Concept Mapping as an Alternative Approach for the Analysis of Open-Ended Survey Responses

By K. M. Jackson, W. Trochim. 2002

765 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/ca8978e12931d090fe0e229c2e593ce929db3901

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In Education

In Management Science and Operations Research

Citations in the corpus

Work as a Calling in China (2015, methodology): “This method was chosen because open-ended questions are ideal for exploring a particular concept in a rigorous and systematic way in a large sample (Jackson & Trochim, 2002).”
Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? (2011, background): “As noted, alternative approaches are also available (Jackson and Trochim 2002).”
What Makes Us Enthusiastic, Angry, Feeling at Rest or Worried? Development and Validation of an Affective Work Events Taxonomy Using Concept Mapping Methodology (2015, methodology): “Ward’s method is recommended for the concept mapping approach as it provides reasonable and interpretable solutions compared to other linkage rules and it is useful for distance-based data (Jackson and Trochim 2002; Kane et al. 2007).”
Experts' views on digital competence: Commonalities and differences (2013, background): “Asking open-ended questions via a questionnaire has several advantages over interviews, e.g. lower costs, and greater anonymity (Jackson & Trochim, 2002).”
A Content Analysis of Consumer Complaints, Remedies, and Repatronage Intentions Regarding Dissatisfying Service Experiences (2005, methodology): “A cluster replay analysis (Jackson & Trochim, 2002; Trochim, 1999b) was then done to decide on the cluster solution.”
Integrating Qualitative and Quantitative Methods for Organizational Diagnosis (2008, neutral): “Qualitative survey responses are often elicited in organizational research to collect information about an experience or topic, to explain or clarify quantitative findings, and to explore different dimensions of respondents’ experiences (Jackson & Trochim, 2002; Sproull, 1988).”
Primary Teachers' Conceptions of Giftedness (2008, background): “This open-ended approach is more appealing in that it allows participants to respond in their own words, it can provide rich descriptions of their responses, and it can capture more diversity in their thoughts and feelings on the topic (Erickson & Kaplan, 2000; Jackson & Trochim, 2002).”