Content area
This study explores the integration of generative artificial intelligence (AI) into qualitative research within a higher education context. Through a collaborative self-study, a doctoral candidate and their dissertation supervisor examined the application of Google’s Gemini 1.5 to analyze interview data from a dissertation of practice (DiP) focused on interinstitutional partnerships. The findings demonstrate that AI can enhance the depth and efficiency of qualitative analysis, revealing hidden complexities and patterns while augmenting the researcher's analytical skills and fostering reflexivity. However, challenges related to data integrity, potential biases, and the need for careful human oversight are also discussed. This research offers insights into the transformative potential of AI in qualitative research, particularly within doctoral education, while raising important ethical considerations and prompting a re-evaluation of traditional dissertation practices in the context of emerging technologies.
Details
Oral Language;
Authentic Learning;
Doctoral Students;
Data Collection;
Influence of Technology;
Learning Processes;
Doctoral Programs;
Learning Experience;
Periodicals;
Instructional Leadership;
At Risk Students;
Natural Language Processing;
Expectation;
Artificial Intelligence;
Data Analysis;
Grounded Theory;
Language Processing;
Learner Engagement;
Educational Trends;
Higher Education;
Doctoral Dissertations;
Individual Needs;
Ethnography;
Algorithms
Software;
Higher education;
Ethnography;
Collaboration;
Educational leadership;
Trends;
Empowerment;
Dissertations & theses;
Data analysis;
Data collection;
Natural language processing;
Algorithms;
Automation;
Qualitative research;
Supervisors;
Generative artificial intelligence;
Self study;
Graduate students