qualitative data analysis
DESCRIPTION
Qualitative Data Analysis. With QSR NVivo Graham R Gibbs. QSR NVivo. Developed by Lyn and Tom Richards in Australia. Started as NUD.IST in 1980s. Now NVivo v. 10. NVivo at Huddersfield. The University now has a site licence for NVivo. - PowerPoint PPT PresentationTRANSCRIPT
Qualitative Data Analysis
With QSR NVivo
Graham R Gibbs
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QSR NVivo
Developed by Lyn and Tom Richards in Australia.
Started as NUD.IST in 1980s. Now NVivo v. 10.
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NVivo at Huddersfield
The University now has a site licence for NVivo.
NVivo now on all HHS PC lab computers, classroom computers and staff office computers.
NVivo available for staff to install on their own computer at home. Go to the IT help desk in the Library, you will be able to borrow the install disk.
on the University UniDesktop. NVivo generally works well but video playback is far too slow to be useable. Other media, such as audio, pdf and Word docs are OK
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Getting help
QSR website Tutorials (also on YouTube) Help system (also from the program) Discussion lists (answered by QSR staff)
CAQDAS Networking project, U. Surrey For advanced uses
Online QDA For info on basic qualitative data analysis
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Types of Qualitative analysis
Ethnography
Analytic Induction
Content analysis.
Thematic analysis
Grounded Theory
Phenomenology
Narrative and biography
Conversation analysis
Discourse analysis
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Induction vs. Deduction
Induction - theories and explanations derived from the data. Data led
Deduction - theories and explanations derived from theories and then tested against the data. Theory led.
Most qualitative analysis approaches are inductive (e.g. Grounded Theory, Analytic induction).
But we can also test theories against our data.
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Preparation
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Transcription
Kvale warns us to “beware of transcripts”.
Dangers = superficial coding decontextualization missing what came before and after the respondent’s
account missing what the larger conversation was about
Transcription is a change of medium
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Format of transcript
Names. Use capitals for speakers MARY C MARY I: or “IV:” or “INT In NVivo, keep name of speaker in separate paragraph.
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Anonymisation
Names and contextual names (places etc)
Keep original with real names, but keep secure.
Publish only anonymised versions
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Prepare text
Check for accuracy.
Use […] for missing text
Use [bribery?] for words you are not sure about.
Print with wide margins (for next stage, coding)
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Levels of transcription
People don’t speak in sentences Repeat themselves Hesitate, stutter Use contractions (don’t, coz, etc) Use filler words (like, y’know, er, I mean)
Options Just the gist Verbatim Verbatim with dialect Discourse level.
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Just the gist
“90% of my communication is with … the Sales Director. 1% of his communication is with me. I try to be one step ahead, I get things ready, … because he jumps from one … project to another. …This morning we did Essex, this afternoon we did BT, and we haven't even finished Essex yet.”(… indicates omitted speech)
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Verbatim
“I don’t really know. I’ve a feeling that they’re allowed to let their emotions show better. I think bereavement is part of their religion and culture. They tend to be more religious anyway. I’m not from a religious family, so I don’t know that side of it.”
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Verbatim with dialect
“‘s just that – one o’ staff – they wind everybody up, I mean, – cos I asked for some money – out o’ the safe, cos they only keep money in the safe – ’s our money – so I asked for some money and they wouldn’t give it me – an’ I snatched this tenner what was mine.”
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Conversation analysis
Bashir: Did you ever (.) personally assist him with the writing of his book. (0.8)
Princess: A lot of people.hhh ((clears throat)) saw the distress that my life was in. (.) And they felt it was a supportive thing to help (0.2) in the way that they did.
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Sources in NVivo
Can add:
Word documents (doc, docx) and editable
RTF files (.rtf) and editable
PDF files (.pdf)
Audio files (.mp3, .wav)
Movie files (.wmv, .mp4)
Web pages (as pdf via NCapture in IE or Chrome)
Survey data (spreadsheet format)
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Variable data
Called attributes in NVivo
Attached to cases (normally = people)
E.g. occupation, gender, age, birth town
i.e. categorical data or measurements
Sort out cases
Put data into a spreadsheet (first column = case names, first row = attribute names, cells =values)
Import as a Classification Sheet.
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Analysis
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Thematic Coding
Grounded Theory (Glaser and Strauss + Corbin + Charmaz)
Interpretative Phenomenological Analysis (Jonathon Smith)
Template analysis (Nigel King)
Framework analysis (Ritchie and Lewis)
All are types of thematic analysis.
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Bryman suggests these stages
Stage 1
Read the text as a whole, Make notes at the end
Look for what it is about
Major themes
Unusual issues, events etc
Group cases into types or categories (may reflect research question – e.g. male and female)
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Stage 2. Read again
Mark the text (underline, circle, highlight)
Marginal notes/ annotations
Labels for codes
Highlight Key words
Note Analytic ideas suggested.
