Qualitative Data Analysis (QDA) is more easily performed with the aid of software. The St. Thomas Libraries currently have a license for 10 computers with NVivo software installed (7 in the Keffer Library [Mpls] and 3 in the OSF Library [St. Paul]). There is walk-up access for all those with a valid St. Thomas username and password. NOTE: During Covid, while our computer labs are mostly off limits, walk-up access is not available. For temporary remote access, contact Trent Brager at tjbrager@stthomas.edu. Remote access will end when our computer labs fully reopen.
This guide will show some of the basics of QDA software, specifically NVivo.
The following videos give a great overview of NVivo and the initial design framework that's useful for beginning a QDA project.
This study is an exploratory examination of the pedagogical practices of Business instructors teaching at the undergraduate level. The goal of the study is to understand Business instructors undergraduate teaching processes, with particular emphasis on intersections between the curriculum, student research, and business information fluency concepts, with an eye towards improving resources and services at St. Thomas to support them in their work. The study contributes to the wider fields of Library and Information Studies, Business, and Education by articulating the unique needs of Business instructors within the larger contexts of Business pedagogy best practices, and the evolving relationship between libraries and undergraduate teaching support. St. Thomas will be part of a national, multi-campus study of these topics; the study is sponsored and coordinated by Ithaka S + R, a nonprofit group that provides research and strategic guidance in the area of educational transformation, libraries, and scholarly communication.
This study puts forth a process of researching programmatic information needs, developing learning outcomes, and creating a curriculum map within the graduate-level Professional Psychology curriculum. Through content analysis of an entire year of syllabi and a survey of students, the information needs are gleaned using a grounded theory process, and then turned into learning outcomes. The curriculum map that results from determining which learning outcomes fit best within specific courses in the curriculum provides a guide for the instruction librarian to teach useful and relevant instruction sessions. This study aims to advance the knowledge of information needs of students in graduate Professional Psychology programs and to develop a method for integrating instruction to meet these needs.
