Gabriella Coloyan Fleming

Andrew Katz, Gabriella Coloyan Fleming, Joyce Main

This paper aims to answer one central question: to what extent can open-source generative text models be used in a workflow to approximate thematic analysis in social science research? To answer this question, we present the Generative AI-enabled Theme Organization and Structuring (GATOS) workflow, which uses open-source machine learning techniques, natural language processing tools, and generative text models to facilitate thematic analysis. To establish validity of the method, we present three case studies applying the GATOS workflow, leveraging these models and techniques to inductively create codebooks similar to traditional procedures using thematic analysis. Specifically, we investigate the extent to which a workflow comprising open-source models and tools can inductively produce codebooks that approach the known space of themes and sub-themes. To address the challenge of gleaning insights from these texts, we combine open-source generative text models, retrieval-augmented generation, and prompt engineering to identify codes and themes in large volumes of text, i.e., generate a qualitative codebook. The process mimics an inductive coding process that researchers might use in traditional thematic analysis by reading text one unit of analysis at a time, considering existing codes already in the codebook, and then deciding whether or not to generate a new code based on whether the extant codebook provides adequate thematic coverage. We demonstrate this workflow using three synthetic datasets from hypothetical organizational research settings: a study of teammate feedback in teamwork settings, a study of organizational cultures of ethical behavior, and a study of employee perspectives about returning to their offices after the pandemic. We show that the GATOS workflow is able to identify themes in the text that were used to generate the original synthetic datasets.

Xiomara Gonzalez, Gabriella Coloyan Fleming, Andrew Katz et al.

Written reflection assignments give students valuable opportunities for critical self-assessment, meaning making, and learning processing. Additionally, such reflections provide rich data for qualitative education research. However, qualitative data can be time-consuming to analyze. It is even more time-intensive to qualitatively compare findings between different groups of participants, usually limiting comparison to, at most, one variable (e.g., binary gender). Large language models (LLMs) have recently begun to be critically evaluated for use as qualitative research assistants. Using a longitudinal case of written student reflections (n=151) from a study abroad program, we investigate how LLM-assisted sentiment analysis can enable longitudinal mixed-methods research combining computational and thematic analyses. First, statistical testing is used to quantitatively compare sentiment differences according to seven different student identity/lived experience variables. Then, these results inform qualitative data analysis to investigate the reasons underlying these differences. For the case of undergraduate students studying abroad, we found that prior experience living abroad was the only personal variable impacting students' sentiments of their verbal language and communication behaviors. This workflow has implications for how qualitative researchers can more easily probe multiple variables when comparing participants from different demographic groups.