing your original data. M k b k fil llROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Make computer backup files as well. Computerized processing - there are some programs
available for coding, searching and sorting qualitative date (Ethnograph, Nudist, ATLAS-ti, Max QDA, etc.).
Other technologies can also assist in qualitative research word processing programs can help manage field notes,
spreadsheets for tracking participants and setting characteristics, graphics packages for creating diagrams, etc.
17/05/2010
16
Leer y Escribir notas, “memos”
The first step after data are organized is to read the data to get a sense of it.
This means reading everything - including comments in the margins memos etccomments in the margins, memos, etc.
As you read, make additional notes in the margins, underline sections or issues that seem important.
Document themes or common threads that reoccur.G ll t thi t ( th )ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Generally you repeat this step (more than once) before moving to the next step.
Codificar Qualitative analysis is a process of breaking data into smaller units,
determining the import of these units, and putting them back together in an interpreted form.
Breaking down the data is a process of classifying or coding. category is a classification of ideas or concepts Lower-level categories can be organized into higher and more abstract conceptual
categories. The categories one researcher uses to organize qualitative data may not The categories one researcher uses to organize qualitative data may not be the same categories another researcher would use to organize the same data.
Different authors recommend different ways of defining categories. participant acts, activities, participant meanings, relationships among participants,
settings, perspectives of participants, participants ways of thinking, regularly occurring activities, infrequently occurring activities, methods, group acts, individual acts, etc
Each of these categories may be further broken down into sub-categories. Categories should always be provisional and the researcher should not become too
attached to initial categories. Begin qualitative analysis by coding - review transcripts and documents
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Begin qualitative analysis by coding - review transcripts and documents and identify categories as they emerge.
Then organize by category - - categories result from reading and re-reading field notes, etc. and noting regularities related to ideas, activities, setting, structures, etc. Data are sorted into the categories and resorted and re-categorized as additional
data are collected and analyzed. Categories are then merged into patterns. Patterns are links among
categories that further integrate the data and are used as the basis for reporting.
17/05/2010
17
Analizar Analysis of qualitative data involves organization, classification, categorization, a search for
patterns, and synthesis. Analysis is recursive. There are no guidelines for determining how much data and analysis are needed to support
conclusions. Depends on the nature of the study, the amount of data, and the analytic abilities of the researcher. But typically, it takes longer than analysis for quantitative studies.
There are three key strategies used for qualitative analysis:y g q y Constant -comparison - comparing identified topics and concepts to determine distinctive characteristics
so they can be placed in the appropriate categories. As a new topic or idea is identified, it is compared to the existing categories. The researcher asks “Is this topic or concept similar to or different from existing categories?” Categories are then added or modified to fit the new data then tested with additional data. This method is similar to the analytic approach except that data are collected from several cases before
initial hypothesis development. Data are examined for categories, patterns, consistencies and inconsistencies. Steps in this approach include:
collect data from several cases, identify important issues or recurring events and use them to create categories, collect additional data to provide more examples for each category and to elaborate on dimensions within the categories, describe how the categories account for documented events then reformulate some categories and delete others as data dictate, identify patterns and relationships, develop a theory by continuing to collect and compare data and refining categories and relationships.
Negative case and discrepant data analysis - searching for data that are negative or discrepant from the main data. Information that contradicts an emerging category or pattern is a negative case. to examine counter evidence.
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
e de ce This method provides a counterbalance to the tendency to stick with first impressions.
Analytic Inductive Analysis - This method is suggested if the researcher has a specific problem, question or issue in mind and wants to develop a theory or hypothesis about it.
There are 7 steps : define the event of study, develop a tentative hypothesis, evaluate another case to see if it supports the hypothesis,
reconsider and restate the hypothesis, evaluate cases that may disprove the hypothesis, reformulate the hypothesis based on these observations, continue until the hypothesis is confirmed.
Data are analyzed for corroboration of ideas or themes. Use of various methods of triangulation to support findings. Triangulation could include information
from various sources, various participants, various settings, various observers, etc.
Interpretar Interpreting is the reflective, integrative and explanatory part of dealing with the
data. Interpretation is personal. There are no hard and fast rules for interpreting meaning from
qualitative data. It is dependent upon the perspective and abilities of the researcher. The researcher must explain the meaning of the data to others. Interpretation requires more conceptual and integrative thinking than data analysis
and involves abstracting important understandings from the detailed and complex data. Th f i h i i i h d h i i i d h b The focus is on what is important in the data, why is it important, and what can be learned from it.
Some general strategies can help in data interpretation. Pay attention to your research focus, it should guide the researcher in selecting portions of
data for interpretation. Look at categories that contain large amounts of data as they are likely to identify important
concepts or practices for interpretation and are likely to contain links or sequences. Focus on the patterns, what do the interrelationships between categories suggest? Examine existing studies related to your topic to help in identifying interpretations. Talk with peers about the data and discuss interpretations. Step back from the data every now and then and take time to reflect.
Note, while analysis and interpretation of qualitative data rely heavily on the ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
, y p q y ypreferences and abilities of the researcher, qualitative researchers do not have carte blanche to rely strictly on feelings or preferences. If qualitative research were based solely on producing unsubstantiated opinions which
ignored contradictory data and biases, it would be of little value. Six questions can help check data quality:
Are data based on actual observations or hearsay? Is there corroboration by others? In what circumstances was the observation made? How reliable are those providing data? What motivations might have influenced a participant’s report? What biases might have influenced how an observation was made or reported?