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Stage 3. Code the text
Systematically mark the text
Indicate what chunks of text are about – themes – Index them.
Review the codes.
Eliminate repetition and similar codes (combine)
Think of groupings
May have lots of different codes (Don’t worry at early stage – can be reduced later)
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Stage 4. Relate general theoretical ideas to the text.
Coding is only part of analysis
You must add your interpretation.
Identify significance for respondents
Interconnections between codes
Relation of codes to research question and research literature.
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Coding in NVivo
Codes are known as Nodes
Coding to nodes by:
Select text, then Drag and drop Fast coding bar (with menu of nodes) Menu and dialog box (can code at multiple nodes)
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How is coding done?
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Text
In a village like this ... the young fellows in the village don't seem to have much difficulty when they're out of work – a fortnight and they're back again – word of mouth, I'd say. It’s a different, tricky situation that I'm in – I just can't say, “Oh, I heard there's a job going on building site, I’ll go and have a go for it.” I wouldn't be able to do that.
Code
Age contrast
Constrained
Contrast situation
Word of mouth
Young find work easily
Residence focus
Applying the codes to the data
Need to take code and its definition and apply in standard way to the text.
Identify chunks of text to which code applies
Can be phrases, sentences, several sentences or even paragraphs
Coded passages may overlap
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Questions to ask
"What is going on?
What are people doing?
What is the person saying?
What do these actions and statements take for granted?
How do structure and context serve to support, maintain, impede or change these actions and statements?"
(Charmaz 2003: 94-95)
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Coding supports 2 forms of analysis
Retrieval
Using the coding frame
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1. Retrieval
Retrieve all the text coded with the same label = all passages about the same phenomenon, idea, explanation or activity - Literally cut and paste
Used envelopes/files - Now done using software – retrieval very fast.
Enables cross case comparison on same theme.
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2. Using the coding frame
Use the list of codes to examine further kinds of analytic questions, e.g. relationships between the codes (and the text
they code) grouping cases
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Data driven or concept driven?
Inductive or deductive Most qualitative analysis does both i.e. start with some theoretical ideas these derived from literature, research
brief/questions, interview schedule and discover new ideas, theories,
explanations in the data.
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Code list, scheme, frame, template
List of codes with definitions
Separate from the documents
May be hierarchical
Used:
To apply the code in a consistent way.
To share codes with others, especially in a team
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Code DefinitionsTypically records:
1. The label or name of the code.
2. The name of the researcher. (Not needed if you are working alone.)
3. Date when coding was done or changed.
4. Definition of the code. Analytic idea it refers to.
5. Other notes about the code, e.g. 1. ideas about how it relates to other codes2. a hunch that the text could be split between two different codes.
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Coding hierarchy
Codes can be arranged in a hierarchy
e.g. with these codes from a study of friendship Close, generalised friendships Sporting friendships Sports club members Work friends Making new friends - same sex Making new friends - different sex Losing touch with friends Becoming sexual relationships
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Example code hierarchy Friendship types
Close, generalized Sporting
Club Non-club
Work
Changes in Friendship Making new friends
New same sex friends New different sex friends
Losing touch Becoming sexual relationships
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Memos
Theorizing and commenting about codes as you go along
Notes to yourself
“… the theorizing write-up of ideas about codes and their relationships as they strike the analyst while coding… it can be a sentence, a paragraph or a few pages… it exhausts the analyst’s momentary ideation based on data with perhaps a little conceptual elaboration.”
Glaser, B.G. (1978) Theoretical Sensitivity: Advances in the methodology of grounded theory. Mill Valley CA: Sociology Press.
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An Example Memo
Word of mouth was mentioned by Harry as important for him in searching for work. Several other respondents talked about this as a method they have used. Two thoughts occur to me.
To what extent is this a separate method of looking for work, tapping into a network outside the formal one of job centres, agencies etc. or does it overlap? E.g. is some of the word of mouth information about the formal job finding agencies?
Does it refer to a specific kind of network - mates and relatives finding work for those looking for it, or is it simply a passing on of information that could have been found by those looking in newspapers ads etc?
Above all it raises issues about networking as a way of finding work. Is this an important method? Is it effective? Is it more important in certain areas of work than others? (e.g. in manual work.) Do those with wider social networks have more success in finding work this way?
Graham Gibbs Friday, April 28, 2000
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Descriptive vs Analytic/theoretical
Descriptive Just what the people said What happened Their terms
Analytic Use social science theory Groups codes together Use terms the respondents don’t or wouldn’t
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Example of coding
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‘Loss of physical co-ordination’, ‘Togetherness’, ‘Doing for’, ‘Resignation’, ‘Core activity’
‘Dancing’, ‘Indoor bowling’, ‘Dances at works club’, ‘Drive together’
Descriptive codes
‘Joint activities ceased’, ‘Joint activities continuing’ Categories
Analytic codes
Example showing coding marks
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Line-by-line coding
Force analytic thinking whilst keeping you close to the data
Pay close attention to what the respondent is actually saying
Construct codes that reflect respondent's experience of the world
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Example of line-by-line coding
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Grounded Theory
“…a qualitative research method that uses a systematic set of procedures to develop an inductively derived grounded theory about a phenomenon.”
