The Implications of Qualitative Research Software for Doctoral Work Considering the Individual and Institutional Context Judith Davidson UNIVERSITY OF MASSACHUSETTS LOWELL Cynthia Jacobs QSR INTERNATIONAL ABSTRACT As qualitative researchers struggle to come to grips with the technological revolution, they are faced with the necessity of learning and teaching qualitative data analysis software in higher education research courses. This change has significant implications for their practice as researchers and teachers. In this article we provide experienced-based recommendations for individual practice (re- search instructors, dissertation advisers, and doctoral students) and for institutional practice (scaling up for deep integration of qualitative data analysis software). Our recommendations are grounded in hard-earned experience gleaned from many years of working with individuals and institutional contexts to improve the use of qualitative research in higher education. Keywords: Qualitative research, qualitative data analysis software, dissertation advisement, qualit- ative research and technology, higher education reform. While research journals call for the end of the qualitative/quantitative divide (Ercikan & Roth, 2006), on the average college campus many faculty members are still trying to grapple with ‘what is qualitative research?’ and ‘is it worthy of being called research?’ (Miller, Nelson, & Moore, 1998). For students or advisers working in the qualitative mode who take on the added challenge of working with qualitative research software, these issues are further com- plicated (Bringer, Johnston, & Brackenridge, 2004; Johnston, 2006). Although qualitative research software has been around for more than a decade, until recently doctoral students and faculty members have been fairly isolated in their attempts to use qualitative research software to any extent in dissertations or coursework. A few sustained and nourished pockets of teaching and learning with the use of qualitative research software have now sprung up, and these places can provide deeper insight into the integration of this software in student work and the implications it raises for dissertation advisers (Davidson & Jacobs, 2007). In considering the implications of qualitative research software for doctoral work, it is critical that we do so with consideration for both individual and institutional contexts. From the individual perspective, one must consider the dissertation process and the way it is crafted between adviser and advisee. From the institutional context, it is important to consider the larger supports that are available to these working pairs, as well as other research teams on campus. © RMIT Publishing, http://www.rmitpublishing.com.au/qrj.html Davidson, Judith & Jacobs, Cynthia, 2008, 'The Implications of Qualitative Research Software for Doctoral Work', Qualitative Research Journal, vol. 8, no. 2, pp. 72–80. This is a peer-reviewed article.