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We believe that teaching is the pinnacle of learning process. It demands that one recalls their knowledge—and follows through with action.
When we were trusted to lead an in-house corporate training on strengthening the qualitative research mindset, we brought everything we knew. By offering practical steps throughout the learner’s journey, we strived to create a safe space where they could experiment—not only with their actions, but also with their thinking.
To accommodate this, a special approach needs to be made. We created three main attitudinal measurements in order to inform learners’ growth. First one is logic, how one is able to connect an objective to its research output. Secondly is data sensitivity, how one’s ability to read and reflect data. Last one is creativity, to which scored after one’s ability to think independently within their own reference.
To support this, a tailored approach was needed. We developed three core attitudinal measurements to help assess each learner’s growth: First, logic—the ability to connect research objectives to their potential outputs. Second, data sensitivity—the capacity to read and reflect on qualitative data. Lastly, creativity—measured by one’s ability to think independently, grounded in their own references.
These attributes were then used to evaluate learner aptitude across the three key phases of research: research design, data collection, and analysis.
Why divide the process this way? While the breakdown is admittedly informed by our working style in the industry, each domain presents distinct cognitive demands:
Our experience in facilitating these sessions has shown us where learners most often hesitate—and what needs strengthening. We hope to continue opening access to this discipline, especially for younger researchers who want to grow their qualitative capability.
If you’re thinking about creating a qualitative research class with us, feel free to get in touch.
