180.820 (24S) Qualitative Content Analysis
Überblick
- Lehrende/r
- LV-Titel englisch Qualitative Content Analysis
- LV-Art Kurs (prüfungsimmanente LV )
- LV-Modell Blended-Learning-Lehrveranstaltung
- Online-Anteil 30%
- Semesterstunde/n 2.0
- ECTS-Anrechnungspunkte 4.0
- Anmeldungen 16 (30 max.)
- Organisationseinheit
- Unterrichtssprache Englisch
- mögliche Sprache/n der Leistungserbringung Englisch
- LV-Beginn 21.03.2024
- eLearning zum Moodle-Kurs
Zeit und Ort
LV-Beschreibung
Intendierte Lernergebnisse
Students acquire an overview of and learn to critically assess different text analysis approaches, with a focus on qualitative content analysis. Students acquire competences in software supported qualitative content analysis.
Lehrmethodik inkl. Einsatz von eLearning-Tools
Lecture; practical exercise components; group work; independent work on texts
Inhalt/e
Basics and techniques of qualitative and quantitative text analysis
Topics:
- Basics of content analysis
- Materials for text analysis, transcription systems
- Techniques of qualitative content analysis - summary inductive creation of categories, deductive category application
- Computer-supported content analysis - QCAmap
- Comparison of qualitative and quantitative content analysis, quality criteria
- Presentation of evaluation and results regarding qualitative content analysis in research projects
Erwartete Vorkenntnisse
Knowledge of qulitative reseach methods
Literatur
Mayring, Ph. (2014). Qualitative content analysis. Theoretical foundation, basic procedures and software solution (free download via Social Science Open Access Repository SSOAR, URN: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173 )
Mayring, Ph. (2000). Qualitative Content Analysis. Forum Qualitative Social Research FQS, 1 (2). http://www.qualitative-research.net/index.php/fqs/article/view/1089/2385
Fenzl, T., Weder, F., Voci, D. and Lemke, S. (2022). Demoralization Effects of Sustainability: Development of a Theoretical Framework and Exploratory Pilot-Study on Moralization and Demoralization Effects in (M)Eating Behavior. Front. Commun. 7:763465. https://doi.org/10.3389/fcomm.2022.763465
Laybourn, S., Frenzel, A. C. and Fenzl, T. (2019). Teacher Procrastination, Emotions, and Stress: A Qualitative Study. Front. Psychology (Educational Psychology), 10:2325. https://doi.org/10.3389/fpsyg.2019.02325
Haberfellner, C. and Fenzl, T. (2017). The utility value of research evidence for educational practice from the perspective of preservice student teachers in Austria. A qualitative exploratory study. Journal for Educational Research Online, 9:2, 67-85. http://www.j-e-r-o.com/index.php/jero/article/download/766/320
Mayring, P. and Fenzl, T. (2014). QCAmap – An Open Access Software for Qualitative Content Analysis [www.QCAmap.org].
Link auf weitere Informationen
https://qualitative-content-analysis.org/en/home/Prüfungsinformationen
Prüfungsmethode/n
Exercise regarding the evaluation of text materials with the qualitativecontent analysis; term paper
Prüfungsinhalt/e
see topics of the class
Beurteilungskriterien/-maßstäbe
Attendance; evaluation of text material with the qualitative content analysis (50%); presentation and discussion of the analysis and results of the content analysis (50%)
Beurteilungsschema
Note BenotungsschemaPosition im Curriculum
- Masterstudium Media and Convergence Management
(SKZ: 150, Version: 13W.2)
-
Fach: Quantitative and Qualitative Methods (for Media Research)
(Pflichtfach)
-
Quantitative and Qualitative Methods (for Media Research) (
2.0h KU / 4.0 ECTS)
- 180.820 Qualitative Content Analysis (2.0h KS / 4.0 ECTS) Absolvierung im 1. Semester empfohlen
-
Quantitative and Qualitative Methods (for Media Research) (
2.0h KU / 4.0 ECTS)
-
Fach: Quantitative and Qualitative Methods (for Media Research)
(Pflichtfach)