scholarly journals Trajectory-based Qualitative Comparative Analysis: Accounting for case-based time dynamics

2020 ◽  
Vol 13 (3) ◽  
pp. 205979912095917
Author(s):  
Sofia Pagliarin ◽  
Lasse Gerrits
Keyword(s):  
Comparative Analysis ◽  
Qualitative Data ◽  
Qualitative Comparative Analysis ◽  
Time Dynamics ◽  
Development Stages ◽  
Property Space ◽  
Case Development ◽  
Oriented Approach ◽  
Over Time ◽  
Case Based

Qualitative comparative analysis was initially time-agnostic, but efforts to make the method more time-sensitive have been made since the mid-2000s. These attempts mainly focus on cross-case differences, accounting for change over time at the level of attributes or conditions. While useful, they cannot account for the fact that individual cases also develop over time. As such, strategies regarding ‘within-case’ development have remained under-theorized in qualitative comparative analysis (QCA). To address this gap, we propose trajectory-based qualitative comparative analysis (TJ-QCA) building on the logic of the diversity-oriented approach: meaningful within-case change is carefully defined in terms of development stages that capture qualitative case-based change patterns. We conceptualize configurations dynamically so that they express different development stages. Theoretically, our method is rooted in a complexity-informed understanding of cases describing trajectories through the property space. Trajectory-based qualitative comparative analysis works with both numerical and qualitative data. We will illustrate the method empirically by re-elaborating a well-known published time-sensitive qualitative comparative analysis study.

Macro-Qualitative Approaches

2019 ◽  
pp. 173-180
Author(s):  
Carsten Q. Schneider
Keyword(s):  
Comparative Analysis ◽  
Set Theory ◽  
Qualitative Data ◽  
Single Case ◽  
Qualitative Comparative Analysis ◽  
Social Conditions ◽  
Process Tracing ◽  
Macro Level ◽  
Qualitative Approaches ◽  
Set Relations

Macro-qualitative (MQ) approaches to the study of regime transformation can be defined as those that (a) in order to describe or explain macro-level phenomena (b) predominantly use qualitative data and (c) make claims about these phenomena in terms of set relations. MQ approaches can be static or dynamic and are normally used for single-case or small- to medium-N-sized studies. The set of methods employed in MQ research thus defined ranges from qualitative comparative analysis (QCA) to sequence elaboration and process tracing. Classics in the MQ transformation literature can be interpreted in terms of set theory. For instance, Lipset (1959) famously claimed that there are social conditions that are necessary for the functioning of democracy.

scholarly journals The Effects of Institution-Driven Entrepreneurial Education in Chinese Universities: A Qualitative Comparative Analysis Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Rongzhi Liu ◽  
Yuxin Huo ◽  
Jing He ◽  
Dun Zuo ◽  
Zhiqiang Qiu ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Qualitative Comparative Analysis ◽  
Entrepreneurship Education ◽  
Entrepreneurial Education ◽  
Teaching Team ◽  
Team Design ◽  
Education Performance ◽  
Practical Implications ◽  
Case Based

Purpose: This study aims to explore the effects of entrepreneurship education by examining the influences of the curriculum system, teaching team, design of practical programs, and the institutional systems on universities’ entrepreneurial education performance.Design/Methodology/Approach: This paper employs a case-based approach—Qualitative Comparative Analysis (QCA). Data were collected from 12 universities that were typical cases in the implementation of entrepreneurial education. The four dimensions of entrepreneurship education are applied as conditional indicators. fsQCA3.0 software is used to analyze the necessary conditions and condition combination of the truth table.Findings: There are three sets of condition combinations of the intermediate solution that results in a high level of entrepreneurial education performance: (1) when the credit ratio of entrepreneurship courses is higher and there are more practical platform platforms, even if the entrepreneurship education system and mechanism is less mature, the level of entrepreneurial education performance is high; (2) with a higher credit ratio of entrepreneurship courses, higher quality of teaching teams, and higher standard of practical platforms, the level of entrepreneurial education performance is high; (3) with a higher level of credit ratio of entrepreneurship courses and more practical platforms, as well as mature entrepreneurship education system and mechanism, even if the quality of the teaching team is lower, the level of entrepreneurial education performance is satisfied.Research Limitations/Implications: The dimensions of entrepreneurship education can be expanded; additionally, given that there are many other factors affecting entrepreneurial performance, it is necessary to identify and integrate other possible factors on an ongoing basis.Practical Implications: This study offers practical implications for universities and policy makers that can promote the transformation of theoretical knowledge into practice in the field of entrepreneurship in colleges and universities.Social Implications: This study is one of the first to empirically examine the effect of institutional-driven entrepreneurship education in developing countries. The enhancement of entrepreneurship education can benefit the development of individuals and schools, and even has a potential impact on the progress of the country and society as a whole.Originality/Value: This study emphasizes the significance of viewing the entrepreneurial education as a multi-dimensional concept by targeting different kinds of players. Furthermore, it employs a case-based approach to identify configurations of the antecedent attributes of the curriculum system, teaching team, design of practical programs, and the institutional systems, and their influence on universities’ entrepreneurial education performance.

scholarly journals Systematische kwalitatieve vergelijkende analyse

KWALON ◽  
2012 ◽  
Vol 17 (3) ◽  
Author(s):  
Stefan Verweij ◽  
Lasse M. Gerrits
Keyword(s):  
Social Sciences ◽  
Comparative Analysis ◽  
Spatial Planning ◽  
Qualitative Data ◽  
Qualitative Comparative Analysis ◽  
The Social

