This article interrogates transcription work in the context of qualitative research. Although it is common practice in academe for someone other than the researcher to transcribe tapes recorded for purposes of data collection, the author argues the importance of researchers taking seriously the ways in which the person transcribing tapes influences research data. She suggests that the transcriber's interpretive/analytical/theoretical lens shapes the final texts constructed and as a result has the potential to influence the researcher's analysis of data. Specifically, the article explores the experiences of Ken, a person hired to transcribe audiotapes of focus group interviews conducted for a larger research study. The numerous challenges Ken faced during the work are addressed. His use of voice recognition software to simplify the task is discussed as well as the educational potential transcription work holds for graduate students.

In this article, we report on our qualitative study involving eight individuals hired to transcribe research tapes in university contexts. We consider issues of data analysis and data trustworthiness and the implications for both when transcription is assigned to someone other than the researcher. We explore the challenges transcribers faced completing their work, transcription decisions they made in situ, and the effects of the transcribers' degree of investment in the research on the transcripts produced. We highlight the need for researchers to acknowledge transcription as an important aspect of the research process and take seriously the decision of who transcribes.

The diet of the powerful owl was studied, by analysis of regurgitated pellets, at Coranderrk Reserve,

An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens, their experiences of shifting towards fuller participation in, and identification with, the academic community. The research was conducted during a directed study course, a context students and supervisor used as an opportunity to examine their engagement in legitimate research activities as students completed their coursework requirements and prepared for academic careers. Although the research is context specific, the discussion will be useful to individuals who are working towards similar goals in university contexts.

No abstract