2023 ASEE Annual Conference & Exposition

This research methods full paper presents a primer on qualitative analysis methods intended to be a resource for experienced qualitative engineering education researchers to communicate the basics of qualitative research methods to traditionally-trained technical engineering faculty embarking on educational research initiatives. The recognition and growth of engineering education has drawn new researchers to the field—for example, in National Science Foundation Research Initiation in Engineering Formation (RIEF) grants, and CAREER Broader Impacts and Educational Plan activities—which require traditionally-trained faculty to develop engineering education research skills. Reflecting this shift, the number of qualitative research articles in engineering education reflects the increase in interest in qualitative methods and the need for introductory material for pivoting researchers. It has been the norm for engineering education researchers to partner with emergent and pivoting engineering faculty members to mentor them through this transition, but the process is often time- and resource-intensive. To meet this need, we have developed this primer on qualitative research methods that can be employed as an overview reading for traditional engineering faculty to orient them in early qualitative methods conversations.
This paper provides an overview and comparison of three common qualitative analysis methods: content analysis, thematic analysis, and grounded theory. For each analysis method, the manuscript provides a basic definition, historical contexts, common assumptions in the application, strengths and weaknesses, examples from engineering education, and additional resources. These three methods are discussed as commonly employed methods with common misunderstandings and misapplications that are often confusing for emergent engineering education researchers. Armed with an understanding of the similarities and differences in these methodological traditions, readers of the primer will be equipped to choose and evaluate their own qualitative methods and will be able to engage in future conversations about these more advanced and specialized qualitative methods (e.g., narrative inquiry, phenomenography/phenomenology, ethnography) in the future. The paper will provide a resource for emergent qualitative engineering education researchers to assist them in identifying their intended analysis techniques and can serve as a starting point for discussions with potential collaborators.