This cluster includes Q methodological studies on teaching, learning practices, curriculum development, and educational reforms.
Ali, K., Du, X. & Lundberg, A. (2023). Does problem-based learning facilitate enactment of learner agency in undergraduate dental curricula?. European Journal of Dental Education, 27, 823-832. https://doi.org/10.1111/eje.12872
Du, X.; Chaaban, Y.; Al-Thani, H. & Lundberg, A. (2024). University teachers’ professional learning for academic development: Q methodology research. International Journal of Academic Development. 29 (4), 463-479. https://doi.org/10.1080/1360144X.2023.2265891
Du, X., Nomikos, M., Ali, K., Lundberg, A. & Abu-Hijleh, M. (2022). Health educators’ professional agency in negotiating their problem-based learning (PBL) facilitator roles: Q study. Medical Education. 56 (8), 847-857, https://doi.org/10.1111/medu.14792
Du, X. & Lundberg, A. (2021). Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology. Studies in Educational Evaluation. 71, 101088, https://doi.org/10.1016/j.stueduc.2021.101088
Du, X., Lundberg, A.; Arselene A., Mohamed; Naji, Khalid K. & Hawari, A. (2022). Examining engineering students’ perceptions of learner agency enactment in problem- and project-based learning using Q methodology. Journal of Engineering Education. 111 (1), 111-136, https://doi.org/10.1002/jee.20430
Du, X., Guerra, A., Nøregaard, B., Chaaban, Y., Lundberg, A. & Lyngdorf, N. (2022). University teachers’ change readiness to implement education for sustainable development through participation in a PBL-based PD program. Sustainability. 14 (19), 12079. https://doi.org/103390/su141912079
Lundberg, A. (2022). Academics’ perspectives on good teaching practice in Switzerland’s higher education landscape. International Journal of Educational Research Open. https://doi.org/10.1016/j.ijedro.2022.100202
Lundberg, A. & de Leeuw, R. (2024). Introducing and discussion the virtual special issue on using Q methodology in higher education. International Journal of Education Research Open. 6. https://doi.org/10.1016/j.ijedro.2023.100301
Lundberg, A. & Stigmar, M. (2022). Deliberative academic development with university teachers in times of crisis. International Journal of Academic Development. 27 (2), 163-175, https://doi.org/10.1080/1360144X.2022.2084742
Lundberg, A. & Stigmar, M. (2023). University teachers’ shifting views of successful learning environments in the future. Scandinavian Journal of Educational Research, , 67(6), 964-979. https://doi.org/10.1080/00313831.2022.2115127
Lundberg, A. & Stigmar, M. (2024). Higher education teaching quality in the aftermath of the double disruption. Innovative Higher Education. https://doi.org/10.1007/s10755-024-09740-6
Lundberg, A. & Suter, R. (2023). Ett internationellt och kritiskt perspektiv på breddad rekrytering och breddat deltagande. In Stigmar, M. (Ed.) Inkluderande högre utbildning – att arbeta med breddad rekrytering, breddat deltagande och studentaktivt lärande. Studentlitteratur.
Lyngdorf, N. E. R., Du, X., & Lundberg, A. (2023). First-year engineering students’ learner agency sources in a systemic PBL environment: a Q study. European Journal of Engineering Education. 48(6), 1130-1147. https://doi.org/10.1080/03043797.2023.2233427
Sakamoto, F. (2022). Global competence in Japan: What do students really need? International Journal of Intercultural Relations, 91(1), 216-228. https://doi.org/10.1016/j.ijintrel.2022.10.006
Chaaban, Y.; Sawalhi, R. & Lundberg, A. (2025). Middle leaders’ sensemaking of their leadership practices in response to educational disruption: A Q methodology study. Educational Management Administration & Leadership. 53 (1), 65-82. https://doi.org/10.1177/17411432231152357
Chaaban, Y., Du, X., Lundberg, A. & Abu-Tineh, A. (2023). Education stakeholders’ viewpoints about an ESD competency framework: Q methodology research. Sustainability, 15(3), 1787. https://doi.org/103390/su15031787
Hellström, L. & Lundberg, A. (2020). Understanding bullying from young people’s perspectives: an explorative study. Educational Research. 62 (4), 414-433, https://doi.org/10.1080/00131881.2020.1821388
Lundberg, A.; Collberg, P. & Lindh, C. (2024). Newly qualified teachers in the eyes of principals: Moving beyond deficit perspectives. Social Psychology of Education. 27, 3399-3423, https://doi.org/10.1007/s11218-024-09930-2
Lundberg, A., Lindh, C. & Collberg, P. (2024). Are newly qualified teachers ready for today’s mandate? Principals’ views in Sweden. Journal of Early Childhood Teacher Education. 45(3), 352-370. https://doi.org/10.1080/10901027.2024.2349050
Publications in this field focus on language learning, teaching strategies, learner identity, motivation, and anxiety, with a significant use of Q methodology for exploring subjective perspectives.
