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This volume seeks to address the emerging relationships between qualitative research and digital data. At the present time, ubiquitous digital data is altering the foci of research, the contexts in which research takes place, and the methods and tools available for qualitative research. Alongside new challenges and opportunities, there are many ways in which established qualitative methods are being used to situate and interpret digital phenomena. This book examines and engages with the ambivalence of digitization, illuminating the diverse ways in which researchers approach, negotiate, understand and interpret objects and practices of digital research. The chapters in this volume are organized around four key themes: researching impacts of digitization on social worlds; researching uses of digital data within social worlds; researching digital visualization of social worlds; researching with digital data and methods. The volume is designed to appeal to qualitative researchers seeking to study processes of digitization, adjust existing methodologies for digital worlds, and develop new ways of examining and using digital research.

Management --- Engineering & Applied Sciences --- Business & Economics --- Computer Science --- Management Theory --- Big data. --- Data sets, Large --- Large data sets --- Data sets --- Social Science --- Sociology. --- Qualitative research --- Digital media. --- Statistics. --- Methodology. --- Sociology --- General. --- Electronic media --- New media (Digital media) --- Mass media --- Digital communications --- Online journalism

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The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in 'ivory towers', as increasing government intervention and a growing 'target culture' has changed the way they work. Increasingly universities have transformed from 'communities of scholars' to 'workplaces'. The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the 'New PublicManagement' ideology in response, promoting a more 'business-focussed' approach in the management of public servic

Education, Higher --- Universities and colleges --- Administration. --- Enseignement supérieur --- Universités --- Administration --- Enseignement supérieur --- Universités --- Higher education --- Great Britain --- Grande-Bretagne --- Université

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Meta-ethnography is a variety of meta-analyses or qualitative synthesis; that is, it is a way to synthesise the results of ethnographic projects that allows for the study of their interconnectedness while retaining their interpretive nature of ethnographies. It is an advanced technique, primarily used in the fields of health studies and educational research. Meta-ethnography preserves the particularities of the original studies while comparing and contrasting them to explore similarities and differences. It is a method that has theoretical origins and has developed in countries and in disciplines where there is a focus on drawing out the policy implications of ethnographic research.This entry further defines meta-ethnography and outlines its benefits for ethnographic researchers as well as the controversies associated with it. Three tensions have to be understood to contextualise these controversies: the demands and calls for policy-relevant research, the calls for theoretical adequacy that surrounds meta-ethnography, and the distinction between meta-ethnography and replication. Each of these is illustrated by an examination of a specific example. The policy issue is illustrated by an educational example, the theoretical debate by contrasting the influence of Pierre Bourdieu and Michel Foucault on meta-ethnography, and the differences between the concepts of research replication and that of meta-ethnography are explained.

Education. --- Sociology. --- Medicine.