Qualitative Comparative Analysis in Education Research: Its Current Status and Future Potential

Abstract

Qualitative comparative analysis (QCA) is a set-theoretic configurational approach that uses the logic of Boolean algebra to conceptualize and empirically examine potentially complex causal relations. The potential of this methodological innovation to draw innovative insights toward answering enduring questions and to foster novel research has increasingly been realized in several social science disciplines. However, to date, limited education research has taken advantage of this potential. The purpose of this review is to facilitate an education research agenda that capitalizes on the strengths of QCA and its set-theoretic approach. We introduce the foundations of QCA, outline the promise it holds for education research, systematically review and appraise empirical education research that has applied QCA, and complement this review with a review of research from outside the field that may serve as inspiration for education researchers. In doing so, we highlight areas of improved research designs in education research practice and point education researchers to promising research directions. We conclude with suggestions for researchers to weigh QCA’s strengths and limitations in comparison with other methods.

Case study research in HRD: a review of trends and call for advancement

“…To study samples of cases that are too large to perform qualitative cross-case comparisons yet too small to employ quantitative approaches (e.g. regression analysis), HRD scholars may employ a set-theoretic configurational approach (Ragin, 1987; Cilesiz and Greckhamer, 2020). Additionally, HRD researchers may consider the so-called “anomaly approach”, when case study is used to investigate an anomaly as an indication of a potential failure of existing theory (Gilbert and Christensen, 2005; Ridder, 2017).…”

Competencies Of A Contemporary Employee In The Age Of Digitalization

“…The study of the issues involved in the field of this research is based on the results of theoretical and applied scientific publications of Russian and foreign scientists devoted to the staff training for the digital economy, the subject-matter of competences during digitalization, the features of the content of works in the age of digital development. Thus, the authors use the results of the analysis of the peculiarities of innovative staff training for digital economy (Gilster, 1997;Kupriyanovsky, 2017;Otto, 2011;Timofeeva, 2015) requirements for personnel in the digital economy (Belov & Govorova, 2016;Ilomäki et al, 2011;INSEAD, 2018INSEAD, , 2019 corporate competence models developed in leading companies (Cilesiz & Greckhamer, 2020;Raven, 1984). Also, legislative documents and regulations Digital economy Programme, Decree of the President of Russia On the Strategy of information society development in the Russian Federation for the years 2017-2030, Human resources for digital economy Program, as well as official statistical data and expert forecasts for the skilled personnel requirements of the Russian digital economy were used as information background of the research.…”

“…That is their use of digital and innovative technologies, BI platforms, a large amount of information, the introduction of software, digital production, the use of electronic communication channels, electronic document management, high-level automation (Cilesiz & Greckhamer, 2020;Dahlberg & Nokkala, 2015;Fenwick & Edwards, 2016;Gladilina, 2017;Lasarus & Folkman, 1984).…”

Key drivers that impact the quality of education – a holistic approach

“…However, the paper lacked insights on the other related aspects of education quality. Cilesiz and Greckhamer (2020) by applying the logic of Boolean algebra developed a qualitative comparative analysis (QCA) to conceptualize and empirically examine potentially complex causal relations in the educational field. The paper, however, missed the opportunity to relate the various factors that drive education quality.…”