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dc.contributor.authorSchreier, Margrit
dc.contributor.authorStamann, Christoph
dc.contributor.authorJanssen, Markus
dc.contributor.authorDahl, Thomas
dc.contributor.authorWhittal, Amanda
dc.identifier.citationForum Qualitative Sozialforschung. 2019, 20 (3), .nb_NO
dc.description.abstractIn this contribution we introduce Part I of the special issue on qualitative content analysis (QCA). We start by describing the rationale on which this special issue is based and our considerations in dividing the topic into two separate parts. We then provide an overview of concerns in the current methodological discussion of QCA, identifying four core areas: 1. the conceptualization of QCA as a hybrid of quantitative and qualitative elements or as a genuinely qualitative method; 2. the relationship between the German and the international discourse on QCA; 3. the question of whether theoretical and / or epistemological foundations of QCA can be identified; and 4. the lack of transparency in documenting the application of QCA. Next, we outline the process of putting together this special issue and provide an overview of the structure and how the contributions relate to each other. In this current Part I, we focus on contributions in which authors deal with questions concerning the conceptualization of QCA, and on discussions of challenges that arise during the application of QCA and how these challenges were met. We conclude that there are multiple conceptualizations of QCA in the literature, and that this multiplicity is reflected in the variety of challenges and creative solutions described by the authors in this first part of the special issue.nb_NO
dc.publisherFreie Universitãt Berlinnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.titleQualitative Content Analysis: Conceptualizations and Challenges in Research Practicenb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.source.journalForum Qualitative Sozialforschungnb_NO
dc.description.localcodeCopyright (c) 2019 Margrit Schreier, Christoph Stamann, Markus Janssen, Thomas Dahl, Amanda Whittal. Open Access CC-BY.nb_NO
cristin.unitnameInstitutt for lærerutdanning

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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal