Christian Schmieder
Biographic Data
| ID | 4250183 |
|---|---|
| NAME | Christian Schmieder |
| GIVEN NAMES | Christian |
| FAMILY NAME | Schmieder |
| SIGNATURE | SCHMIEDER C |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-1324-6141 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 1 |
Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy
Methods educators who include qualitative data analysis software (QDAS) in their teaching see the software as an opportunity to bring authentic experiences of analytic practice into classrooms. However, we currently lack a shared language for outlining and understanding what this analytic practice could or should entail. By expanding Silver and Woolf's 5-Level QDAS(R) pedagogy, I introduce a theoretical framework of analytic practice with QDAS de…
Does banking consolidation worsen firms’ access to credit? Evidence from the German economy
Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy
Methods educators who include qualitative data analysis software (QDAS) in their teaching see the software as an opportunity to bring authentic experiences of analytic practice into classrooms. However, we currently lack a shared language for outlining and understanding what this analytic practice could or should entail. By expanding Silver and Woolf's 5-Level QDAS(R) pedagogy, I introduce a theoretical framework of analytic practice with QDAS de…
Does banking consolidation worsen firms’ access to credit? Evidence from the German economy
Qualitative data analysis software as a tool for teaching analytic practice: Towards a theoretical framework for integrating QDAS into methods pedagogy
Methods educators who include qualitative data analysis software (QDAS) in their teaching see the software as an opportunity to bring authentic experiences of analytic practice into classrooms. However, we currently lack a shared language for outlining and understanding what this analytic practice could or should entail. By expanding Silver and Woolf's 5-Level QDAS(R) pedagogy, I introduce a theoretical framework of analytic practice with QDAS de…
Apprenticeship (1 works) · Bank credit (1 works) · Banking stability, regulation, efficiency (1 works) · Business (1 works) · Computer Science (1 works) · Consolidation (business (1 works) · Corporate Finance and Governance (1 works) · Credit Risk and Financial Regulations (1 works) · Curriculum (1 works) · Empirical evidence (1 works)