A case for contrast as a catalyst for change

This is a qualitative, largely reflective, interpretive case study of our evolution from teachers of market research to educational collaborators who work with students to co-develop qualitative researchers. This case both explores the ways to extend and improve qualitative research and researchers and presents a more general, interpretivist approach to problem-solving. The case is mixed method. It reports the combination and interpretation of reflective elements including articulating our individual memories and inter-relating these in a series of discussions where we also considered the nature and meaning of our educational approaches and the effectiveness of what we are doing. It also reports elements of the document analysis of our separate and collective teaching materials and the texts and the literature associated with qualitative research and teaching. The case illustrates the effectiveness of using "contrast" as a mechanism for the development of teaching, learning and research skills. The particular relevance of contrast in teaching qualitative research methods generally and interpretivist qualitative approaches in particular is also addressed. The reporting of this case relies on the interpretation of events that occur through time. In addition to simply reporting and interpreting our reflections, narrative event sequence analysis methods (Abbott 2001, Abell 1998, 1993) are used to evaluate the evolution of expertise and approach that are at the heart of this case. These analytical approaches allow us to move beyond the reporting of history to consideration of key factors that drive it. This in turn allows insights of this to be utlized in other contexts. This case also highlights the substantial contribution of the contributions the commercial sector into our teaching (and research). The case concludes with reflection on the nature of qualitative discovery within our teaching that has emerged. It is spontaneous, messy, conflicting and surprising. We attempt to communicate this to students and to engineer situations where we are messy, conflicted and conflicting and surprised! It suits us