Strauss, A.L. and Corbin, J. (1990) Basics of Qualitative Research, Grounded Theory Procedures and Techniques. London: Sage. p 24
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Stages of Coding
Open Coding,
Axial Coding,
Selective Coding
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1. Open Coding
the text is read reflectively to identify relevant categories or themes,
Open, because we have not decided already what we are going to find - keep an open mind.
In vivo
e.g “word of mouth”, “Level 7”
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Constant comparison Newly gathered data are continually compared
with previously collected data and its coding
Compare analytic ideas with other circumstances
Used to Refine the development of theoretical categories Test emerging ideas
Think about what is different, what is the same, what metaphors, ideas, theories, might explain the patterns.
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Constant comparison
Example- “Back of house” used in describing working in the hotel trade.
Theatre Metaphor Performance, roles, scripts, learning lines
Out of sight Untidy, unclean, grimy backstage
People pay for performance as well as food
Curtain divides public from private. Use of space, division of space by doors, notices, décor,
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Constant comparison, cont.
Stars get well paid, stage hands poorly paid. Star chefs, poorly paid waiters. - casual labour
Where the backstage is not hidden. MacDonalds - signs, lack of mystery, predictability, cleanliness.
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2. Axial Coding
categories are refined, developed and related or interconnected
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Causal conditions
Phenomenon
Strategies
Context
Intervening conditions
Action/ Interaction
Consequences
3. Selective coding
Central phenomenon
the “core category”, or central theme
It ties all other categories/themes/codes in the theory together into a story
It is identified and related to other themes.
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Example showing analysis
One of a set of interviews by Wendy Hollway and Tony Jefferson.
On fear of crime
Will use some of this for a group work exercise.
Part of interview with:
Barbara 65, F, White,Retired nursing auxiliary,Interview covered, Husband's death, ill health,
sister - prison, stealing & drug taking, tenants association. From low crime area.
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INT So you say - well 2 of those things happened after - when you've been talking to this accountant friend of yours. How did it come up? I mean that's er, you'd been alone for quite a while ....
BARBARA They'd been burgled.
INT Right.
BARBARA And they got through a little window like this. Actually 'e'd got a young lad with 'im. And er, Margaret's engagement ring and she says "that was the one thing - that was the one thing, it grieved me more than anything" she said. "They could 'ave the television, the lot" she said. But the fact that they took 'er engagement ring…
INT Yeah.
BARBARA That upset 'er. And er, we were just talking in general and - and it came up and I says er, "I've got a chain on my door." And 'e says er, "it's not strong enough that, Barbara." He says "you really want something else on" and 'e went - his daughter lived up Stokebridge and 'e went to a little shop up there, or something. And got me that chain…
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BARBARA …And 'e put it on and you can lock it. If you put it on as you're going out, er, its 'ook, and then you 'ave to unlock it to let it drop.
INT Ah ha.
BARBARA When you come in.
INT Oh right.
BARBARA You know, you can push the door and it - oh and it is strong as well.
INT Ah ha. And the 4 locks on the back? Do they date back further?
BARBARA Oh God, yeah.
INT So you had lots of security even when your husband was alive?
BARBARA Oh yeah, mmm. Mmm. Em, I've got one of those dead locks at the top.
INT Yeah.
BARBARA You know, they're just a hole in the door and they're not from outside, they're only from inside. And even that locks wrong way. You 'ave to turn it that way to unlock it. (laugh).
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Notice…
Interviewer and respondent names are in capitals
Wide margins and space and a half between lines
Use of contractions
Place names and people’s names anonymised
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Read through
About neighbour being burgled
Lost TV etc. and engagement ring
Old and new security on front door.
Replaced by friend.
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Mark up text
Annotations and codes.
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Coding Frame
Crime experienced (the type of crime participants discuss having experienced themselves or by their friends and neighbours). Burglary Vandalism Violence
But these descriptive. Be analytic. E.g. Low level (not reported etc.) Significant (with emotional impact)
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Coding Frame, cont.
Security measures (What measures people have taken to protect themselves, their property etc. both in the past and more recently). Chain Dead lock Burglar alarm Safe Car alarms Personal Alarm Stay in Walk with others
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Coding Frame, cont.
But these descriptive. Be analytic. E.g. Physical, technology Behavioural
Psychological (lights on timer etc.)
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Coding Frame, cont.
Feelings about experience of crime Frightened Hurt by loss (especially personal items)
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NVivo video
http://youtu.be/oelXFnJ-7Ms
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