دانلود رایگان مقاله لاتین تکنولوژیکی آکادمیک از سایت الزویر
عنوان فارسی مقاله:
کارهای نهادی در امکانات تکنولوژیکی آکادمیک: یک مطالعه چند موردی از زمینه بیوتکنولوژی در فرانسه
عنوان انگلیسی مقاله:
Institutional work in academic technological facilities: A multi-case study from the field of biotechnology in France
سال انتشار : 2015
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بخشی از مقاله انگلیسی:
3. Data and methods
3.1. Using a qualitative approach to operationalize the study model In order to complete the different stages of the study model, a qualitative analysis was conducted, with semi-structured interviews. We limited our scope of analysis to TCFs on university sites in Brittany Region (France), which gave us 42 TCFs, 25 of which were in the field of biotechnology. Eight of these biotechnology TCFs were selected, and 11 managers were interviewed (4 research directors, 1 university professor, 1 senior lecturer, 2 research fellows, and 3 research engineers). These academic TCFs are also affiliates of French research organizations, such as CNRS. Interviews were also conducted with seven experts involved in TCFs activities. See Table 1. 3.2. Building knowledge through coding method Our coding work followed two phases (Saldana, 2012) and was assisted by the use of Nvivo. The process is represented in the Annex 2. 3.2.1. First cycle coding The aim is to develop inductive codes grounded in the data. Rather than superimposing a set of codes over our data, this kind of coding allows the data to speak for itself. The analysis is solely based on what we see happening in it. To explore the institutional demands, an inductive thematic content analysis (Miles & Huberman, 1994) was carried out on the interviews given by the experts and the TCFs managers. This involved to clearly and immediately identify the categories referred to by the interviewees. We were looking for segments of data, which allude to incentives and prescriptions about work to be done. The identification of the institutional demands was also clarified by secondary data (regional innovation system report, progress reports, and IBiSA charter) that further supported our approach (Table 3 and Annex 1).
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