Melissa Hauber-Özer
Missouri, USAEnglish
Experience and Services
Workshops
Standard
- Starter Workshops
Method Focus
- Thematic Analysis
- Reconstructive Horizon Analysis
Methodological Expertise
- Qualitative research
- Participatory action research
- Ethnography
- Narrative inquiry
- Case study
Experience
I hold a Ph.D. in International Education and have been using MAXQDA for approximately 10 years. In my faculty role, I teach qualitative research methods courses that include introductory CAQDAS functions using MAXQDA, such as open coding of textual data, developing a code system, and thematic analysis. I also regularly teach qualitative data analysis workshops for graduate students and faculty at my university.
Relevant Publications
- Hauber-Özer, M. (2026). Investment in second language learning and higher education: Narratives of Syrian refugees in Turkish universities. Multilingual Matters. Hauber-Özer, M. (2026). “That’s kind of racist, I think”: A collective counter-story to the refugee narrative. International Journal of Qualitative Studies in Education, 39(1), Article 2714258. https://doi.org/10.1080/09518398.2026.2714258
- Hauber-Özer, M. (2024). English as access for Syrian refugee students in Türkiye. Focus on ELT Journal, 6(3), 36–49. https://doi.org/10.14744/felt.6.3.3
- Hauber-Özer, M. (2024). Experiences of Syrian refugee students in Turkish higher education: Nasir’s story. In M. Otto & T. Saeed (Eds.), Critical perspectives on refugee and migrant integration in education: Grassroots narratives from multiregional settings (pp. 65-76). Bloomsbury Academic.
- Hauber-Özer, M. (2023). Barriers to higher education in displacement: Experiences of Syrian refugee students in Turkish universities. In S. Saeed & M. Zhang (Eds.) Global perspectives on the difficulties and opportunities faced by migrant and refugee students in higher education (pp. 136-159). IGI Global. Call-Cummings, M., Hauber-Özer, M., Byers, C. & Mancuso, G. (2019). The power of/in Photovoice. International Journal of Research and Method in Education, 42(4), 399-413. https://doi.org/10.1080/1743727X.2018.1492536
