Include qualitative analysis software in your qualitative courses this year

teaching qualitative modues


A new term is just beginning, so many lecturers, professors and TAs are looking at their teaching schedule for the next year. Some will be creating new courses, or revising existing modules, wondering what to include and what’s new. So why not include qualitative analysis software (also known as CAQDAS or QDA software)?


There’s a common misconception that software for qualitative research takes too long to teach, and instructors often aren’t confident themselves in the software (Gibbs 2014), leading to a perception that including it in courses will be too difficult (Rodik and Primorac 2015). It’s also a sad truth that few universities or colleges have support from IT departments or experts when training students on CAQDAS software (Blank 2004).


However, we have specifically designed Quirkos to address these challenges, and make teaching qualitative analysis with software simpler. It should be possible to teach the basics of qualitative analysis, as well as provide students with a solid understanding of qualitative software in a one or two hour seminar, workshop or lecture. One of the main aims with Quirkos was to ensure it is easy to teach, as well as learn.


With a unique and very visual approach to coding and displaying qualitative data, Quirkos tries to simplify the qualitative analysis process with a reduced set of features and buttons. This means there are fewer steps to go over, a less confusing interface for those starting qualitative analysis for the first time, and fewer places for students to get stuck.


To make teaching this as straightforward for educators as possible, we provide free ready-to-use training materials to help educators teach qualitative analysis. We have PowerPoint slides detailing each of the main features and operations. These can be adapted for your class, so you can use some or all of the slides, or even just take the screenshot images and edit the specifics for your own use.


Example qualitative data sets are available for use in classes. There are two of these: one very basic set of people talking about breakfast habits and a more detailed one on politics and the Scottish Independence Referendum. With these, you can have complete sources of data and exercises to use in class, or to set a more extensive piece of homework or practical assessed project.


We also provide two manuals as PDF files that can be shared as course materials or printed out. There is a full manual, but also a Getting Started guide which includes a step-by-step walkthrough of basic operations, ideal for following in a session. Finally, there are video guides which can be shown as part of classes, or included in links to course materials. These range in length from 5 minute overviews to 1 hour long detailed walkthroughs, depending on the need.


There is more information in our blog post on integrating qualitative analysis software into existing curriculums, but it’s also worth remembering that there is a one month free trial for yourself and students. The trial version has all the features with no restrictions, and is identical for students working on Windows, Mac or even Linux.


However, if you have any questions about Quirkos and how to teach it, feel free to get in touch. We can tell you about others using Quirkos in their classes, some tips and tricks and any other questions you have on comparing Quirkos to other qualitative analysis software.  You can reach us on Skype (quirkos), email ( or by phone during UK office hours (+44 131 555 3736). We’ll always be happy to set up a demo for you: we are all qualitative researchers ourselves, so are happy to share our tips and advice.


Good luck for the new semester!


What can CAQDAS do for you? The Five-Level QDA

five level qda


I briefly mentioned in my last blog post an interesting new article by Silver and Woolf (2015) on teaching QDA (Qualitative Data Analysis) and CAQDAS (Computer Assisted Qualitative Data AnalysiS). It’s a great article, not only because it draws from more than 20 years combined pedagogical experience, but suggests a new way to guide students through using software for qualitative analysis.


The basis of the strategy is the ‘Five-Level QDA’ approach, which essentially aims to get students to stop and think about how they want to do their qualitative analysis before they dive head-first into learning a particular CAQDAS package. Users are guided through a five-step tool that I would paraphrase as:


  1. Stating the analysis/research objectives
  2. Devising an analytic plan
  3. Identifying matches between the plan and available tools
  4. Selecting which operations to do in which tools
  5. Creating a workflow of tools and software to meet all the aims above

For more detail, it’s worth checking out the full article which includes example worksheets, and there is also a textbook due out covering the approach in more depth. It’s also interesting to see how they describe the development of their pedagogical approach in the last decade or so.


The Five-Level method is designed to be delivered remotely, as well as in workshops, but to start out with being a software agnostic approach, drawing from the experience of the trainers to choose the best approach for each researcher and research project. Based around Analytic Planning Worksheets, it feels like the main aim is to get people to step back and think about their needs before learning the software.


This is often badly needed, mostly due to the practical limitations. Firstly, many people (especially new researchers) don’t do a detailed analytical plan when designing their project or research questions. In qualitative research, this is not always a disaster, often one source of investigation ends up being much richer than anticipated, and the variety of methods used mean that data doesn’t always look as we thought it would when we started (for better or worse).


