Social Research Methods

1. Alan Bryman Social Research Methods Chapter 24: Qualitative data analysis Slides authored by Tom Owens

2. General strategies: analytic induction grounded theory Coding: steps considerations problems Qualitative data analysis Page 565

3. A rigorous search for universal explanation of phenomena: 1. Rough definition of research question 2. Hypothetical explanation 3. Data collection (examination of cases) 4. If any deviant cases found, redefine or reformulate hypothesis 5. Continue until all cases fit hypothesis Analytic induction Pages 566, 567

4. The process of analytic induction Figure 24.1 Page 566

5. Theory is derived from the data, which are systematically gathered and analysed Iterative process repetitive interplay between data collection and analysis / theory building Developments in grounded theory Straussian model more prescriptive term used loosely by researchers today Distinction between tools and outcomes Grounded theory Pages 567, 568

6. Theoretical sampling Coding begins during initial stages of research important first step in generating theory progressive Theoretical saturation Constant comparison (between concepts/indicators) Tools of grounded theory Page 568

7. Concepts (produced by open coding) Categories(higher level of abstraction) core categories Properties (attributes of a category) Hypotheses (initial hunches) Theory explanation of relationship between concepts substantive or formal theory Outcomes of grounded theory Page 570

8. Processes and outcomes in grounded theory Figure 24.2 Page 571

9. Notes written by researchers to themselves Help to generate concepts and categories reminder of what terms mean encourage reflective thinking about emerging ideas crystallize ideas and keep researcher on track e.g. bus industry study (Bryman et al, 1996) in vivo code: ‘inheritance’ of company traits and traditions from pre-deregulation period Memos Pages 573-574

10. Researcher cannot suspend awareness of theories and concepts (Bulmer, 1979) Funding proposals require clear statement of aims, theories and research questions Time consuming Does not necessarily produce a theory - usually specific explanations of substantive issues Confusing use of terms ‘concepts’ and ‘categories’ Fragments data - loss of context and narrative flow (Coffey & Atkinson, 1996) Competing accounts of what is involved Criticisms of grounded theory Pages 574, 575

11. Of what general category is this item of data an instance? What does this item of data represent? What is this item of data about? Of what topic is this item of data an instance? What question about a topic does this item of data suggest? What sort of answer to a question about a topic does this item of data imply? What is happening here? What are people doing? What do people say they are doing? What kind of event is going on? Considerations in developing codes Page 575

12. Code as soon as possible Read through your initial set of transcripts Do it again !! Review your codes Consider more general theoretical ideas in relation to codes and data Any one item or slice of data can and often should be coded in more than one way Do not worry about generating what seem to be too many codes Keep coding in perspective – it is not analysis Steps and considerations in coding Pages 576, 577

13. Cut and paste / code and retrieve not just a mechanical task of data management, coding helps to generate ideas and build theory Turning data into fragments Pages 578

14. Losing the context of what was said (extracting sections of data) Fragmentation of data - loss of narrative flow (Coffey & Atkinson, 1996) Narrative analysis as solution? (Riessman, 1993) Risk of only providing descriptive account of data rather than theorizing Problems with coding Page 578

15. One of the most common approaches to qualitative data analysis Not an approach to analysis that has an identifiable heritage or that has been outlined in terms of a distinctive cluster of techniques Framework: National Centre for Social Research in the UK - ‘matrix-based method for ordering and synthesising data’ (Ritchie et al, 2003) Thematic analysis Pages 578 - 581

16. Using Framework for Bryman’s Disney study Figure 24.3 Page 579

17. Storied nature of human recounting of lives and events (contents of data) elicited personal narratives (Mishler, 1986) life history / biographical approach Narrative account produced in the interview (form of data; the sources themselves) narrative analysis of transcripts (Riessman, 1993) certain kinds of question tend to elicit a narrative Narrative analysis Pages 582-586

18. Secondary analysis offers rich opportunities not least because the tendency for qualitative researchers to generate large and unwieldy sets of data means that much of the material remains under-explored. But, it may be hard to understand the original context and there may be ethical issues concerning participant permissions. Qualidatais an archival resource centre, established in 1994, and can be a useful reference point. Secondary analysis of qualitative data Pages 586, 587