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In "Applying Dramaturgy to Management Course Design," from the Journal of Management Education, Vol. 29, No. 2, pp 319-332 (2005), authors Sarah I. Leberman and Andrew J. Martin from Massey University applied HyperRESEARCH, the simply powerful tool for qualitative analysis, to this study of the use of a theatrical technique in a management course.

In "Helping Till It Hurts? A Multimethod Study of Compassion Fatigue, Burnout, and Self-Care in Clinicians Working With Trauma Survivors" by Kyle D. Killian, with the Centre for Refugee Studies at York University, HyperRESEARCH is used in a mixed-methods study of the physical and emotional impact on clinicians who work with trauma victims. From the abstract of the article, which appears in Traumatology, Vol. 14, No. 2, pp 32-44 (Jun 2008), the author notes:

"Self-Efficacy From the Perspective of Adolescents With LD and Their Specialist Teachers" appears in the Journal of Learning Disabilities, Vol. 40, No. 6, pp 494-507 (2007). The authors, Robert M. Klassen (University of Alberta) and Shane L. Lynch (University of Alberta) utilized HyperRESEARCH for their qualitative study of adolescents with learning disorders.

"This study used qualitative methodology to investigate the self-efficacy beliefs of early adolescents with learning disabilities (LD). We conducted a series of focus group interviews with 28 Grade 8 and 9 students with LD and individual interviews with 7 specialist LD teachers. Content analyses of the student and teacher data resulted in 2 a priori and 3 inductive themes: self-efficacy, calibration and levels of self-efficacy, students' self-awareness, attributions for failure, and problems and solutions. The students viewed themselves as low in self-efficacy and generally accurate in the calibration of their efficacy and performance, whereas the teachers viewed the students as overconfident about academic tasks. In contrast to the teachers, the students viewed verbal persuasion as a valued source of self-efficacy. Students attributed their failures to lack of effort, whereas their teachers attributed student failure to uncontrollable deficits. Problems and solutions related to student motivation were discussed from student and teacher perspectives."

Access the article on line here.

In the turbulent political times we live in, a better understanding of presidental leadership can only help create more informed and aware citizens. "Presidents of the United States on Leadership" by Dick M. Carpenter, II (University of Colorado), published in Leadership, Vol. 3, No. 3, 251-280 (2007), reports insights discovered using the simple, yet powerful, qualitative analysis features of HyperRESEARCH.

"This study analyzes US presidential statements on leadership since Franklin Roosevelt. Results indicate that presidents define leadership as visionary, goal oriented, moral, principles based, a responsibility, and a search for the common good. Such definitions typically involve the world of ideas and ideals, which seems to lean more toward a more passive leadership role. However, presidents frequently complement these definitions with discussions of what leaders do, clearly establishing leadership as active rather than passive. Such discussions most often focus on decision making in leadership and the necessity of persuasion to facilitate decisions once made. Finally, presidents emphasize the reciprocal nature of leadership and the necessity of collaboration in leading, particularly given the ultimate importance of and focus on people. This idea of leadership typifies a western/Anglo understanding of leadership not always consistent with other cultural definitions."

View this interesting study here.