Aliani, R. (2018). Q methodology ... In breve. In J. Chesters & H. Cuervo (Eds.), Researching Young Lives: Methodologies, Methods, Practices and Perspectives in Youth Studies (Vol. 1, pp. 13-18). Melbourne, Vic: Youth Research Centre, Melbourne Graduate School of Education. Retrieved from https://education.unimelb.edu.au/yrc/research/research-publications.
Aliani, R. (2024). Investigating school principals' viewpoints on languages education. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (25–43). Multilingual Matters.
Camenzuli, R., Lundberg, A. & Gauci, P. (2023). Collective teachers’ beliefs about multilingualism in Maltese primary education. International Journal of Bilingual Education and Bilingualism, 26(4), 379-394. https://doi.org/10.1080/13670050.2022.2114787
Fraschini, N. & Lundberg, A. (2024). Australian-Korean multicultural family memebers' emotions about their family language policy. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (83-103). Multilingual Matters.
Fraschini, N., Lundberg, A., & Aliani, R. (2024). Introduction: Q methodology, subjectivity, and language research. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (1-23). Multilingual Matters.
Kim S., Fraschini, N., & Park, H. (2023). Defining competencies for training non-native Korean speaking teachers: A Q methodology approach. International Review of Applied Linguistics in Language Teaching, https://doi.org/10.1515/iral-2023-0200
Lo Bianco, J. (2024). Foreword: A teaching and learning journey with Q. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (xiii-xix). Multilingual Matters.
Lundberg, A. (2019). Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland. Learning and Instruction. 101244, https://doi.org/10.1016/j.learninstruc.2019.101244
Lundberg, A. (2019). Teachers’ beliefs about multilingualism: findings from Q method research. Current Issues in Language Planning. 20 (3), 266-283, https://doi.org/10.1080/14664208.2018.1495373
Slaughter, Y., Bonar, G., & Keary, A. (2022). The role of membership viewpoints in shaping Language Teacher Associations: A Q methodology analysis. TESOL Quarterly, 56(1), 281-307. http://doi.org/10.1002/tesq.3068
Slaughter, Y., Aliani, R., Bonar, G., & Keary, A. (2024). Early childhood educators’ viewpoints on cultural and linguistic diversity: A Q methodology analysis. Linguistics and Education, 79, 101265. https://doi.org/10.1016/j.linged.2023.101265
Slaughter, Y., Lo Bianco, J., Aliani, R., Cross, R., & Hajek, J. (2019). Language programming in rural and regional Victoria: Making space for local viewpoints in policy development. Australian Review of Applied Linguistics, 42(3), 274-300. http://doi.org/10.1075/aral.18030.sla
Thumvichit, A., & Phanthaphoommee, N. (2024). From basic care to beyond: A Q methodology study into the English communication needs among Thai caregivers of foreign older adults. Journal of Migrant and Health, 10, 100253. https://doi.org/10.1016/j.jmh.2024.100253
Thumvichit, A., Tangkiengsirisin, S., & Vathanalaoha, K. (2024). Making sense of collective leadership in English teacher associations: Insights from Thailand TESOL’s committees. English in Education. https://doi.org/10.1080/04250494.2024.2358752
Bonar, G., Fielding, R., & Wang M. (2024). Exploring English pre-service language teacher identity negotiation using Q methodology. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (25–43). Multilingual Matters.
Caruso, M. & Fraschini, N. (2021). A Q methodology study into vision of Italian L2 university students: An Australian perspective. The Modern Language Journal, 105(2), 552-568. https://doi.org/10.1111/modl.12713
Caruso, M. & Fraschini, N. (2024). Vision and motivation of adolescent language learners in Australia. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (44-62). Multilingual Matters.
