Abstract

The present paper explores the nature of qualitative data and the uneasy relationship it holds with computer-aided analysis. Qualitative research produces data that are rich and voluminous, shedding light on the lived experience of the "being-in-the-world" and the interactions inherent in complex social phenomena. Analysis of such data, however, is complex and time consuming in addition to which there is a lack of specific guidance on how to carry it out. The authors note that the philosophy underpinning information and communication technology (ICT) is not wholly compatible with that which underpins qualitative research. ICT is based largely on logical, objective and quantifiable procedures whereas qualitative research requires a more subjective, interpretative stance and seeks to explore meaning. On this understanding of the philosophies involved it is argued that the role of computer software in qualitative data analysis is limited. The adoption and use of ICT to enhance and facilitate Research  Management has brought to focus the urgent need to come out with new methods, tools and techniques in the development of RM systems frameworks, knowledge processes and knowledge technologies to promote effective management of knowledge for improved service deliveries in higher education. To succeed in RM, higher education institutions must endeavor to effectively link KM initiatives and processes with their ever-changing needs to advance their goals. In addition, the paper identifies several research issues to bridge the gap that currently exists between the requirements of theory building and testing to address the different emerging challenges in using ICT to enhance RM in higher education.

It is accepted that the mechanistic tasks of qualitative data analysis, for example, organizing, storing, reproducing and retrieving data, can be undertaken more efficiently and systematically using ICT than manually. It is the creative and interpretive stages of qualitative data analysis, requiring human reflection and understanding, which are most difficult to reconcile with the application of ICT.