However, there are also some very practical limitations which lead to people learning a CAQDAS package before they start their research journey. Often training courses are only offered once a semester (or year), so you need to take advantage of that when you can. While ideally there would be an interactive process between learning the capabilities and refining the analytical strategy, in the timescale of one project this is not always feasible. Often people have learnt so much after their first qualitative project, that the next time their analytical approach is extremely different.


The other issue is what CAQDAS is actually available: often a department or school will have a licence for just one (or maybe two) packages, and understandably, the training offered will often focus on those. There are also practical limitations when working as part of a team (especially people in a different institution) who might not have access to the same software. This affects the approach a lot, because it’s important to choose a workflow that everyone can participate in. I’ve been involved in projects where we end up using Excel for analysis, because everyone had access and familiarity with spreadsheet software.


I think that this is the kind of consideration that the Silver and Woolf worksheets are trying to tease out, and their examples illustrate how by point 5 people have chosen a number of tools that they can use together to answer their research questions.


As a final point, I think that RTP (Research Training Programmes) courses offered for post-grad students sometimes leave a lot to be desired on this front. Even those that are specifically on qualitative methodologies (where available) tend in my experience to have little more than a slide on the whole analysis process, and sometimes just a bullet point on software! I spend a lot of time talking to people about CAQDAS, and I am always surprised at how few people have heard even of NVivo, let alone a dozen alternative packages that I could name off the top of my head. Yet each has its own strengths and weaknesses: Transana is great for video, the Provalis products for stats geeks, MaxQDA a friendly all-rounder, Dedoose for working remotely, and Quirkos obviously for beginners.


But it’s a chicken and egg problem – to know what which software is best, you need to know what you can do with it. Which is why it can help so much to draw on the experience of CAQDAS trainers, but not just to go on a course and learn one package, but to go with an open mind and a research question, and let them suggest the best combination for each approach. In short, ask not what your CAQDAS can do for you, ask what you want to do with your CAQDAS!


Update (14/8/15):


Christain Schmieder has written a response to this blog post and the 5-level QDA, and how it links into his curriculum for qualitative question generation using CAQDAS.



Free materials for qualitative workshops

qualitative workshop on laptops with quirkos


We are running more and more workshops helping people learn qualitative analysis and Quirkos. I always feel that the best way to learn is by doing, and the best way to remember is through play. To this end, we have created two sources of qualitative data that anyone can download and use (with any package) to learn how to use software for qualitative data analysis.


These can be found at the workshops folder. There are two different example data sets, which are free for any training use. The first is a basic example project, which is comprised of a set of fictional interviews with people talking about what they generally have for breakfast. This is not really a gripping exposé of a critical social issue, but is short and easy to engage with, and already provides some suprises when it comes to exploring the data. The materials provided include individual transcribed sources of text, in a variety of formats that can be brought into Quirkos. The idea is that users can learn how to bring sources into Quirkos, create a basic coding framework, and get going on coding data.

For the impatient, there is also a 'here's one we created earlier' file, in which all the sources have been added to the project, described age and gender and occupation as source properties, a completed framing codework, and a good amount of coding. This is a good starting point if someone wants to use the various tools to explore coded data and generate outputs. There is also a sample report, demonstrating what a default output looks like when generated by Quirkos, including the 'data' folder, which includes all the pictures for embedding in a report or PowerPoint presentation.


This is the example project we most frequently use in workshops. It allows us to quickly cover all the major steps in qualitative analysis with software, with a fun and easy to understand dataset. It also lets us see some connections in the data, for example how people don't describe coffee as a healthy option, and that women for some reason talk about toast much more than men.


However, the breakfast example is not real qualitative data - it is short, and fictitious, so for people who come along to our more advanced analysis workshops, we are happy to now make available a much more detailed and lively dataset. We have recently completed a project on the impact on voter opinions in Scotland after the 2014 Referendum for independence. This comprises of 12 semi-structured interviews with voters based in Edinburgh, on their views on the referendum process, and how it has changed their outlook on politics and voting in the run-up to the 2015 General Election in the UK.


When we conducted these interviews, we explicitly got consent for them to be made publicly available and used for workshops after they had been transcribed and anonymised. This gives us a much deeper source of data to analyse in workshops, but also allows for anyone to download a rich set of data to use in their own time (again with any qualitative software package) to practice their analytical skills in qualitative research. You can download these interviews and further materials at this link.


We hope you will find these resources useful, please acknowledge their origin (ie Quirkos), let us know if you use them in your training and learning process, and if you have any feedback or suggestions.