Fraschini N. (2020). ‘Because Korean is cool’ Adolescent learners’ vision, motivation, and the study of the Korean language. Journal of Korean Language Education, 31 (English issue), 37-74. https://doi.org/10.18209/iakle.2020.31..37
Fraschini N. & Caruso M. (2019). ‘I can see myself…’ A Q methodology study on self vision of Korean language learners. System, 87, 102147. https://doi.org/10.1016/j.system.2019.102147
Solhi, M., & Thumvichit, A. (2024). Dissecting subjective L2 (un)willingness to communicate among EFL learners: A Q methodology study. Journal of Multilingual and Multicultural Development. http://doi.org/10.1080/01434632.2024.2349802.
Yuan, C. & Lo Bianco, J. (2022). L2 Chinese teachers’ beliefs about engagement strategies for students in Australia: Findings from Q methodology research. System, 106. https://doi.org/10.1016/j.system.2022.102792
Fraschini N. & Park H. (2021). Anxiety in language teachers: Exploring the variety of perceptions with Q Methodology. Foreign Language Annals, 54(2), 341-364. https://doi.org/10.1111/flan.12527
Fraschini N. & Park H. (2022). A Q methodology study to explore Korean as a Second Language undergraduate student-teachers’ anxiety. International Journal of Educational Research Open, 3, 100132. https://doi.org/10.1016/j.ijedro.2022.100132
Park, H., & Fraschini, N. (2025). A Q methodology multiple single-case study on the dynamics and complexities of Korean language teacher emotions. Journal of Korean Language Education, 36(1), pp. 139–163. https://doi.org/10.18209/iakle.2025.36.1.139
Thumvichit, A. (2022). Enjoyment in language teaching: a study into EFL teachers’ subjectivities. The International review of applied linguistics in language teaching. https://doi.org/10.1515/iral-2022-0087
Thumvichit, A. (2022). Unfolding the subjectivity of foreign language enjoyment in online classes: a Q methodology study. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2050917
Thumvichit, A. (2023). Understanding of emotions-regulation strategies among foreign language teachers in response to classroom stressors. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09809-8
Thumvichit, A. (2023). ‘I’m aware of that, but…’: breaking the silence on moral distress among language teachers. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2023.2189268
Thumvichit, A. (2024). TEC-Q: A tool to sort out teacher emotions in the classroom. Teaching and Teacher Education, 149, 104734. https://doi.org/10.1016/j.tate.2024.104734
This field deals with the use of Q methodology to study stakeholder perspectives on natural resource management, ecosystem services, and sustainable development in various contexts.
Buckwell, A., Fleming, C., Muurmans, M., Smart, J., Ware, D., & Mackey, B. (2020). Revealing the dominant discourses of stakeholders towards natural resource management in Port Resolution, Vanuary, using Q-method. Ecological Economics, 177, 106781. https://doi.org/10.1016/j.ecolecon.2020.106781
Buckwell, A., Fleming, C., Bush, G., Zambo Mandea, J., Taye, F., & Mackey, B. (2023). Assessing community readiness for payments for ecosystem service schemes for tropical primary forest protection in the Democratic Republic of Congo. The Journal of Development Studies, 0(0), 1-23. https://doi.org/10.1080/00220388.2023.2182682
Buckwell, A., Ribbeck, M., Dyke, J., Smart, J., Edeson, G. (2023). Indentifying innovation discourses for nitrogen management in the sugarcane sector in Great Barrier Reef catchments using Q-methodology. Marine Pollution Bulleting, https://doi.org/10.1016/j.marpolbul.2023.114851
Loehr, J., Gibson, D., Buckwell, A., Vada, S., Fleming, C., Bibi, P., Masau, N., Hadwen, W., Powell, B., & Johnson, H., (2022). Using Q method to investigate the infuence of inclusive water, sanitation and hygiene (WASH) on tourists' hotel choice in Fiji. Current Issues in Tourism, 26(4), 647-663. https://doi.org/10.1080/13683500.2022.2035699
Weldegiorgis, F. S., Dietsche, E., Franks, D. M., Cust, J., & Ahmad, S. (2022). Mining and linkages for economic transformation: Revealing multi-stakeholder perspectives through Q-methodology. The Extractive Industries and Society, 12, 101174. https://doi.org/10.1016/j.exis.2022.101174
Weldegiorgis, F. S., & Ali, S. H. (2016). Mineral resources and localised development: Q-methodology for rapid assessment of socioeconomic impacts in Rwanda. Resources Policy, 49, 1–11. https://doi.org/10.1016/j.resourpol.2016.03.006
