The user cannot open a project in an earlier version of the software. NVivo does not provide forward compatibility. The original project is not modified instead a converted copy of the project is created.
#Use nvivo 12 for mac#
If a user with a later version of NVivo attempts to open a project produced by an earlier version-for example, a user opens an NVivo for Mac (Version 11) project in NVivo 12 (Mac)-the user is prompted to upgrade the project. NVivo for Mac provides backward compatibility. If you no longer intend to use the earlier version, we recommend that you uninstall it before installing NVivo 12 (Mac).
#Use nvivo 12 software#
However, the two versions of software cannot be run at the same time. NVivo 12 (Mac) and NVivo for Mac (Version 11) can be installed on the same computer. NVivo 12 (Mac) allows users to open and work with projects from earlier versions (10 and 11). For Mac: Compatibility with previous versions of NVivo for Mac For example, if a user wants to open an NVivo 12 (Windows) project, they must have NVivo 12 (Windows), or later, installed.
NVivo does not provide forward compatibility-the user cannot open a project with a later format.
NVivo provides backward compatibility-if a user with a later version of NVivo attempts to open a project in an earlier format (for example, a user opens an NVivo 11 project in NVivo 12 (Windows)), the user is prompted to convert the project to the later format. These previous versions can continue to operate on the same computer as NVivo 12 (Windows). NVivo 12 (Windows) allow users to open and work with projects from previous versions of QSR software: NVivo 11, NVivo 10, NVivo 9, NVivo 8, NVivo 7, NVivo 2, NVivo 1, N6 (NUD*IST 6), N5 and N4. For Windows: Compatibility with previous versions of NVivo
#Use nvivo 12 license key#
All SFU NVivo users will need to input the new license key in order to continue using the software.
#Use nvivo 12 download#
A new license key is available, via the self-serve download page. The current SFU site license for NVivo was renewed in May 2020. If you elect, on the download page, to receive messages from the Research Commons about NVivo, you will receive information about extending the license when the current license term expires. If you have difficulty, please email to inquire. Students, faculty, and staff can do so by using the self-serve download page. Several sub-themes also emerged from this study.The SFU site license for NVivo allows SFU students, faculty, staff and SFU-based members of research teams to download NVivo to their individual home computers and laptops. Five themes emerged: (1) TCK Benefits, (2) Social Repatriation Challenges, (3) Personal Repatriation Challenges, (4) Cultural Repatriation Challenges, and (5) Services and Supports.
Data were analyzed using NVivo to create themes based on repeated words and phrases from the collected data. Data collection included a screening questionnaire, semi-structured individual interviews, a single focus group interview, and personal artifacts. There were 12 adult participants who participated, all over the age of 18 and who have spent a minimum of four years living in a host country before repatriating for higher education to the United States. Berry’s (2006) theory suggests that the level of acceptance from the host society will impact the repatriation process. Berry’s (2005) acculturation theory suggests the individual’s TCK upbringing in a host culture impacts values, beliefs, and identity. Berry ‘s (2003) theory was based on TCK attitude towards the home culture and host culture. The theoretical framework for this study was based on Berry’s (2003 2005 2006) acculturation theory. The research sub-questions were designed to gain an understanding of the perceptions TCKs have about the preparedness of higher education institutions to meet the needs of repatriating students. The central research question for this study was aimed to gain insight into the lived experiences of TCKs whose lives were impacted by repatriation for higher education. For this study, repatriation was generally defined as the transitional process of an individual moving from a host country back to the home country to attend college. The purpose of this transcendental phenomenological study was to understand, as a lived experience, the impact of repatriation on Third Culture Kids (TCKs).