17/05/2010
18
Cómo nos puede ayudar Atlas-Ti
Atlas-ti es un soft para dar soporte y archivo a todos los pasos necesarios en la GT Transcripción Visor de PD Codigos, super-códigos, relaciones, mapas Codificación y Recuperación de citas Codificación y Recuperación de citas Memorandos y registro de ideas Compartir el trabajo entre varios investigadores …
Atlas-ti es un gestor de fragmentos y etiquetas Permite etiquetar fragmentos y recuperar esos fragmentos de muy
diverso modo. Por ejemplo… Listar códigos sobre un tema y agruparlos en categorías Codificación de preguntas abiertas de cuantitativo
Para identificar los códigos y documentar los pasos seguidosROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Para identificar los códigos y documentar los pasos seguidos Meta análisis o revisiones de bibliografía Para exportar los códigos para analizarlos después (necesitas que los
PD sean independientes) Análisis de contenido
Fichas de lectura Exploración cualitativa de un fenómeno (sin llegar a una construcción
teórica posterior)
Cómo nos vamos a organizar
Parte 1 Diferenciar cualitativo de cuantitativo
Dinámica Teoría
Qué preguntas son adecuadas en investigación cualitativa Qué preguntas son adecuadas en investigación cualitativa Dinámica Teoría
Métodos cualitativos Tormenta de ideas Teoría
Descanso Parte 2
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Detalle de la Grounded Theory Descanso Parte 3
Aplicación práctica de Atlas-ti Como soporte para la Grounded Theory Para otras funciones/metodologías
17/05/2010
19
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
DESCANSO
Manual vs Atlas-ti
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
PARTE 3- EJEMPLOSPRÁCTICOS
17/05/2010
20
Ejercicio por parejas
Analizamos las expectativas del grupo Son 3 preguntas abiertas
Buscamos resumir las expectativs, usos y problemas quetienen las personas que asisten al taller. Identificando: Clasificación de los usos, problemas y expectativas Relación entre problemas y expectativas Relación entre expectativas y contenidos reales del taller.
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Mis resultados con Atlas-ti
Qué es a lo que he llegado
Mostrar algunosdetalles de cómo lo hedetalles de cómo lo he hecho.
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
17/05/2010
21
Usar ATLAS-Ti como codificación para cuantitativo
Objetivos Analizar la frecuencia de aparición de estudios por
Tipo de investigación Área geográfica Foco
Referencias Referencias Ahire, S. L. (2001). Linking operations management students directly to the real
world. Interfaces, 31(5), 104-117. Albritton, M. D., McMullen, P. R., & Gardiner, L. R. (2003). OR/MS content and
visibility in AACSB-accredited US business programs. Interfaces, 33(5), 83-89. Alfalla-Luque, R., & Machuca, J. A. D. (2003). An empirical study of POM
teaching in spanish universities (II) - faculty profile, teaching and assessmentmethods. International Journal of Operations & Production Management, 23(3-4), 375-400. doi:10.1108/01443570310467311
Alfalla-Luque, R., & Machuca, J. A. D. (2000). El profesorado de dirección y gestión de producción / operaciones en la universidad española: Un estudio empírico. Cuadernos De Economía y Dirección De La Empresa, (6), 285-316.
Alptekin, S. E., DeTurris, D., Macy, D. J., & Ervin, J. E. (2005). Development of aROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
Alptekin, S. E., DeTurris, D., Macy, D. J., & Ervin, J. E. (2005). Development of a flying eye: A project-based learning experience. Journal of ManufacturingSystems, 24(3), 226-236.
Andersen, B., Brandolese, A., Capello, A., Doumeingts, G., Garetti, M., Mertins, K., et al. (1996). Engineering education on production management. differentlevels and degrees in five european countries: A comparison. Production Planning& Control, 7(5), 529-539
Heineke, J., & Davis, M. M. (2007). The emergence of service operationsmanagement as an academic discipline. Journal of Operations Management, 25(2), 364-374. doi:10.1016/j.jom.2006.11.003
…
Mis resultados con Atlas-ti
Qué es a lo que he llegado Mostrar algunos detalles de cómo lo he hecho.
ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
17/05/2010
24
Resumen
Si las categorías/etiquetas las vas a crear manualmente, creo que una de las mejores opciones es Atlas-ti -si sigues la metodología Grounded Theory-. Hay otros (N-Vivo, QDA, G ou ded eo y ay ot os ( o, Q ,WEFT, incluso hay alguno via web: online-QDA http://onlineqda.hud.ac.uk/) pero a mi me gustan menos (sueles encontralos como CAQDAS en google, o Wikipedia). Casi todos son de pago.
Si lo que quieres es una programa que saque las ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
q q p g q qcategorías automáticamente, la cosa está más complicada, suelen ser caros y además solo son fiables en el entorno para el que se crearon (por ejemplo enseñanza de idiomas, mapas conceptuales o similares).
How –to Referencias en la web
Generados por mi http://polimedia.upv.es/polimedia.v2/lanza/index.asp?id
=ceb62aae-f068-114f-8751-68e5541953ef&existe400=1 http://polimedia.upv.es/polimedia.v2/lanza/index.asp?id
=01f0536c-7ed0-4c48-a147-41fd32a5c1f8&existe400=1
Generados por Atlas-ti http://www.atlasti.com/video/article/coding-
basics.html?cHash=644d875ed1 …
Otros..ROGLE
Juan Marínjamarin@omp.upv.es
RengineeringOperationsGroupWorkLogisticsExcellence
http://www.youtube.com/watch?v=RbzVVcPlsU8 http://www.youtube.com/watch?v=beJlPA-5iB0
top related