Systematic Qualitative Comparative Analysis Systematic Qualitative Comparative Analysis Qualitative Comparative Analysis (QCA) was introduced in the social sciences by Charles Ragin in 1987. Literature on and applications of QCA show the method as a way to systematically organize, summarize and compare qualitative data to discover and analyze patterns occurring over cases. Although the literature stresses the importance of iterating between theory and data in its procedures, its grounded nature remains relatively underexposed. In this article we illustrate the principles of QCA by means of a qualitative comparative analysis of fourteen Dutch spatial planning projects, thereby also articulating the method’s grounded nature.

scholarly journals EXPRESS: Forging forms of authority through the sociomateriality of food in partial organizations

2020 ◽  
pp. 017084062098023
Author(s):  
Stefano Pascucci ◽  
Domenico Dentoni ◽  
Jen Clements ◽  
Kim Poldner ◽  
William Gartner
Keyword(s):  
Comparative Analysis ◽  
Mixed Method ◽  
Qualitative Comparative Analysis ◽  
Alternative Food ◽  
Alternative Food Networks ◽  
Food Provisioning ◽  
Food Networks ◽  
Method Analysis ◽  
Over Time

This study theorizes on the sociomateriality of food in authority-building processes of partial organizations by exploring Alternative Food Networks (AFNs). Through the construction of arenas for food provisioning, AFNs represent grassroots collectives that deliberately juxtapose their practices from mainstream forms of food provisioning. Based on a sequential mixed method analysis of 24 AFNs, where an inductive chronological analysis is followed by a Qualitative Comparative Analysis (QCA), we found that the entanglements between participants’ food provisioning practices and food itself shape how authority emerges in AFNs. Food generates biological, physiological and social struggles for AFN participants who, in turn, respond by embracing or avoiding them. As an outcome, most AFNs tend to bureaucratize over time according to four identified patterns while a few idiosyncratically build a more shared basis of authority. We conclude that the sociomateriality of food plays an important yet indirect role in understanding why and how food provisioning arenas re-organise and forge their forms of authority over time.

scholarly journals A Framework for Using Qualitative Comparative Analysis for the Review of the Literature

2017 ◽  
Author(s):  
Anthony Onwuegbuzie ◽  
Rebecca Weinbaum
Keyword(s):  
Data Analysis ◽  
Comparative Analysis ◽  
Literature Review ◽  
Qualitative Data ◽  
Qualitative Comparative Analysis ◽  
Review Of The Literature ◽  
Comparison Analysis ◽  
Qualitative Data Analysis ◽  
Analysis Technique ◽  
Similar Vein

Onwuegbuzie, Leech, and Collins (2012) demonstrated how the following 5 qualitative data analysis approaches can be used to analyze and to synthesize information extracted from a literature review: constant comparison analysis, domain analysis, taxonomic analysis, componential analysis, and theme analysis. In a similar vein, Onwuegbuzie and Frels (2014) outlined how discourse analysis can be used. Thus, the purpose of this article is to provide a framework for using another qualitative data analysis technique to analyze and to interpret literature review sources—a process that we call a Qualitative Comparative Analysis-Based Research Synthesis (QCARS). Using a real review of the literature, we illustrate how to conduct a QCARS using a qualitative comparative analysis software program.

scholarly journals Addressing the Challenges Related to Transforming Qualitative Into Quantitative Data in Qualitative Comparative Analysis

2018 ◽  
Vol 13 (4) ◽  
pp. 503-535 ◽  
Author(s):  
Debora de Block ◽  
Barbara Vis
Keyword(s):  
Comparative Analysis ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Empirical Studies ◽  
Qualitative Comparative Analysis ◽  
Calibration Data ◽  
Sensitivity Testing ◽  
Data Presentation ◽  
Data Calibration

The use of qualitative data has so far received relatively little attention in methodological discussions on qualitative comparative analysis (QCA). This article addresses this lacuna by discussing the challenges researchers face when transforming qualitative data into quantitative data in QCA. By reviewing 29 empirical studies using qualitative data for QCA, we explore common practices related to data calibration, data presentation, and sensitivity testing. Based on these three issues, we provide considerations when using qualitative data for QCA, which are relevant both for QCA scholars working with qualitative data and the wider mixed methods research community involved in quantitizing.

scholarly journals Relative educational poverty: conceptual and empirical issues

2021 ◽  
Author(s):  
Judith Glaesser
Keyword(s):  
Comparative Analysis ◽  
Empirical Study ◽  
Panel Study ◽  
Qualitative Comparative Analysis ◽  
Educational Status ◽  
Basic School ◽  
Relationship Of ◽  
The Relationship ◽  
Relevant Work ◽  
Over Time

AbstractThis paper’s goal is to discuss implications for the empirical study of low educational status arising from the use of the concept of educational poverty in research. It has two related conceptual foci: (1) the relationship of educational poverty with material poverty and to what extent useful parallels exist, and (2) the distinction of absolute and relative (educational) poverty and whether the notion of absolute (educational) poverty is a sensible one. For the concept of educational poverty to be analytically fruitful, clear conceptualisation and operationalisation of the relevant issues are required. The paper contributes to the aim of providing these by building on existing work on educational poverty and by drawing on relevant work on material poverty as well as discussing some conceptual challenges and some of the challenges arising from the operationalisation of the concepts. Some of these challenges are illustrated using examples based on data from the German National Educational Panel Study (NEPS). In a further step, factors which may lead to a greater risk of being in relative educational poverty are analysed, employing the method multi-value Qualitative Comparative Analysis. The empirical findings highlight the relative nature of educational qualifications: the usefulness of a basic school leaving qualification has changed over time, and it has not been the same for different groups. Thus, a conceptualisation of low educational status as educational poverty has been shown to be useful, and it has been demonstrated that the relative nature of educational poverty ought to be taken into account by researchers.

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