Lim, E., Higham, K., Ferraz, K., Harban, K., Tate, R., Sewell, A., Murdock, J., Delahunty, S. (2025). Graduate nurses in acute mental health settings and their viewpoints of nursing education to support their transition to mental health nursing: A Q Methodology study. International Journal of Mental Health Nursing. https://doi.org/10.1111/inm.13493
Lim, E., Nair, A., Kalembo, F., Zhou H., Chen, W., & Dantas, J. (2024). Critical factors of international nursing students to remain in their host country during a pandemic: A Q methodology study. Teaching and Learning in Nursing, 1(9). https://doi.org/10.1016/j.teln.2024.10.005
Lim, E., Wynaden, D., Heslop, K. (2021). Using Q methodology to explore mental health nurses’ knowledge and skills to use recovery-focused care to reduce aggression in acute mental health settings. International Journal of Mental Health Nursing, 30, 413-426. https://doi.org/10.1111/inm.12802
Lim, E., Wynaden, D., Baughman, F., & Heslop, K. (2021). Realising the potential of Q methodology in nursing research. Collegian, 28(2), 236-243. https://doi.org/10.1016/j.colegn.2020.08.004
Publications focused specifically on the development, application, and innovation of Q methodology across various fields, demonstrating its versatility.
Lundberg, A., de Leeuw, R., & Aliani, R. (2020). Using Q methodology: Sorting out subjectivity in educational research. Educational Research Review, 100361. doi:https://doi.org/10.1016/j.edurev.2020.100361
Lundberg, A., Fraschini, N., & Aliani, R. (2023). What is subjectivity? Scholarly perspectives on the elephant in the room. Quality & Quantity, 57, 4509-4529. https://doi.org/10.1007/s11135-022-01565-9
Lundberg, A. & Hellström, L. (2022). Q methodology as an innovative addition to bullying researchers’ methodological repertoire. International Journal of Bullying Prevention. 4, 209-219, https://doi.org/10.1007/s42380-022-00127-9
Sakamoto, F. (2023). Improving Delphi study rigour with the integration of Q-methodology. International Journal of Research & Methods in Education, 0(0), https://doi.org/10.1080/1743727X.2023.2270432
Thumvichit, A. (2022). Illuminating insights into subjectivity: Q as a methodology in applied linguistics research. Applied Linguistics Review. https://doi.org/10.1515/applirev-2021-0205
Thumvichit, A. (2024). Q evaluation: Potential applications in language education. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (179-196). Multilingual Matters.
Yuan, C. (2024). The post-sort interviews in Q methodology: L2 Chinese teachers' beliefs about motivational teaching. In N. Fraschini, A. Lundberg, R, Aliani (eds), Advancing language research through Q methodology (145-159). Multilingual Matters.
Fraschini, N., Lundberg, A., Aliani, R. (eds) (2024). Advancing language research through Q methodology. Multilingual Matters.
Lo Bianco, J., & Aliani, R. (2013). Language planning and student experiences: Intention, rhetoric and implementation. Multilingual Matters.
Aliani, R. (2020). Sì, tanti ma non bilingui: Using Q methodology to examine Italian language teaching in primary schools. Doctoral dissertation, The University of Melbourne. http://hdl.handle.net/11343/258782
Kemp, S. (2014). Language Planning at the School Level: The Great Wall of Chinese. Doctoral dissertation, The University of Melbourne. http://hdl.handle.net/11343/52483
Lim, E. (2022). How mental health nurses can use recovery-focused care to reduce aggression in the acute mental health settings. Doctoral dissertation, Curtin University. http://hdl.handle.net/20.500.11937/88694
Lundberg, A. (2020). Viewpoints about Educational Language Policies: Multilingualism in Sweden and Switzerland. https://doi.org/10.24834/isbn.9789178770779
Yuan, C. (2022). Identifying the nature and sources of L2 Chinese teachers’ beliefs about how to motivate secondary school students in Australia: a Q methodology study. Doctoral dissertation, The University of Melbourne. http://hdl.handle.net/11343/312582
Victor, J. L. (2022). Investigating first and second language English teachers’ attitudes to ‘Grammar’ and ‘Grammar Teaching’ in secondary schools using Q-methodology. Master’s thesis, The University of Melbourne. Retrieved from http://hdl.handle.net/11343/311448